Syftet med denna studie är att undersöka vilka faktorer som påverkar elevers intresse och lust till att läsa skönlitteratur och vilka strategier som används för att motivera till läsning. För att möjliggöra denna studie intervjuas femton elever i en klass fem och deras tre lärare genom en metod som kallas fokusgrupper. Fokusgrupper är en kvalitativ intervjumetod som grundar sig helt på deltagarnas personliga upplevelser och åsikter. Deltagare i fokusgrupper får i förhand information om vad som skall diskuteras vid intervjutillfället. Det är deltagarnas diskussioner och resonemang som sedan analyseras och används som data till examensarbetet. Resultatet av studien visar att deltagarnas läsning av skönlitteratur präglas av en rad olika faktorer som skall gynna läsningen. Den främsta och viktigaste faktorn för att gynna den skönlitterära läsningen är valet av skönlitterär bok, den skall helst vara tilltalande och spännande. / The aim of this study is to investigate which factors that affect students interest and desire to read fiction and what strategies are used to motivate reading. In order to enable this study, fifteen students are interviewed in class five and their three teachers through a method called focus groups. Focus groups are an interview method that takes place in the participens per- sonal experiences and opinions. Participants in focus groups receive prior information about what should be discussed before and at the interview session. It is the participants discussions and reasoning that are important and then analysed and used as data for the exam project. The results of the study show that the participants reading of fiction is characterized by a variety of factors that should benefit from reading. The primary and most important factor for favouring the literary reading is the choice of fiction literature, it should preferably be appealing and exciting.

This study aimed to investigate how some teachers talk to students in grade 4-6 about fiction, more specifically, how the teachers in their reading aloud teaching enable students to develop imaginary worlds through conversation. The material was analyzed based on Langer’s (2005) theory about imaginary worlds. Two questions were formulated to answer the study’s aim: How do some teachers plan their conversations about fiction in reading aloud teaching? Moreover, how do teachers’ conversations about fiction vary in reading aloud teaching? The results showed that all teachers plan their conversations about fiction in the reading aloud teaching in different ways. Three of the teachers plan their conversations by reading the fictionin advance to get acquainted with the story and the characters. One teacher plans her conversations about fiction after reading aloud. The result also showed that all teachers vary their conversations about fiction in reading aloudin different ways, such as text extracts from chapters, work with illustrations, book conversations, and keeping the book secret from the students so that they can imagine what the characters and the environment can look like. Finally, the result showed that through the teachers’ conversations, the students were given opportunities to build imaginary worlds and an increased understanding of the text.