Abstract

 Research shows that children read less in both school and at home. The view of the situation is that pupils get less time to practice their reading in school. Scientists deem the ability to read to be tremendously important. In order to function properly in society, the ability to read must be practiced regularly. The purpose of this study was to research the pupils’ experiences about reading books in school, and if the educator use their experiences when planning situations in which the pupils learn new things.  This study was conducted because we, the authors, discovered that there is a lack of studies that take into account the students' perspectives on reading in regular teaching. There is also a lack of studies that describe the students' feelings and experiences about what they read. The empirical material of this study was five semi-structured group interviews, in which pupils had the opportunity to highlight their thoughts about the reading that they do in school. The conclusion was that the experiences of the students differ between the two schools. It also states that the pupils have mixed feelings about reading and that the pupils get many opportunities to choose what books they read. Lastly the pupils conclude that their experiences of practicing to read, have had a positive impact on how they have developed their abilities to read. Keywords: Practice based learning, experienced based learning, book reading, pupils' reading,