The purpose of this study has been to investigate if conversation after individual silent reading can increase pupils' reading experience. 

To investigate this purpose three questions were formulated: 1. How do pupils’ perceptions of individual silence reading differ before and after active oral follow up? 2. In what way do pupils become active during discussions about the reading? 3. How do pupils experience talking about what they have read to their shoulder-buddy after individual silence reading?  

The theoretical framework is based on Louise M. Rosenblatt´s (2002) transaction theory and Judith A. Langers (2007) performance worlds. 

In order to examine these questions one observation and two surveys have been carried out, one survey before activity and one survey after activity performed, in order to compare the results. Participants are from four middle school classes in Stockholm. The activity consists of conversations after individual reading with a shoulder buddy. The conclusion of this study is that with tools, such as conversations after individual silent reading, the pupils experience reading increase.