The aim of this study is to investigate how teachers’ reason when choosing reading development teaching methods and how teachers justify these didactical choices. The method that has been used to investigate this is partly the stimulated recall interview method. Which in this study, is based on a student's reading aloud which the teachers can use to recall their didactic competence. Semi-structured interviews are partly used to obtain comparable responses from all informants. The results have then been interpreted, categorized thematically and analyzed in accordance with the relationships operating within the didactic triangle. The results were then discussed with the help of Duke and Pearson's scientific article based on a meta-study (2002). The result has also been discussed on the basis of Schmidt's doctoral thesis which maps the texts students encounter at school and at home and how they are used (2013). The conclusions drawn, based on what the participating teachers say, are closely related to a strategic-oriented teaching of reading. The informants justify this by naming different types of strategies and methods for a reading-development teaching in the Swedish subject integrated with other subjects in school.