Silent reading is and has been, for a long period of time, a common activity in Swedish schools during the Swedish lessons. The question, however, is whether most people know or have reflected on why they have read silently in school and if their theachers have motivated and schaffolded them during the silent reading. This is a qualitative study to examine how some teachers scaffold and motivate pupils in their silent reading. The questions the study will answer are: 

• How do these teachers describe that they scaffold and motivate their pupils in the silent reading? 
• How do teachers act during silent reading in the classroom to scaffold and motivate pupils in silent reading? 

The study used the methods observation and interview of teachers in grades 4-6. The material has then been analyzed using sociocultural theory and the concept of motivation. The result shows that teachers primarily want to increase pupils' joy in reading through silent reading, but that silent reading is also used to support the development of pupils' language. To support pupils in the silent reading, teachers use schafolded activities such as individual reading with pupils, modeling and clarifying ambiguities. Theachers also use external motivation to create inner motivation in pupils'.