The aim of this study is to increase the knowledge of how teachers working in grade 4-6 describe reading aloud as a working method that promotes pupils´ language development. The aim is fulfilled by answering the research questions of the study throughout the analysis of the respondents ‘answers.

Qualitative semi structured interviews were used as a method to fulfil the purpose of the study, where the teachers have answered as well as questions as follow up questions. The interviews were conducted with four primary school teachers in grades of 4-6. The collected material has been transcribed and categorized in order to discuss it in the discussion section. The study is based on a socio-cultural perspective, where interplay and interaction with others can lead to language development. 

In the light of the results, it can be ascertained that teacher uses reading aloud as a teaching method, in purpose to promote language development. An aspect that teachers highlight is that the advantage with a reading aloud book is that the pupils are involved in the reading and there are different ways of working that contributes for language development. The different ways of working were that highlight in the study is pair discussions, discussion of books and individual writing assignments. Finally, the results have shown that, according to the teachers, that use of reading aloud as a method promotes pupils´ language development, with support of the above approach. 

Keyworlds: Reading aloud, promoting working ways, language development, working ways in Swedish teaching