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This study explores literature reading and reception of narrative texts among Swedish middle school students. Through a written assignment and a think-aloud protocol, students’ comprehension and interpretation of narrative texts are investigated. The study shows that Swedish middle school students tend to focus mainly on the plot. The main comprehension hindrance is at the lexical level, but cultural aspects, such as general knowledge of the surrounding world, are also crucial. The students also tend to have difficulties interpreting the gaps in the text and making meaning from the implicit. However, the students are also capable of interpretations and conclusions that go beyond the text. The study suggests that literature teaching in middle school should strive to activate both syntagmatic and paradigmatic thinking [Bruner, J. (1986).  Actual minds, possible words . Harvard University Press] to help students to a better comprehension of the literary text, but that the syntagmatic reading should be emphasised to encourage the joy of reading.

“It was Difficult. And a Little bit Boring.” Swedish Middle School Students’ Reception of Narrative Texts