The purpose of this thesis is to examine how different approaches to children’s and young people’s reading appear in the journals Biblioteksbladet and Svenskläraren during the years 2016-2020. Biblioteksbladet addresses librarians whilst teachers are the target group of Svenskläraren. The two professions are chosen since they both work with reading promotion towards children and youths. The theoretical framework for this study is three different approaches to reading – the pragmatic, the traditionalistic and the emancipatory. By using both qualitative and quantitative methods, this study aims to investigate to what extent the different approaches appear in each journal. It also examines and shows examples of themes that occur when analysing the material. A common theme for the traditionalistic approach is promotion of literary classics. Language development is a frequent theme within the pragmatic approach and reading as a tool for developing norm criticism is a common theme for the emancipatory approach. This is the case for the articles in both journals. The results also show that the pragmatic and the emancipatory approaches dominate the articles in Biblioteksbladet during the selected years. In Svenskläraren, the result differs in that the pragmatic and the traditionalistic approaches nearly appear as often as each other. However, the emancipatory approach almost occurs as much as the traditionalistic and the pragmatic approaches combined. The differences in what the articles focus on might be a result of the fact that the two professions have different regulations and policy documents that govern what to focus on.