Reading comprehension in English is a highly prioritised skill in Swedish schools and digitalisation has opened up a wide variety of opportunities for educators to create good learning environments that promote reading. Although pupils generally consider English an important subject, many of them are not very excited about reading in English class. To address this, this study examined the effect of ReadTheory, an adaptive online tool for helping learners to develop reading strategies, as well as learners’ perceptions on using the tool. A Year 6 class served as the intervention group by learning reading strategies through using ReadTheory for four weeks. Another Year 6 class served as the comparison group learning reading strategies through more ordinary, regular methods for teaching reading. A post-intervention survey was also distributed to the intervention group to investigate the pupils’ subjective experience in using ReadTheory. The results showed no significant improvement in pre- and post-test scores in the intervention group or the comparison group, and no significant difference in pre- and post-testscores between the two groups was found, most likely due to the short intervention period. The survey results showed that overall pupils enjoyed working with ReadTheory, such that it helped them become better learners and think reading in English can be enjoyable. This study suggests using ReadTheory in English classrooms as part of a diverse learning approach to teaching strategies for reading comprehension and to increase motivation for L2 reading.