Test results from 2012, carried out by PISA (Program for International Assessment), show that Swedish teenagers’ reading abilities are scoring lower and lower. General reading abilities among 15-year-olds may be low due to the lack of literacy skills. If the general reading ability sinks, or stays on a low level, English language levels could gradually sink or stop advancing as well. In terms of language studies, this should be considered as a concern, since reading comprehension is a core task of language learning. Teachers’ pedagogical strategy should aim for putting students into situations where they are encouraged to close read in order to decipher and create meaning. From a narratological perspective, unreliable narration helps to create the ground for close reading sessions. There are close reading theories available, but there is a lack of bridging theoretical knowledge to the actual execution in class. In this thesis, the structural-affect theory is used to demonstrate how the unreliable narrative in City of Glass by Paul Auster creates suspense, which invites the reader to create meaning. Subsequently, the notice and note signpost theory is applied to close read the unreliable narration. This theory encourages aesthetic reading and creates engaged readers, which leads to reading comprehension. Therefore, teachers should focus on teaching literacy skills through close reading in class in order to invite students to create and decipher meaning, one of the core tasks when learning languages.