The purpose of this study is to analyze the teacher's work, opinions and experiences of teaching with material from A reading class. The study is conducted using interviews and observations, and aims to answer how a number of teachers reason about the material they work with to accommodate students with different reading comprehension strategies and to observe how a number of teachers work with this material. The two questions this study aims to answer are:- How do a number of teachers use the material from A reading class?- How do teachers reason about their work with A reading class? In what extents do they use the material that is available? And what are the advantages / disadvantages they see with the material? The methods used to conduct this study is: four interviews with teachers who work in grades 1-4 and five observations in grade 1-4 where the material was used. The theory, and the theoretical concepts this study is based on is: a number of international theories in witch A reading class is based on, the study of Barbro Westlund and the material from A reading class. The study shows that teachers work with the material very differently. The teachers who have chosen to work with the material only see it as positive, those who have been forced to work with the material however, see some negative aspects of it. All of the teachers pick parts of the material to fit their students and class. Most of the teachers in this study only use the pictures that represent the five reading strategies. Only one of the teachers uses lesson plans and the instructions from A reading class. That teacher only has students with Swedish as a first language. The other three teachers have students with another first language than Swedish, as the majority of their class. They believe that children with another first language than Swedish may experience difficulties with the lesson plans from A reading class due to the long instructions and strict structure. One teacher uses the text from A reading class as a library, and in two of the interviews the teachers describes that they work with smaller reading groups so that the students get teaching at their own level.

Despite the prevalence of separate reading classes in middle-level schools across the country, there is much debate about the effectiveness of these courses. Many researchers advocate content-area literacy or interdisciplinary teaming instead, claiming that students do not transfer the skills they learn in reading classes to other subjects. This qualitative case study of one middle school student is an intensive description of a biracial Navajo and Piute teenager who attended a separate reading class. The case study looked at three specific areas of the student's reading in regards to this class: comprehension, motivation, and perception. The student did not transfer the skills he learned in this class to his content areas, nor did he change his at-home reading and writing practices while participating in this class.

The aim of this study is to examine teachers’ motives to work or to not work with A reading class and how teachers teach reading comprehension strategies. The two questions this study aims to answer are: Which motives do teachers have that make them choose or not to choose to teach reading comprehension strategies based on the material A reading class? How do teachers teach reading comprehension strategies in their reading comprehension instruction?      The approach used to conduct this study was qualitative. Four teachers working in grades 4-6 were interviewed and their lessons were observed. This study is based on theories that show different models (RT, TSI and QtA) of how to work with reading comprehension strategies, A reading class and a variety of learning theories: Vygotskij and Dewey.    A reading class is a material with reading comprehension strategies through characters. This study shows that the motives of those teachers who choose to work with the material A reading class is primarily to provide tools, to structure and make it clearer for the students to understand texts. The teachers who do not work with A reading class say that their motives to not work with the material is because there is too much material, meaning that they have to make a great deal of copies. Their motives are also based on their belief that the material contains texts that are too difficult for their group, they simply have other materials that suit their pupils better. The study shows that the teachers Sandra, Gunilla and Stina teach in reading comprehension strategies through RT, in addition to Marie who is focusing on the strategy “artist” of A reading class. The teachers also used TSI regarding the reading comprehension strategies, but QtA was not used among teachers. All the teachers had the conversation and the learning as a social process as an important part in providing students with reading comprehension strategies.

In this study, I examined how the study guide for A reading class - Practice reading comprehension is used in both theory and in practice, based on the type of questions asked. The aim of the concept is to practice reading comprehension based on five characters: foretell lady, reporter, detective, cowboy and artist. I have studied what type of questions the concept use and categorized these questions as authentic- or non-authentic questions. I have also studied how two teachers in Central Sweden use the concept, what type of questions they ask and then categorized them as authentic- or non-authentic questions. My results shows that the concept of A reading class - Practice reading comprehension use most authentic questions unlike the teachers who use slightly more non-authentic questions. The authentic questions give the students a greater opportunity to speak, unlike the non-authentic questions. When the students speaking space becomes greater the power relationship between the teacher and students becomes more equal.

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