The purpose of this study is to investigate how four teachers in grade 4, 5 and 6 choose to work with reading comprehension within the Swedish subject. In this study the focus is on the following issues: - How do the teachers work to get the students to understand the texts they are reading? - How do the teachers in the Swedish subject describe reading comprehension? In order to conduct the survey, I have used two methods, these are interviews and observations. After carrying out four observations and four interviews, I have analyzed the empirical material by means of three theories relating to each other. These three theories are the socio-cultural perspective, reciprocal teaching and transactional strategy instruction. The result of this study shows that the four teachers primarily choose to let the students read short texts taken from a textbook, then let them answer questions related to these texts. This was reflected in the observations and interviews. During the interviews, all teachers said reading comprehension is a very comprehensive concept that consists of several different parts, and that these parts together constitute the concept of reading comprehension. These include for instance, understanding the texts we read and being able to use these texts according to the teachers.