A study of four teachers´ verbal scaffolding in explicit reading comprehension Reading is an absolutely crucial skill to cope with everyday life in Sweden as well as other information societies. Therefore reading comprehension becomes the core of the entire educational system. Instruction in reading comprehension is to give pupils the opportunity for lifelong learning, but this important process will not come easy and natural for everybody. Reading instruction places greater demands on students as they move up the grades. In the lower grades teaching is centered on learning to read but there is a shift from the fourth or fifth grade, when students encounter more and more advanced texts and thereby need to acquire the skill of reading to learn. The current curriculum in Sweden states that teachers shall educate their pupils how to use efficient reading strategies when encountering new texts. Many scientific studies have shown that explicit reading strategy instruction is more advantageous than implicit. Despite this notion, implicit reading strategy instruction is predominant in Swedish schools. The purpose of this study is to examine how four teachers in Stockholm, scaffolds their pupils through explicit reading strategy instruction and how these teachers reflect on benefits and potential difficulties in their way of teaching. By analyzing the methods and models these teachers use and what problems they face, more teachers might learn new ways to approach this more effective way of teaching. Four teachers from three different schools in Stockholm were observed while teaching explicit reading strategy instruction. Focus was directed towards their use of scaffolding followed by interviews to find out what advantages and difficulties the teachers saw in their way of teaching. The result showed examples of different types of talk used in explicit reading instruction from the models En läsande klass and Chambers model for book talks. Depending on the model the teachers took on different roles in their way of scaffolding their pupils. All teachers invited the pupils to participate in conversations and to learn from each other’s thoughts. The two teachers’ only using En läsande klass saw no obstacles in using that method to scaffold their pupils in explicit reading strategy instruction, while the other two explained some difficulties.