The aim of this study was to find out whether six weeks of reciprocal teaching in grade 2 and 3 would improve pupils text comprehension. Students’ text comprehension was assessed with a standardized test and by analysing students’ use of meta-cognitive strategies in a conversation about a text. The assessments were carried out pre- and post-intervention. Sixteen pupils were identified with weak text comprehension in a standardized assessment of text comprehension in grade 2 and 3 respectively with a total of 78 students participating in the assessment. The students with weak text comprehension were divided in an intervention group (eight pupils) and a control group (eight pupils). The control group participated in regular class-room instruction during the intervention.    The intervention was carried out in small groups and focused on meta-cognitive strategies (e.g. predicting story-content, ask questions to the text, identifying and learning new words and summarizing story-content) and lasted for six weeks, three lessons a week and about 35 minutes/lesson. The students in the intervention group improved their results in the standardized test in text comprehension compared to the control group. The pupils in the intervention group used meta-cognitive strategies to a larger extent after the intervention compared to before the intervention. They also increased their talking space in a conversation about a text compared to the control group. Interaction with each other didn´t increase noticeably after six weeks of intervention in neither group. No statistical analysis were conducted.