My purpose in this paper is to study teachers' work in reading and writing in primary school and special school. I want to find out if they use the same methods, strategies and materials to help students learn to read and write. I will find out the answer to my purpose by performing two qualitative observation and two qualitative interviews. Lundberg (2010) is the researcher I relate to during my study. Through observation, I see how teachers work with students in the classroom during a lesson in the Swedish language. During the interviews, I received answers to how teachers work with language, the materials, methods and strategies they use. I found out that teachers use specific strategies when they help their students. They use a work material that is tailored to curriculum in Swedish language and it is based on the phonics method. / Mitt syfte med detta examensarbete är att undersöka lärarnas arbete i läsning och skrivning, i grundskolan och särskolan. Jag vill ta reda på vad de använder metoder, strategier och material för att eleverna ska lära sig läsa och skriva. Jag kommer att ta reda på svaret på mitt syfte genom att utföra två kvalitativa observationer och två kvalitativa intervjuer. Mitt arbete stödjer sig på forskare, framför allt på Lundberg (2010). Genom observationen fick jag se hur lärarna arbetar med eleverna i klassrummet under en lektion i svenska. Under intervjuerna fick jag svar på hur lärarna arbetar i svenska, vilka material, metoder och strategier de använder sig av. Jag fick reda på att lärarna använder sig av speciella strategier, att de inte ger eleverna svar på sina frågor direkt, utan ställer följdfrågor till eleven, för att de ska få eleverna att klara det själva. Pedagogerna använder sig av ett arbetsmaterial som är utformat utifrån kursplanen i svenska som utgår ifrån ljudningsmetoden. Samt annat material som strävar mot kursmålen.

The purpose of this study is to describe from a didactic point of view how teachers work with reading aloud and reading comprehension strategies. This is based on the fact that if the teacher does not always involve reading strategies in reading that develop students' reading comprehension, it can lead to reading difficulties. At the end of third grade, a goal is also for pupils to have developed a basic reading comprehension. There is also a lack of research on Swedish reading education. In this study, the following questions are based:  What reading comprehension strategies does the reading aim to develop among pupils and how do teachers reason about their teaching?   Do teachers use a working material when they teach reading aloud, and how do teachers reflect on it?  The survey is based on observations and an interview and teachers' speech documents. The theoretical framework of the study builds Barbro Westlund's teori on reading aloud and reading comprehension strategies. The results of the survey show that the reading is a working method and reading comprehension strategies are included. Teachers need to discuss new word meaning and let pupils predict what the text will be about by looking at the title and the book's illustrations. The teacher should allow pupils to summarize and discuss questions that the text may have raised with the pupil. The pupils should also be involved by connecting the text to their own experiences and answering thought-developing questions. This can make it easier for the teacher to start reading on the basis of a work material that has a clear connection to reading comprehension strategies in order to be able to conduct a teaching where more pupils develop a basic reading comprehension at the end of year three.