The purpose of this intervention study is to investigate how students in year five develop their ability to understand a factual text based on the teachers teaching in the RT-model. Furthermore, the study will examine which changes become visible after working in the RT-model. To fulfill the purpose of the study, the following questions have been formulated:
The development project was carried out on four occasions and therefore the intervention has been planned in four stages. At the first occasion, the students had to write a pre-test to give the teacher a concrete picture of the students’ prior knowledge of how they understand a factual text.
On the second occasion the students were given an overview of the strategies in the RT-model. During the third occasion the students were divided into smaller groups to discuss and apply the different strategies when reading a factual text and in the last occasion the students wrote a post-test.
The method that was best suited for this study was the qualitative method which consists of observations followed by text analyses. The results of the completed study showed that the five students who participated in the study developed their ability to understand a factual text based on the teacher’s work with the model and the group discussions. The results of the study also showed an obvious improvement in terms of the students first text version and the last text version after the work with the RT-model.