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.