Shared and individual supporting structures : A study of teachers' perceptions of work with reading comprehension in grade 2

Abstract The aim of the study was to investigate the shared and individual supporting structures that teachers employ to develop pupils’ reading ability in grade 2. The study used semi-structured interviews with teachers in the lower level of school. The result shows that the teachers shared the perception that learning to read is crucial for pupils’ continued development in school. The teachers try to make the pupils aware of why they should learn to read, and in that process the teachers use different supporting structures at individual or group level. The study also shows that the teachers come close to the socio-cultural perspective with its emphasis on dialogue and learning together