Reading literacy is considered a key competence in the information society, and the need for high level of textual understanding is even more important as the concept of texts is developing in a continuously high speed. Reading literacy has been a highly prioritized area of school development within all OECD countries, as reflected in the PISA tests from year 2000 and forward (OECD, 2000; 2011; 2016).

There is strong research evidence indicating that classroom practices, such as the direct teaching of reading strategies, has substantial effect on the development of reading literacy (Pressley, 2000; Waters & Schneider, 2010). An individual need to be able to execute a wide range of processes to achieve such reading skills, and this requires that the reader has the cognitive skills, motivation and strategies that support these processes (OECD, 2016). In addition, research has shown that teachers´ scaffolding processes have impact on students´ awareness of strategies (Guthrie, Ho & Klauda, 2013), which in turn improve reading proficiency. We know that competent readers use various processes, skills and strategies to construct meaning in texts (van den Broek, Risden, & Husbye-Hartmann, 1995), and in line with the increasingly high demands for such complex text comprehension, there are high expectations on the school system to develop this competence. However, how strategies are actually included and taught in classroom teaching is an understudied area. Limited empirical knowledge exists about how reading strategy instruction naturally occurs in everyday L1 lessons, as most of the studies are interventions aiming at defining students´ reading proficiency. There is also a lack of information about how reading instruction is conducted in the classroom in Norwegian schools.

By comparing video observations from 180 recorded Norwegian language arts lessons (45 minutes each) across 45 secondary schools (13-14 years old students) in Norway, this study investigates to what degree and how reading strategy instruction occurs across the 180 lessons. The main aim of this study is to analyze the type of strategies applied and instructed by the teachers, and to investigate what stages of the reading processes (before - during – after reading) teachers give priority to in their instruction.

This study is based on a Vygotskian approach to learning, which emphasizes that learning strategies and processes should initially be modelled by the teacher and gradually internalized by the student. Several researchers have developed these theories to describe important principles in teaching reading comprehension strategies (e.g. Duke & Pearson, 2002). Weinstein & Meyer (1986) have developed a taxonomy of different learning strategies, where four are highly applicable and most useful for categorizing different kind of reading strategies in the present study: revision, elaboration, organization and monitoring.

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