There is ample evidence that both deepened understanding and appreciation of literary texts is facilitated by a number of different strategy approaches (Janssen 2002; Souvignier & Mokhlesgerami, 2006; Janssen, Braaksma & Couzijn, 2009). The effectiveness of comprehension strategies have been tested on various educational levels, from primary school up to college. It has been pointed out, though, that a significant amount of the evidence is based on research that investigates instructional effects of single strategy approaches in well controlled experiments (Guthrie et al., 2004). In order to validate the implications of combining different approaches, a number of studies have recently been testing more complex bundles of comprehension strategies (Spörer et al. 2009; Andreasson & Bråte 2011). An advantage of these approaches is the ability to measure the effectiveness of instructional approaches that contains enough breadth and variety of classroom activities to be implemented successfully in authentic classrooms. On the other hand, even with efficient multiple strategy programs it is a delicate, sometimes even impossible, task to pin down which of the various strategies that contribute specifically to a significant gain in students’ reading comprehension (Graesser, 2007).

Yet, introducing several strategies may also provide interactional effects, so that the appropriation of one strategy amplifies the impact of another. In our previous studies we have found this to be the case (Tengberg & Olin-Scheller, forthcoming). It is also likely that comprehension instruction may be supported by and combined with other promising principles of literature instruction. One of these principles is the warrant for teacher-led (and peer) discussions of texts (Nystrand et al., 1997; Soter et al., 2008) Another is the argument for the benefit of challenging, analytic writing assignments (Marshall, 1987; Graham & Hebert 2010).

In this intervention study we investigate the effectiveness of a multiple strategy approach called Dialogic Strategy Instruction (DSI). DSI rests on these three principles: providing a large amount of probing and open discussions about texts; gradually introducing a carefully chosen set of comprehension strategies; and stimulating readers’ response through challenging writing assignments. The aim of this approach is to encourage students to develop, first and foremost, an engagement in reading, and to enter upon a gradual acculturation to seeing themselves as participants in the process of literary meaning making. The aim is also to encourage students to become active, strategic and critical readers of literature.

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