| Summary: | This qualitative study sets out to investigate ways teachers work with reading comprehension when teaching pupils in language vulnerability. For this purpose, we conducted interviews with six primary school teachers (class 0–3) and applied a hermeneutic perspective in the analysis of the data material. The results suggest that the teachers are well aware of the importance of giving pupils in language vulnerability more time and more verbal training in order to succeed with reading comprehension. Moreover, they describe metacognitive strategies and the modeling of reading comprehension strategies, cooperative learning situations as well as individual tutoring as beneficial for pupils’ reading comprehension. Further, the results indicate teachers’ willingness and effort to support pupils in language vulnerability, but also frustration due to the feeling of insufficient competence and lack of time to support these pupils. We conclude that explicit teaching in reading comprehension in primary school is important for all pupils and especially for pupils in language vulnerability. Teachers’ support in reading comprehension is, and remains, one of the most important factors when preparing pupils to develop and work in a democratic society.
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