This study deals with teachers' attitude to reading comprehension strategies and its use in teaching. It is not enough to read a lot for students to develop their reading skills. Students also need explicit instruction in reading comprehension strategies. From a social- constructivist perspective, the aim is to explore teachers' attitudes to different types of reading comprehension strategies and their goal of using these in teaching for preschool to grade 3.

In order to answer the aim of this study following questions is being used:

• What kinds of reading comprehension strategies do the surveyed teachers use and for what purpose?

• What have teachers seen in practice that reading comprehension strategies can contribute with in order to develop students reading comprehension?

• What role considers the surveyed teachers that they have during text talks and in relation to the teaching of reading comprehension strategies?

Materials for the study consists of qualitative interviews with nine teachers working in preschool up to third grade. The results show that the interviewed teachers see reading comprehension strategies as implements for the teacher to be able to give students an explicit instruction in reading comprehension and as tools for the students to be able to create an understanding of text on several different levels.