Reading instruction in lower secondary school from a differentiation perspective : A qualitative study of Swedish teachers' work with reading instruction in Sweden and Åland

This qualitative study investigates how Swedish language teachers at the lower secondary level in Sweden and Åland differentiate their reading instruction to strengthen students’ reading abilities. In light of declining reading comprehension results, the study examines how teachers adapt their instruction to meet students’ diverse needs. The study is based on Tomlinson’s (2014) theory of differentiated instruction, focusing on five aspects: pace, level, scope, method, and interest. Data was collected through classroom observations and interviews with nine qualified Swedish language teachers. The results show that all teachers strive to include and support their students, though the strategies vary. Whole-class shared reading is frequently highlighted as a method for supporting and engaging students as well as enhancing their reading skills. The study also emphasizes how teachers’ expectations, students’ self-confidence, and time constraints influence the possibilities for differentiation. The findings contribute to a deeper understanding of differentiated reading instruction and provide concrete insights into how teaching can be adapted to strengthen students’ reading comprehension.