Original version
English didactics in Norway - 30 years of doctoral research. 2019, 207-228, DOI: http://dx.doi.org/10.18261/978-82-15-03074-6-2019-11
Abstract
This chapter reports a doctoral study (Brevik, 2015) that investigated the practices involved in developing reading comprehension in English as a second language in upper secondary school; focusing specifically on reading strategy instruction and use. The chapter describes how strategies were taught and used markedly differently in general and vocational study programmes, and addresses recent developments related to reading comprehension instruction across contexts in Norway, with suggestions for further research.