This study is about preschool teachers’ perspective on oral reading. Thepurpose of this study was to find what types of discourses were prominent inthe reasonings of preschool teachers. The following questions were used asa basis for this study: How do preschool teachers resonate about their workwith oral reading? as well as In which aspects do children and adults haveinfluence during elements concerning oral reading, according to thereasonings of preschool teachers?The theory that inspired this study is the Foucauldian power theory. For theanalysis method we chose critical discourse analysis to be able to get adetailed analysis of the interviewee’s answers. We have chosen a qualitativemethod with semi structured interviews as our method to understandpreschool teachers reasoning regarding oral reading in preschool. The resultof this study showed that the preschool teachers resonated about oralreading as something important, particularly regarding children’s languagedevelopment, but that despite that it was not something that had a highpriority. Oral reading was an activity that occurred spontaneously, ratherthan something planned in the daily agenda. Furthermore, the result of thisstudy showed that the preschool teachers experienced some challengeswithin their work with oral reading and that children at times had a lot ofinfluence in regard to preschool teachers work with oral reading, which wasdescribed as an obstacle in their work. 

This study is about preschool teachers’ perspective on oral reading. Thepurpose of this study was to find what types of discourses were prominent inthe reasonings of preschool teachers. The following questions were used asa basis for this study: How do preschool teachers resonate about their workwith oral reading? as well as In which aspects do children and adults haveinfluence during elements concerning oral reading, according to thereasonings of preschool teachers?The theory that inspired this study is the Foucauldian power theory. For theanalysis method we chose critical discourse analysis to be able to get adetailed analysis of the interviewee’s answers. We have chosen a qualitativemethod with semi structured interviews as our method to understandpreschool teachers reasoning regarding oral reading in preschool. The resultof this study showed that the preschool teachers resonated about oralreading as something important, particularly regarding children’s languagedevelopment, but that despite that it was not something that had a highpriority. Oral reading was an activity that occurred spontaneously, ratherthan something planned in the daily agenda. Furthermore, the result of thisstudy showed that the preschool teachers experienced some challengeswithin their work with oral reading and that children at times had a lot ofinfluence in regard to preschool teachers work with oral reading, which wasdescribed as an obstacle in their work.