This article reports the results of a twelve-week intervention study in which 30 students in the third grade in a socially disadvantaged neighbourhood received training in a reciprocal teaching reading programme twice a week. Previously, (a) no study of the effects of reciprocal teaching had been conducted in a Swedish context under the conditions of larger groups in grade 3 or (b) in a socially disadvantaged neighbourhood. In the present study, the students were instructed in ‘text talk’ in large groups, with 15 participants in each group. Each session lasted 15 to 20 minutes. Some text talks were video recorded. The video recordings were analysed qualitatively. The students’ reading comprehension was tested before the intervention, immediately after completing the intervention, and three months after completing the intervention. The results presented suggest that the students’ reading comprehension significantly increased. In the conclusion, the study indicates that reciprocal teaching had a positive effect on students in grade 3 in a Swedish context; however, uncontrolled intervening variables cannot be ruled out.