Home Reading in Grade 1: Implementation, Challenges and Opportunities

Abstract

A growing concern in Icelandic education is the decline in reading proficiency among young learners. Since 2019 a substantial proportion of Grade 1 students have not met national benchmarks for oral reading fluency and reading comprehension scores among adolescents have steadily decreased in international assessments. These trends underscore the importance of revisiting reading instruction practices, including home reading – a widely used method for developing fluency at the early primary level. Home reading typically involves children reading aloud to a parent or guardian, who confirms completion, often by signing a logbook. While this practice is deeply rooted in Icelandic schools, little is known about its current implementation and whether it accommodates the diverse needs of today’s student population. The purpose of this study was to examine how home reading is organised and executed in Grade 1 classrooms and to explore the extent to which teachers adapt expectations based on individual circumstances.

The study employed a quantitative survey design targeting all Grade 1 homeroom teachers in Iceland during autumn 2024. The sample included 228 teachers (92% response rate) from 128 schools. The survey gathered information on reading instruction methods, expectations for home reading, monitoring practices, reasons for adjusting requirements and perceived barriers related to students and parents. Data analysis focused on descriptive statistics and comparisons to identify patterns in implementation and perceived challenges.