The organisation and follow-up of reading support at the youngest level of primary school

From the perspectives of literacy experts

Abstract

In recent years, emphasis has been placed on assessing children’s learning needs and meeting them as best as possible right from the beginning of their schooling. This shift can be attributed to increased emphasis on universal education and children’s well-being, as well as a heightened awareness of the importance of early intervention to mitigate potential issues and their adverse impacts on children’s learning and development. Given that reading and literacy are integral to early primary education, reading instruction during these formative years is particularly crucial. The Compulsory School Act from 2008 and the Act on the Integration of Services for the Benefit of Children’s Prosperity from 2021, along with regulations on special needs in primary schools and municipal school services, collectively establish a policy for inclusive schools. This policy emphasises the priority of meeting students’ needs through targeted support. The article examines findings from interviews with literacy experts actively engaged in schools possessing strong professional expertise in reading studies. The study aimed to provide insights into the organisation of reading support for students requiring additional assistance. Qualitative methods were employed for data collection and analysis. Literacy specialists nationwide, typically from larger schools (over 400 students), participated in semistructured interviews using purposeful sampling. Participants, members of the Association of Literacy Scholars in Iceland (Félag læsisfræðinga á Íslandi, FLÍS), had backgrounds in reading studies and at least five years of experience in reading support. FLÍS members undergo specialised studies equivalent to 60 to 120 ECTS credits. Interviewees often held leadership positions in reading education, such as special education teachers or heads of special education. Special emphasis was placed on orientation and action plans for teaching, the methods of evaluation employed, the types of evaluation tools utilised, and the management of students’ support and subsequent follow-up. The examination of potential weaknesses in implementation focused on elucidating the delineation of the responsibility of different parties and assessing the transparency of the procedural framework. As perceived by literacy experts, the research question addressed the primary issues concerning the organisation and follow-up of reading support for the youngest primary school students. The primary findings indicated that regular screening occurs in the early years of compulsory school, but a comprehensive analysis of reading difficulties is not conducted until the 3rd grade. Private parties administer the tests used for analysis, and it is criticised that the government neither offers such tests nor updates them regularly nor provides teachers with guidance on their use. A clear strategy for teaching reading was not consistently in place, and the action plan sometimes lacked alignment with the strategy. Additionally, a written process for support based on the assessment of students’ reading status was not always established.

Furthermore, the support management was occasionally unclear, and there was insufficient clarity regarding responsibility for progress and follow-up. Despite schools being wellstaffed in the field of reading, an inadequately solid organisational structure can hinder the effective and professional handling of teaching, support, and follow-up for students with reading difficulties. The study highlights the critical importance of systematically planning and following up on reading instruction and support. A policy holds little value without proper organisational implementation. This study illuminates various issues related to the organisation, support, and follow-up of reading instruction for the youngest primary school students, as viewed by literacy specialists. The study highlights the importance of systematically planning and following up on reading instruction and support. Policies are ineffective without proper organisational implementation. Through the perspectives of literacy specialists, the study sheds light on various issues related to the organisation, support, and follow-up of reading instruction for the youngest primary school students. The interviews highlight compelling evidence that comprehensive organisation, well-documented work processes, and systematic management are necessary to enhance reading support. These improvements are beneficial for all schools but are particularly crucial for those with limited human resources in the field of reading compared to others. The findings suggest that much of the process appears to rely on happenstance rather than established procedures, raising concerns about the adequacy of reading support despite the professional expertise of the school’s teachers in reading studies.