Leseleksens plass i norskfagets begynneropplæring

Reading homework in early literacy education (L1) in Norway Homework has a long tradition in schooling, despite mixed findings regarding its value and effect. Any positive value of homework will depend on how the homework is framed and followed up in the daily teaching. Based on filmed observations from six second-grade classrooms, this article examines what characterises homework-related reading and text work in L1 in Norway. We ask the following research questions: (1) What place does reading homework have in L1 instruction? and (2) What kind of text work takes place in connection with the reading homework? We find considerable variation in the amount of teaching time that is connected to homework-related work and how this work is framed and followed up. Homework appears to be most effective and meaningful when it forms an integral part of the teaching. Most of the texts used for reading homework are taken from school textbooks and focus on developing code skills and reading fluency, but this purpose is often not communicated beyond the expectation that the text will be read three times. Teaching does not include strategies for decoding or understanding what reading fluency entails. The synthesising of texts receives little attention, and students are not invited to reflect critically on the form or content. A lot of time is spent on organising the homework, with associated low learning outcomes. T. F. Hoem & Å. K. H. Wagner 190