Reading Instruction in the Primary Grades
Instructional Materials
Commercially published textbooks in the mother tongue are the primary materials for teaching reading. These are not subject to official approval, but must comply with national curriculum guidelines. Most textbook series used in Grades 3 to 6 include a variety of materials for instruction (e.g., teachers’ guides, assessment materials, exercise books for differentiated instruction). Some series also include extra reading materials, materials for second language students, or additional remedial teaching material for students with reading or writing difficulties. In addition, all the new series have digital material and exercises. Schools and teachers can choose any textbook series they find suitable and well priced given their budget. For practical reasons, teachers in the same school usually use the same textbook.
The Finnish National Agency for Education produces small circulation materials for special groups of students, and The Association of Finnish Mother Tongue Teachers publishes materials for instruction and professional development. Teachers also are encouraged to make their own instructional materials.
Use of Technology
Almost every Finn under age 55 has access to the Internet at home via a digital device.21 Schools, however, have far fewer digital devices. According to a 2013 survey, comprehensive schools had an average of 1.63 desktop computers and 0.84 laptops for every 10 students.22 However, some schools have invested in digital devices since then due to the new curriculum. Although the use of technology in reading instruction is not widespread, learning games such as Ekapeli that particularly benefit struggling readers who need to practice basic reading skills are available.23 These games may be used at school as supplements to more traditional methods and materials.
Role of Reading Specialists
Primary schools have special education teachers who also serve as reading specialists. While classroom teachers are responsible for teaching reading, special education teachers collaborate with them in screening, testing, and supporting students with reading difficulties. These specialists provide part time special education in individual or small group sessions, in addition to or concurrently with other instruction.
Second Language Instruction
Students whose mother tongue is not Finnish, Swedish, or Sami receive instruction in Finnish or Swedish as a second language. This instruction partially or entirely replaces the standard Mother Tongue and Literature instruction. The number of weekly lessons per year is equal to that of Finnish as the mother tongue.
The objectives of second language instruction in the national curriculum emphasize proficiency in Finnish or Swedish. Students who are proficient in Finnish and Swedish can study any subject and continue their studies beyond the basic education level. Lifelong language learning and developing native speaker language proficiency are encouraged to help students achieve equal opportunity in society. The national curriculum also asserts that Finnish or Swedish are both objects and instruments of learning in second language instruction. Students, therefore, learn one of these languages in every subject, necessitating teacher cooperation. The aim is to support functional bilingualism and cultural identity by stressing language proficiency in students’ second languages in conjunction with their mother tongues.24
Accommodation Policies for Instruction and Testing
Accommodation of instruction and testing primarily is the responsibility of the teacher, who may accommodate reading instruction by, for example, giving different reading texts to students based on their skills at that moment. Official policies guarantee remedial education, and through that accommodation in instruction and testing for those with special needs. There is no tracking in schools, and the main principle is inclusion.