Söderström, Anna Kristina ReginaGísladóttir, Karen Rut2025-11-202025-11-202024-12-31Söderström, A K R & Gísladóttir, K R 2024, '„Hérna er heimalestur, núna eigið þið bara að sinna þessu.“ : Reynsla foreldra af heimalestri', Netla, pp. 1-18. https://doi.org/10.24270/netla.2024/201670-0244234668461f3e2f1b8-4e4d-4b25-8e79-5fad5386c33aunpaywall: 10.24270/netla.2024/20https://hdl.handle.net/20.500.11815/7733Heimalestur er útbreidd hefð á Íslandi. Við upphaf skólagöngu birtist lestrarhefti í skólatösku barns og framvegis er það undir foreldrum komið að sjá til þess að barnið lesi heima á hverjum degi og kvitti fyrir að það hafi verið gert. Heimalestur þykir svo sjálfsagður hluti af skólagöngu barna að fæstir velta því fyrir sér hvort réttlætanlegt sé að setja sömu kröfur á allar fjölskyldur án tillits til ólíkra aðstæðna þeirra. Mikilvægt er að skoða hvort fyrirkomulag heimalesturs samræmist jafnrétti barna til náms, sérstaklega í ljósi þess að niðurstöður PISA sýna skýran mun á frammistöðu nemenda í lesskilningi eftir félagsmenningarlegum bakgrunni.Tilgangur þessarar rannsóknar er að stuðla að samtali um samstarf milli skóla og fjölskyldna í tengslum við lestrarnám. Markmið rannsóknarinnar er að skoða reynslu foreldra af heimalestri og hvernig ólíkar aðstæður fjölskyldna endurspeglast í framkvæmd hans. Um er að ræða eigindlega rannsókn sem byggir á 13 hálfstöðluðum djúpviðtölum við 15 foreldra barna í 1.–6. bekk grunnskóla. Foreldrarnir eru með ólíkan bakgrunn og lesa mismikið með börnum sínum. Helstu niðurstöður sýna að mikill munur er á hversu auðvelt foreldrum finnst að sinna heimalestri barna sinna. Flestir viðmælendur fundu fyrir streitu og kvíða í sambandi við heimalesturinn. Einnig kom fram að foreldrum þótti lesefni sem skólinn útvegaði oft vera ábótavant og útveguðu því sjálfir börnum sínum bækur. Þá voru flestir foreldrar þeirrar skoðunar að lestur væri mikilvægur en upplifðu samt neikvæð áhrif fyrirkomulagsins á lestraráhuga barna sinna. Fyrirkomulagið væri of þvingað og formfast. Niðurstöður rannsóknarinnar benda til þess að staðlað fyrirkomulag heimalesturs geti aukið ójöfnuð milli nemenda frekar en að draga úr honum. Þá benda niðurstöðurnar til þess að endurskoða þurfi með hvaða hætti lestrarþjálfun fari fram innan skólakerfisins og styðjast við fleiri leiðir sem mæti betur ólíkum aðstæðum hvers og eins nemandaReading homework is a widespread tradition within the Icelandic primary school system. When a child begins primary school, they are quickly subjected to the demands of daily reading homework, manifested through a reading booklet, and from that day on the parents are expected to ensure and confirm that the child reads at home every day. This reading homework is considered such a natural part of children’s school routines that it is rarely scrutinised; few question whether it is justifiable to impose the same requirements on all families without considering the diversity in life situations regarding occupation, family composition, and other circumstances that might affect their capacity to shoulder the responsibility. Therefore, it is urgent to take on these unasked questions and examine whether the current practice of standardised reading homework, which places a great deal of responsibly on parents in an out-of-school context, aligns with the equal educational rights of children. The purpose of this study is to contribute to a dialogue about the collaboration between schools and families regarding literacy and reading instruction. The objective of the research is to explore parents’ experiences of conducting their child’s reading homework and examine how different family circumstances are reflected in its implementation. This study is based on 13 semi-structured in-depth interviews with 15 parents of primary school children in grades 1–6. Since the study aims to explore how different family circumstances are reflected in implementation of reading homework, we sought to recruit participants of various ages, occupations, locations, education levels, family compositions, ethnicities, etc. Data analysis took the form of thematic analysis, as the process emphasised bringing forth the voices of the parents, trying to understand their experiences, and identifying patterns.The main findings show a significant difference in opportunities that parents in the study had to meet the school’s demands of daily reading. The narratives of the parents shed further light on how home circumstances influence whether and how parents are able to meet these demands. The research results provide insight into the difficulty of finding time and space for homework in households with more than one child or in which both parents work full time. Most respondents experienced stress and anxiety related to reading homework. Parents who did not manage to make their child read every day also reported feeling shame about this. The study also reveals that parents found the reading materials provided by the school to be lacking in quality, and therefore felt compelled to acquire books for their children themselves. Furthermore, most participants in the study held the view that reading was important, but also perceived that the structure of standardised reading homework had a negative impact on their children’s interest in reading, as it made the reading too forced and rigid. Study participants also mentioned the need for more resources to support them when they are unable to meet the requirements for daily reading. Participants also perceived that the school also lacked sufficient resources for those children who do not receive reading instruction at home. The fact that different home circumstances might ultimately determine whether children receive the necessary training contradicts declarations of equal educational opportunities for children. The results of the study indicate that standardised reading homework practice, where the same objectives apply to the entire group, can increase inequality among students rather than diminish it. Children not only receive varying levels of educational training based on how well-prepared their parents are to assist with homework, but may also encounter bias from teachers at school based on the level of support they receive at home. These findings suggest a need to reconsider the ways in which reading instruction takes place within the school system and to explore alternative methods that better accommodate the diverse circumstances of each student.4353421-18isinfo:eu-repo/semantics/openAccessLiteracyReadingHomeworkParentsHeimalesturLæsiLesturForeldrar/dk/atira/pure/researchoutput/researchoutputtypes/contributiontojournal/article10.24270/netla.2024/20