Reading Homework in the Multilingual Year 3 Classroom: : Conditions and Factors Affecting the Implementation of Reading Homework

In an increasingly globalized world, multilingualism is becoming more common, which placesnew demands on schools to promote equity and reading development. This study examines theextent to which reading homework in grade 3 is adapted to the individual conditions ofmultilingual students and what affects the implementation and results of reading homework. Thestudy is based on a mixed-methods approach, where both quantitative and qualitative data werecollected through surveys answered by parents, semi-structured interviews with teachers, andfocus group interviews with pupils. The study's results have been analyzed through thematicanalysis, where various themes were developed from the data, i.e., the material collected. Theresults show, among other things, that adaptations of reading homework are crucial to meet theneeds of multilingual pupils, and that the pupils' linguistic background and home environmentaffect work with reading homework. Furthermore, parental involvement is presented as animportant factor, and reading homework can have both positive and negative effects on pupils'interest in reading.