Declining reading literacy hinders understanding of social discourse: assessment of the current situation and ways to improve

Abstract

Icelandic learners have demonstrated a dramatic decline on the reading literacy assessment of PISA. In 2000, Iceland was equivalent to the OECD average, whereas in 2022 Iceland was 40 points below average; this difference being equivalent to the average progress students make over two school years (Guðmundur Bjarki Þorgrímsson, 2023).

The aims of this article were 1) to examine to what extent the proficiency levels of the reading literacy part of PISA can be linked to societal discourse in Iceland; 2) to shed light on factors that underlie deep reading comprehension; and 3) to identify opportunities for improvement among students in Icelandic schools, based on research in Iceland and abroad.

The proficiency levels of the reading literacy part of PISA are linked to social discussions in Iceland about energy acquisition and utilization.

Halla Hrund Logadóttir, director of the National Energy Authority, wrote an article in the media (2024), emphasizing how important it is that the public take note of discussions on energy generation and utilization to safeguard the interests of the people and small industries.

Sigurður Hannesson, managing director of the Federation of Icelandic Industries (2024), stated that Halla Hrund might have initiated unnecessary conflicts over the nation’s common goals as regards the importance of increasing green energy in Iceland.

The Minister of Energy gave a speech in the parliament where he stated: „Regarding the energy shortage — due to climate goals, the world needs to increase green electricity production sixfold, sixfold. We only need to double it.“ (Guðlaugur Þór Þórðarson, 2024).

Snæbjörn Guðmundsson, a geologist and chairman of the environmental organization Náttúrugrið, wrote an article in the media (2024) where he listed all the power plants that had been launched, noting that 15 years earlier the Kárahnjúkar power plant was commissioned, and since then 36 power plants had been added.

The above debate can be linked to the highest proficiency levels in the reading literacy part of PISA. The subject is quite complex as well as the presentation of the content, i.e. media articles, a speech in the parliament and at an annual general meeting.

In this article, reading tasks relating to the above texts are presented involving the four highest proficiency levels (3, 4, 5 and 6), requiring learners to locate information across all texts, represent literal meaning and integrate and generate inferences. Additionally, there are questions comprising the two highest profiency levels (5 and 6), requiring the learners to assess credibility, by detecting and handling the conflicts presented in the texts, making connections with the authors' background, social role and profession.

In total 36% of the Icelandic participants on PISA 2022 reached these four highest proficiency levels, whereas 25% reached only the basic level (2). Based on this level, reading tasks are only derived from the text by Halla Hrund Logadóttir, requiring learners to locate information, represent literal information, integrate and generate inferences.

Then there were 40% of Icelandic students who did not reach the minimum level (2), 32% of girls and 47% of boys. They struggle with texts that are only moderately long and complex, and with texts that deal with unfamiliar topics.

Almost a decade ago, an Icelandic study revealed that the Icelandic vocabulary of children in fourth grade, with Icelandic as a first and second language, predicted their rate of growth in reading comprehension over the middle school years (Sigríður Ólafsdóttir et al., 2016). The findings are twofold; firstly, they demonstrate the important role that Icelandic vocabulary plays in the development of reading comprehension and, secondly, that school activities are not effective enough to diminish the gap between stronger and weaker students. The PISA results do not indicate that the situation has improved.

Furthermore, the results of reading fluency tests by the Directorate of Education (Menntamálastofnun, n.d.) show that one out of every four 10th grade students has been below the minimum level in recent years. As regards reading instruction, emphasis on systematic phonics instruction has waxed and waned throughout the years (Rannveig Oddsdóttir o.fl., 2022; Rósa Eggertsdóttir, 2007; Skóli Ísaks Jónssonar, 2024; Steinunn Torfadóttir, 1996).

Improvements in learners’ reading comprehension can be achieved with code-based, explicit reading instruction in the first and second grade (Young, 2023). Children need rich language exposure in preschool and throughout compulsory school, emphasising systematically selected Icelandic Tier 2 words (Auður Pálsdóttir & Sigríður Ólafsdóttir, 2023; Hemphill et al., 2019; Jones et al., 2019). Students have to practice reading interesting texts from various websites leading to deep comprehension (LaRusso et al., 2016). This can be accomplished through discussions, debates and writing activities.

The driving force for change is the Icelandic educational elite, as improvements can only be brought about if teachers are given instruction, support and facilities to implement strong language and literacy instruction to each and every learner (Kijima and Lipscy, 2024).