Drawing on classroom data (observation data and observation instruments, student perspective surveys and copies of students’ work) from Language Arts classrooms (grade 7/8) in respectively Norway, Sweden, Denmark, Finland and Iceland we explore what characterizes the L1 subject across these countries, in particular how the different countries embed reading in their instruction. and to what degree digital reading is emphasized. What are students reading across the Nordic countries – and for what purposes? To what degree are the different countries fostering students reading of narrative and non-fictional texts? Using Nordic classroom data for such an endeavor is especially interesting since the Nordic countries share many structural similarities (e.g. a comprehensive, non-tracked, non- streamed model of schooling; the tradition of national curricula; and an emphasis on inclusive and heterogeneous classrooms, and high ambitions for digitalization). On the other hand, there are interesting cultural differences in instructional practices across the Nordic countries such as the amount of whole class teaching and classroom discussions (Klette et al., 2017), the role of technology (Olofsson et al., 2011) and scores on international achievement tests (Nordic Council of Ministers 2018, OECD, 2018). In the presentation, we will focus on what and how teachers are using texts in their classroom instruction. We will analyse, quantitatively and qualitatively, what specific texts students are reading across the Nordic countries, and how this work is being done in the classroom We will also look into how different countries embed digital reading and critical judgment of texts to a limited degree. A key aspect for us is to explore whether there is a ”Nordic way” or a common profile across the national contexts, which is why we also will compare the main similarities of L1 teaching to international research. Preliminary findings suggest that while there are some differences across countries, the Nordic L1 teachers prioritize reading, and to a large extent they prioritize traditional print reading rather than digital reading. There are interesting differences across countries when it comes to text length (which is also found in PISA 2018) and the ways texts are used. These findings will be discussed in light of the analytical framework for investigating teaching quality developed within QUINT.

References: Klette. K et al (2018). Justice through participation: Student Engagement in Nordic Classrooms. Education Inquiry, Volume 9 (1), pp 57-77. Magnusson, C. G., Roe, A., & Blikstad‐Balas, M. (2019). To what extent and how are reading comprehension strategies part of language arts instruction? A study of lower secondary classrooms. Reading Research Quarterly, 54(2), 187-212. Nordic Council of Ministers (2018). Northern Lights on PISA and TIMSS, Copenhagen: Council of Ministers Unit. OECD (2018). PISA 2015 Results in Focus, Paris: OECD Olofsson A.O. et al (2011).Uptake and Use of Digital Technologies in Primary and Secondary Schools – a Thematic Review of Research. Nordic Jourmal of Digital Literacy, Vol.6. No 04 pp 207-225.