The impact of co-teaching on reading skills is studied in schools in Helsinki

The literacy intervention study (Study on reading skills in the second grade) began in September 2024 and involves 34 schools run by the City of Helsinki, which receive additional need-based funding. The purpose of this funding is to reduce disparities between schools in Helsinki.

The experimental and comparison groups for the study were sampled randomly from second grade classes. A total of about 2,000 pupils are involved in the study, half of whom are in the experimental groups.

In addition to their regular class teacher, the experimental groups have an additional teacher for their four weekly mother tongue and literature lessons for what is known as simultaneous teaching.

“In the teaching groups, there are both native Finnish-speaking pupils and pupils learning Finnish as a second language (S2). The additional teacher is either a special education teacher or an S2 teacher. In the comparison groups, the class teacher gives the lessons, and the special needs education and S2 teaching take place in separate groups,” explains Professor Matti Sarvimäki from Aalto University.

Aiming to improve reading skills

The experiment takes place from 2024 to 2025 and investigates how increasing the number of teachers in the classroom impacts the development of pupils’ vocabulary and reading skills, basic mathematical skills and work skills. The study also examines the impact of co-teaching on teachers’ pedagogical practices and potential changes in the operating culture.

Previous research suggests that learning outcomes improve when there are two teachers in the classroom rather than just one.

“The aim of the experiment is to find out whether pupils’ literacy skills can be improved and teachers’ competencies further developed through co-teaching, which allows for joint lesson planning and teaching as part of regular classroom activities. It also makes it possible to jointly consider and evaluate pupils’ support needs,” says Professor Marja-Kristiina Lerkkanen from the University of Jyväskylä, who is leading the study.

Promoting the well-being of pupils

The study will provide the educational sector of the City of Helsinki with valuable information on the possible effectiveness of needs-based funding on learning outcomes.

“We will now gain research knowledge on how to allocate resources and needs-based funding more effectively to improve learning outcomes and pupils’ well-being,” says Outi Salo, Head of Basic Education at the City of Helsinki.

The intervention study is part of the EDUCA Flagship and is being conducted by Aalto University, the University of Jyväskylä, and the University of Turku in cooperation with the City of Helsinki. The literacy intervention is also part of the City of Helsinki’s evaluation of the effectiveness of needs-based funding.