klasselæsning

Klasselæsning, in Danish educational contexts, is an instructional practice in which a teacher or sometimes a student reads a text aloud to a class or group, often using a shared book, chapter, or article. The primary aim is to develop literacy skills, including listening comprehension and fluency, while also exposing students to literature and language in a guided setting.

The typical process involves selecting an age-appropriate text aligned with the curriculum, followed by pre-reading activities to activate prior knowledge. The teacher reads aloud at a measured pace, with students listening and following along. Depending on the approach, reading can be interrupted for questions, predictions, and clarifications, or students may participate through guided or shared reading. After the reading, there is usually a post-reading discussion or activities such as summarizing, character analysis, vocabulary work, or creative tasks to deepen understanding.

Klasselæsning is used across primary and lower secondary education and can be conducted as whole-class or small-group activities. It may occur daily or several times per week, and durations vary from short sessions to longer readings of chapters. Materials range from picture books for younger students to chapter books for older readers, sometimes supplemented with reading guides or questions.

Benefits and challenges: klasselæsning can promote fluent reading, listening skills, vocabulary growth, and motivation to engage with texts. It supports struggling readers by providing a model of fluent language and guided comprehension. However, it may become passive if not interactive; successful implementation relies on careful text selection, purposeful questioning, and effective follow-up tasks, with adaptations for diverse learners, including EFL students.