läsformer

Läsformer is a Swedish term used in literacy education to describe the different ways in which reading activities can be organized and carried out. The concept covers a range of modes of interaction with texts, including silent reading, read-aloud, guided reading, shared reading, paired reading, and extensive or intensive reading. In addition, läsformer can refer to the modalities through which texts are encountered, such as print, digital texts, audio formats, or multimodal combinations.

In school practice, teachers select läsformer based on factors like the learners’ age, reading level, and instructional goals. The aim is to support various aspects of reading, such as decoding, fluency, vocabulary development, comprehension, and overall motivation. Formally assessed and formative activities may be integrated within different läsformer to monitor progress and provide scaffolding as needed. The choice of form often reflects curricular objectives, text availability, and classroom routines.

Research on läsformer examines how different reading formats influence outcomes such as comprehension, engagement, and literacy development. Findings indicate that guided and extensive reading can foster better understanding and motivation in many contexts, while silent reading can contribute to fluency when texts are appropriately selected and supported. The effects of each läsform can vary depending on context, support, and learner characteristics.

Notes on usage: the term and its specific categorizations can differ across curricula and scholars. Lätiformen are a practical way to organize literacy instruction and to reflect diverse ways of engaging with texts in educational settings. See also literacy education, reading instruction, reading comprehension.