In elementary education, educators use many techniques to develop children's optimal reading speed skills. One such technique is buzz reading. It is buzzing reading that is the main technique used by many teachers.

Pedagogical experience shows that if a child in elementary school has fully mastered conscious, expressive reading, then he will confidently take his place in a small children's team, and vice versa, a student who has not mastered reading in time loses self-confidence, becomes a contemplator, and not a participant class life, has difficulty learning. Psychologists note that the level of reading is a major factor influencing the academic performance and social adaptation of a child.

It's no secret that it is in a playful way that children perceive educational material faster. It is on this that the technique of buzzing reading is built. Many young voices, reading in an undertone, each with its own speed, merge into a booming swarm of bees.

And it all starts with the fact that students are invited to independently make wide bookmarks, on which subsequently each of them will write down the authors and the title of the books they read. Children love everything handmade. Everyone has their own bookmark, personal, no one else has one like it.

The choice of books also needs to be approached with special attention. Children choose their own, each his own. Nothing thick or bulky. Just a couple of pages to read in a couple of tricks.

The Buzz Reading Technique only takes 5 minutes of study time at the beginning of each lesson. For 5 minutes, the students read aloud each of their book. In an undertone, each at his own pace and at his own speed.

In the application of this technique, consistency is very important. Having carried out simple mathematical calculations, it becomes clear that using this wonderful foundation, about 100 minutes a week are allotted for mastering the science of high-quality reading.

Using conventional methods, it is almost impossible to devote this amount of time to each student. In the classical teaching method, the teacher has 4 language lessons per week. Given that classes are filled with an average of twenty-five students, a teacher can spend no more than three minutes a week on each child. Of course, you can shift this issue onto the shoulders of the parents. But often parents do not have the time, and sometimes the desire, to give their child enough time. It is unlikely that in 3 minutes a week you can teach a child to read.

Buzz Reading is also great for students who don't have a passion for reading. The child has difficulty reading, hence the dislike. For such children, a gentle reading mode is used. This method consists in the fact that the child, after reading 2-3 sentences, receives a short rest. This method is used for individual lessons with a student. And in a team, reading quietly, under his breath, at his own individual speed, merging with the general swarm, the child does not feel discomfort.

Treskina V.V.,
primary school teacher MBOU secondary school No. 10

"Bad reading is like a window smeared with mud through which nothing can be seen."
V.A. Sukhomlinsky

Confident reading skills are one of the main conditions for the success of children in learning. However, the reading skills of today's schoolchildren cause serious concern for both teachers and parents. The decline in the interest of modern schoolchildren in reading is becoming a serious cultural problem. The need for a book should be formed at the earliest stages of school education. Reading is one of the most important means of personality formation. On the one hand, reading is a subject of learning, and on the other hand, it is a means of learning. From books, including educational ones on various subjects, the child receives a variety of knowledge.
Television announcers vary widely in their reading speed, ranging from 90 to 170 words per minute. It is to this speed that the human articulatory apparatus has adapted over many centuries, it is at this speed that a better understanding of the text is achieved. Experiments conducted in recent years have shown that fast reading activates the processes of thinking and is one of the means of improving the educational process for various levels of education, from elementary to higher education.
So, for most students, a reading speed of 120 words per minute is quite affordable. Then the question arises how to reach this level. How can we help our children cope with reading difficulties?
Imagine a first-grader who came to school without knowing the letters, not being able to read (and there is nothing to worry about, because in the 1st grade there is a period of literacy). BUT... The maximum that a student can achieve when reading in writing and literacy classes will be 12-20 words per minute. Already in the 1st grade there is an acquaintance with text problems in mathematics; in textbooks on the world around us, fine arts and technology, developing texts and assignments for them are given. With such a low reading speed, it is natural that this student will not understand what is written in the textbook at one time. He needs to read the texts twice to understand the task. The child begins not to keep up with the pace of the lesson. Thus, this student is doomed to failure. And no matter how great teachers you invite to this student, nothing will come of them until they teach the elementary - to read.
Reading is a complex act that involves technical skills and the process of understanding the meaning of what is being read. These two sides are closely interconnected and mutually influence each other.
Therefore, it is so important during this period to teach fluent reading, to form the student's technical side of reading, the ability to work with a scientific, cognitive and artistic text, to ensure a full perception of an accessible literary text so that it has the maximum impact on a growing person. Of particular relevance today are the methods that are used in the work of a teacher with younger students to attract them to reading.
Often they try to solve this problem simply and ingenuously: you need to read more. And the child sits over the book, shedding tears and experiencing quiet hatred for it. The solution to the problem of dislike of reading can be the use of a technique of buzzing five minutes of reading in each lesson, while you can achieve optimal reading speed.
In the application of this technique, consistency is very important.
Buzzing reading was one of the main elements in teaching reading at the Pavlysh school of V.A. Sukhomlinsky. Now this element is generally recognized, used by many teachers.
Buzzing reading is such reading when all students read aloud at the same time, in an undertone, so as not to interfere with their comrades, each at their own speed, someone faster and someone slower. The workout goes on for five minutes.
Daily five-minute readings are a five-minute reading in any lesson - whether it's reading, drawing, mathematics, Russian. The lesson begins with the children reading an additional book or specially prepared tables in the buzz reading mode for five minutes, and then the regular lesson continues.
Let's analyze what happens. If the teacher works according to the usual method in the 3rd grade, he has 4 lessons of literary reading per week, then with a class size of 25 people, he will interview each student once a week. At the same time, the student will have only 3 minutes a week for training, it is unlikely that at this level it is possible to teach children to read.
Well, if the child loves to read. And if not? In the modern world, children are more interested in entertaining themselves with gadgets, and not with a book. Then his whole training comes down to these three minutes, it is natural that such a child will not learn to read.
If we track what the 5-minute sessions do, we calculate the following: 5 x 4 x 5 = 100. This means: 5 minutes per lesson, 4 lessons per day, 5 days per week. As a result, a weekly exercise is obtained in the amount of 100 minutes.
Obviously, if the time increases from 3 minutes to 100, then the reading result will be positive.
PERFORMANCE
Constantly using the method of buzzing reading in the classroom in my teaching practice, I can say that the results of the reading speed test showed a fairly high level of reading in the children of my class. Even non-reading children (not just non-readers, but at the same time not knowing the alphabet at all at the beginning of education), at the end of the first grade, in just one year, acquire the skill of reading 40-60 words per minute, which is the norm for the end of the second or third grade.
Almost all students read 120 words per minute in the fourth (final) grade. After analyzing my experience, I came to the conclusion that it is necessary to use this technique in all lessons in the primary grades.
The experience of many teachers who regularly use five minutes of buzzing reading in the classroom has shown that high results in fluent reading skills will not be long in coming. Daily use of the above methods in the lessons will bring results very soon. Teachers who pay the necessary attention to the development of fluent reading among elementary school students noted that checking the results of reading speed had a fairly high result.
For students who have learned to read fluently, the words of A.T. Tvardovsky: "Communication with a book is the highest and indispensable form of human intellectual development."

Hello, friends! What are you complaining about? Is your child's reading technique lame? Taxi, we will treat. Keep the prescription. I prescribe you special exercises for the development of reading technique. Take regularly, once a day, several pieces. And the reading technique will firmly stand on its feet, and then it will also jump forward.

Such magic exercises really exist. And if you try, then on the Internet you can find hundreds of different methods, approaches, ways. Eyes run wide to be honest, and the brain begins to boil slowly. You don't know what to choose.

In order to protect my readers from such problems, I allowed myself to make a choice on my own. Only the most interesting and delicious, in my opinion, exercises have got into the article, which will undoubtedly help raise the reading technique to the level provided. I do not claim their authorship, they were developed by professionals: teachers, psychologists, professors.

But I claim authorship of their names. Painfully, they are boring in the original performance. Agree, “The Secret of the Missing Offer” sounds much more fun than “Professor I.T. Fedorenko. And it will certainly arouse more interest among younger students.

Lesson plan:

List of exercises

And here he is! List of special reading exercises:

1. "Half a watermelon"
2. "Lost Letters"
3. "Very sharp eye"
4. "Sherlock"
5. "Through the Looking Glass"
6. "Mad Book"
7. "The Birds Have Arrived"
8. "Partizan"
9. "Oh, time! Again!"
10. "Mystery of the Missing Offer"

Exercise 1

Ask your child if he can imagine what a whole watermelon looks like when he sees half a watermelon? Of course, the answer will be positive. Now suggest doing the same experiment with words.

Take a book and an opaque ruler. Cover one line in the book with a ruler so that only the top of the words are visible. Task: read the text, seeing only the tops of the letters.

Move the ruler up and show only the bottom of the words. Reading. By the way, this is more difficult.

For very young students, you can offer another version of the game. Make cards with simple words. And then cut these cards along the words into two halves. It is necessary to connect the two halves correctly.

What is useful? Aimed at the development of anticipation. Anticipation is anticipation. This ability of the brain, which gives us the opportunity, when reading, not to read absolutely all the words and letters. The brain already knows that they are there, so why waste time on them? Anticipation can be developed, it makes reading fluent, conscious, easy.

Exercise 2. "Lost Letters"

Another exercise to develop anticipation.

Letters and words are sometimes lost. But even without some letters and words we can read. Shall we try?

Write on paper, print on a printer or write with a marker on a special board the phrases that you see below.

Books... shelf.

New... T-shirt.

Large ... spoon.

Red... cat.

Here's another sentence:

Bobik ate all the cutlets,

He doesn't share...

And also these:

Ok-ok-ok - we will build .......

Yuk-yuk-yuk - ours broke ......

Exercise 3. "The eye is a diamond"

Look at the picture and draw the same rectangle. In the cells, place the numbers from 1 to 30, in random order, but not one after the other. The numbers should be randomly scattered across the cells.

The student looks closely at the picture with the sign.

The score is even, not too fast, but not too slow either.

Child's task:

• at the expense of one, find and show a unit with your finger;
• at the expense of two - deuce;
• three - three, etc.

If a child hesitates with some number, then the account does not wait for him, you need to catch up, look faster. For kids, you can draw smaller signs, for example, 3X3 or 4X4.

What is the meaning of the exercise? It is aimed at increasing the viewing angle. In order to “hook” with your eyes when reading not one letter, not one word, but several words at once, well, or the whole line entirely. The wider we look, the faster we will read.

One table can be used two or three times, then the arrangement of the numbers must be changed.

Exercise 4. "Sherlock"

Put the words on a piece of paper. Very different, not very long. In random order. How to scatter them on paper. Name one of the words and ask the child to find it. Words could be, for example:

frame, kissel, spoon, chair, horse, gold, soap, handle, mouse, mouth, knee, dog, summer, lake, cancer

Each next word will be faster than the previous one. Since trying to find one word, the student will read others along the way, and remember where they are. And that's all we need.

Thanks to Sherlock, the viewing angle increases. And reading speed.

Exercise 5

We got into the looking-glass world, and everything is vice versa. And even everyone reads not from left to right, but from right to left. Shall we try?

So, we read the lines in the books from left to right. I will clarify, the words themselves do not need to be turned over. It is not necessary to read "tomegeb" instead of "behemoth".

With this method of reading, the meaning of the text is lost. Therefore, all attention is switched to the correct and clear pronunciation of words.

Exercise 6

Tell your child that sometimes some ill-mannered books behave rather strangely. They suddenly pick up and turn upside down.

The child reads aloud. After a while, you clap your hands. The task of the child is to turn the book upside down and continue reading from where he left off. At first, you can make marks with a pencil so as not to get lost in the text. And so several times. Two, three full turns of the book.

If your student is still only in grade 1, or maybe in grade 2, but reading is still very difficult, then you can read not a book with texts, but short simple words printed one after another on paper.

What will it give? Eye coordination will develop, the ability to navigate in the text. A standard of letters will be formed. And the processing of information by the brain will improve.

Exercise 7

Show the child the phrase "the birds have arrived." And ask to read it:

• calmly;
• joyfully;
• loud;
• quiet;
• sad;
• with irritation;
• with fear;
• mockingly;
• with malice.

Exercise 8. "Partisan"

The student reads the text (or individual words, if he is still very small) aloud. You say: "Partizan". At this signal, the student takes a pencil into his mouth (holds it between his lips and teeth) and continues to read to himself. At the signal “Partizan escaped,” we take out the pencil and read aloud again. And so several times.

Why is this? To eliminate the pronunciation of words while reading silently. Speaking is the enemy of fast reading. So it needs to be removed. And when a pencil is clamped in the teeth, it will not work to pronounce.

Exercise 9 Again!"

For this exercise, we need a stopwatch and a text to read.

We read for 1 minute. We pay attention to the speed of reading, but for now you can forget about expressiveness. Ready? Go!

The minute is over. Stop! Let's mark where we left off.

Let's take a break and read the same text again. Go! After a minute, we make a notch. Wow! Already more.

And what will happen the third time? And the third time will be even cooler!

What does this give us? Increase reading speed. And the motivation of the child. He will see for himself that he is capable of more.

Exercise 10

In order to solve the mystery, we need cards with sentences (look at the picture). There are 6 cards in total. Each card has one sentence. The font is large and easy to read.

Get your notebook and pen ready. Let's start the exercise:

1. Show your child the first card.
2. The student reads the sentence and tries to remember.
3. Remove the card after 6-8 seconds.
4. The child writes the sentence in a notebook from memory.
5. Show the child the second card, and so on. up to the sixth sentence.

What is the meaning here?

As I said, in fact, this is not a game, but visual dictations developed by Professor I.T. Fedorenko. There are 18 such dictations in total. Each has six sentences.

In our example, I used the very first dictation. What is their peculiarity? Please count the letters in the first sentence of the dictation. There are 8 of them.

In the second - 9,

in the third - 10,

in the fourth and fifth by 11,

in the sixth already 12.

That is, the number of letters in sentences gradually increases and eventually reaches 46 in the last sentence of 18 dictations.

You can easily find the texts of Fedorenko's dictations on the Internet. One dictation can be used twice, thrice, if the child does not manage to do everything right. By the fourth time, it usually works out.

For this exercise, it is convenient to use the program "Microsoft Power Point". The one in which presentations are usually made.

By playing "The Mystery of the Missing Offer" you develop RAM. When such a memory is poorly developed, the child, having read the sixth word in a sentence, will not be able to remember the first. Do visual dictations every day and there will be no such problems.

How to practice?

No need to try to do all the exercises at once. Only the Mystery of Disappearing Offers game requires your daily attention, and add a couple more, three exercises of your choice to it. Change them, alternate, so as not to bother. Don't forget at times to measure your progress.

You need to do it regularly, every day, little by little. This is the main rule! A detailed training plan can be found.

Do not be lazy, train, and you will be happy and five in your diary!

Friends, maybe you also know some interesting way to improve your reading technique? I hope you share it in the comments. Thank you very much in advance!

And see you on the blog pages!

Evgeniya Klimkovich.

L.V. Barkless,

Primary school teacher

Teaching reading in elementary school

1. It is not the duration that is important, but the frequency of training exercises.

The human memory is arranged in such a way that it remembers not what is constantly before the eyes, but what flickers: that is, that is not. This is what creates irritation and is remembered, therefore, if we want to help children master some skills and bring them to automatism, to the level of skill, we need to do small exercises with them every day, at certain intervals.

Example: mother - to a first grader: “Read this fairy tale. Don't leave the table until you've read it." This is mistake. Home training at the initial stage should be carried out in portions of 5-7 minutes. The effectiveness of such training is much higher than training for 1-1.5 hours at a time.

2. Buzzing reading was one of the main methods of teaching reading in the Pavlovsk school, the school of V.A. Sukhomlinsky.

What is buzz reading? This is such a reading when students read aloud at the same time, in an undertone, so as not to interfere with each other, each at their own speed, someone faster, someone slower.

Within 5 minutes, thirty people work fruitfully in the class. With the usual methodology, the teacher will interview no more than 10 students per lesson. In this case, each of the students will exercise no more than 2 times. Thus, the total training during the lesson will be 10 x 2 = 20 “person / minutes”. With buzzing reading, the same exercise will be 30 x 5 \u003d 150 “man / minutes”. It is hardly possible to comment on these figures.

^ 3. Daily 5 minutes of reading.

This technique was borrowed from Mongolian schools back in Soviet times. Each child has a book on their desk. And any lesson - whether it's reading, Russian, mathematics, the world around us - begins with the fact that the children open the book, read for 5 minutes in the buzzing reading mode, close the book, and then the usual lesson goes on.

Let's analyze what happens. If the teacher works as usual, he has 3 reading lessons per

3-4 classes. This is catastrophically small in our conditions. During the week, the teacher will interview 1 time for each of the 30 students. In this case, the student will have time for training only 2 minutes per week. It is unlikely that with this level of training, you can teach children to read quickly.

And if training is organized more rationally, i.e. put into practice hourly 5 minutes.

Here are the results for the week:

5* 4* 5 = 100 minutes.

The training time increased from 2 minutes to 100 minutes, i.e. 50 times.

Without any methodical tricks, something GOOD will turn out, undoubtedly, there will be a positive effect. Here the question arises: where to get books for such reading? Of course, in the library. We have a foundation (for example: the author of Jejiley). And we actively use this fund with the help of librarians. The “Reader for elementary school” has been acquired again. This is a very good support for work in learning to read.

^ 4. Reading before bed gives good results.

The fact. That the last events of the day are recorded by emotional memory, and those 8 hours when a person sleeps, he is under their impression! The body gets used to this state. Even 200 years ago it was said: "Student living in the sciences, learn the psalter for the coming dream."

Gentle reading mode at the initial stage: the child reads a few lines, then a short rest follows. When viewing filmstrips - this mode is obtained automatically. Such viewing should be done before going to bed. This method is effective in working not only with elementary school students.

^ 6. The development of reading technique is often hampered by underdeveloped working memory.

While the student reads the text of several sentences, he forgets the content of the first ones, therefore he cannot catch the semantic text. So, you need to work on RAM. For this, there are so-called methods of visual dictations.

^ 7. Three types of exercise:

Multiple reading;

Reading at the pace of the tongue twister;

Expressive reading with a transition to an unfamiliar part of the text.

I. When conducting multiple readings, it should be borne in mind that the speed of reading in children is different, therefore, one should not set the passage of the same length. It is better to focus on the same period of time.

It is done almost like this:

The beginning of a new text is read by the teacher and understood (understood) by the students,

The teacher suggests that everyone start reading at the same time and continue for 1 minute,

After one minute, each student notes to which word he managed to read,

This is followed by a second reading of the same passage for 1 minute. The student again notes to which word he has read and compares the results of the first reading. Naturally, the second time he read a few words more. The pace of work has increased, and this causes positive emotions.

II. We change the task. We read at the pace of the tongue twister. We train the articulatory apparatus (the same passage). When reading at the pace of a tongue twister, attention should not be paid to expressiveness. It is impossible to set mutually exclusive tasks at the same time. This exercise is intended only for training the articulatory apparatus. The requirement for expressiveness is lowered, but the requirements for the clarity of reading the end of words are increased. The endings of words should not be "swallowed", they should be clearly pronounced. The exercise lasts no more than 30 seconds.

III. Then we read expressively. The teacher gives this setting. Children read the familiar part of the text to the end, and the teacher does not stop them. They jump to an unfamiliar part of the text. And this is where the “little miracle” happens. This miracle consists in the fact that a child who has read the same passage of text several times at an increased pace, when switching to an unfamiliar part of the text, continues to read at the same pace. 2-3 weeks of such daily training give very good results. Reading improves markedly.

8. At the end of the lesson, SELF-MEASUREMENT of reading speed is usually performed for 3-4 minutes.

Let's summarize.

What are the conditions for success in developing optimal reading skills?

Systematic work;

Expanding the field of view;

Development of working memory, steady attention;

Self-measurements;

competitiveness;

Reliance on the help of parents;

Constant accounting and control of reading technique;

Set to achieve 120 words per minute.

Techniques for Improving Reading Techniques

1. Buzzing reading

Each student has a book on his desk and any lesson - be it reading, Russian, mathematics - begins with the fact that the children open the book, read for 5 minutes in the buzzing reading mode. close the book and continue the usual lesson.

Let's see what the weekly five-minute sessions give for the week:

5*4*6=120 min

Undoubtedly, there will be a positive effect.

2. Reading before bed

The last events of the day are recorded by emotional memory, and those 8 hours when a person sleeps. he is under their influence. The body gets used to this state.

3. Gentle Reading Mode

If a child does not like to read, then this means that he has difficulty reading. The sparing reading mode is such a mode when the child reads one or two lines and then gets a short rest. This mode is obtained if the child looks at the pictures and reads the sentences under them.

4. Visual dictations

It has been established that the development of reading technique is often hampered due to underdeveloped RAM. For example, a student reads a sentence consisting of 6-8 words. Having read up to the third - fourth word, he forgets the first word. Therefore, he cannot grasp the meaning of the sentence in any way, cannot link all the words together. In this case, you need to work on the RAM.

This is done with the help of visual dictations, the texts of which were developed by Professor I. T. Fedorenko.

Texts of visual dictations (according to I. T. Fedorenko)

	Offers	Number letters
	Set No. 1 Snow is melting. It's raining. The sky is gloomy. Kolya got sick. The birds sang. The field is empty.
	Set No. 2 Frost crackles. I'm looking for strawberries. A spruce grew in the forest. Autumn has come. The days got shorter. There are many birches in the forest.
	Set No. 3 The birds have arrived. The sun shines brightly. Linda wiped the board. Streams run merrily. A sharp wind blew. Zoya studies hard.
	Set No. 4 The woodpecker was chiseling the tree. I want to plant flowers. Hoarfrost adorned the trees. Flowers will wither without water. The hot summer has flown by. A fir tree was planted near the house.
	Set #5 The sun shines and warms. Fedya was solving a problem at the blackboard. A dawn lit up in the sky. Frost glittered on the trees. The city of Kyiv stands on the Dnieper. Strawberries are harvested in the forest.
	Set No. 6 In winter, the river was covered with ice. The boy gave his mother flowers. The attendants wiped the dust from the board. Collective farmers work in the meadow. The chickens climbed into the garden. We lived near a birch grove.
	Set No. 7 The sky was covered with gray clouds. The children planted an acacia tree in the yard. Grandmother bought a primer for her grandson. The warm sun warmed the earth. My sister works in a factory. The spring sun was warm.
	Set No. 8 It's raining. We love our Kyiv. Grandma is baking a cake. Andrei has a clean notebook. Help your friend. Being healthy is very important.
	Set No. 9 The sea water tastes salty. Our country is fighting for peace. A big change has begun. The children went to the forest for mushrooms. Hands should be washed with soap and water. The streets of our city are beautiful.
	Set No. 10 Moscow is the capital of our Motherland. The students are watering the seedlings. The deputies came to the congress. You have to be honest and truthful. Stars shine on the towers of the Kremlin. In the summer our family lived on the Volga.
	Set No. 11 The thick rye is merrily earing. The fields were covered with white snow. We read an interesting story. Michurin worked hard and hard. New houses are growing very fast. Our teacher got out of the car.
	Set No. 12 The boys brought dry branches. Rye and wheat ripen in the field. Frames and doors were brought to the construction site. Children of all countries want to live in peace. A fresh breeze blew cool. Lightning flashed and thunder rumbled.
	Set No. 13 Long ago they mowed and cleaned the meadows and fields. The squirrel climbed onto the top branch. The sun was shining brightly, and the children were swimming. Grasses are mowed during their flowering. Grandpa Philip tends cows. I love to meet the sunrise in the field.
	Set No. 14 A large gray cloud rose across the river. Evenk hunters live in the distant taiga. Everyone rejoiced at the meeting with the astronauts. The scouts set off on a dangerous path. a friendly family will turn the earth into gold. Shoes should always be dust free.
	Set No. I5 It will bloom, our cheerful garden will turn green. Blueness appeared between the thinning tops. The free wide steppes of Ukraine are good. The dog barks at the brave, but bites the cowardly. Our people want to live in peace with all nations.
	Set No. 16 There are predatory animals in the taiga: wolves, lynxes. The moon breaks through the wavy mists. The students are getting ready for the new school year. Lots of work in the apple orchard in early spring. There is a sports camp on the seashore. Soon the sky will be covered with clouds, it will rain.
	Set No. I7 One day in the cold winter season, I came out of the forest. Water broke out of the ground, and a spring was born. We planted Christmas trees, lindens, maples and birches in the yard. The flowers were unfamiliar, like bells. Cool water well refreshed the tired guys. Waves play, the wind whistles, and the mast bends and creaks.
	Set No. 18 Potatoes, beets, carrots, and onions are grown in the fields. Every day, thousands of people move into new apartments. A group of tourists is walking along a forest overgrown path. The boy went to the window and saw a house under construction beyond the grove. The Soviet Union lives in peace and friendship with other nations.

Each set contains 6 sentences. The first sentence contains only two words "The snow is melting" - 8 letters, then the last sentence of the eighteenth set already consists of 46 letters. The increase in the length of sentences occurs gradually, one or two letters at a time. The working time with all sets is approximately two months.

What is the best way to conduct visual dictations? Six sentences of one of the sets are written on the board and covered with a sheet of paper. Then the sheet is shifted down so that the first sentence is visible, and the guys read to themselves for a certain time (it is indicated in the table), trying to remember this sentence. Time is measured in seconds. After this time, the teacher erases the sentence and offers to write it down in notebooks. Perhaps one of the students during the recording process will say: “I didn’t remember the sentence.” It is necessary to react very calmly, kindly say: “Well, copy it with a neighbor, and next time try to remember it yourself.” Then they also work with the next sentence. For six sentences of one set, it usually takes five to eight minutes in a Russian lesson. Work on one set should be continued until almost all children write on their own. Only then can you move on to the next set. On average, each set takes three days. For two months, visual dictations should be written daily. Under this condition, you can develop working memory. If you write visual dictations every other day, then such training almost does not develop RAM. If you write in two days on the third, then you can not write at all. Usually, after a month of training work, the first successes in learning to read appear: children learn the meaning of sentences more easily, read more willingly.

5. Multiple reading

(From the system of I.T. Fedorenko and I.G. Palchenko.)

When conducting multiple reading, it should be borne in mind that the speed of reading in children is different. Therefore, one should not set the passage of the same length, it is better to focus on the same period of time. After the beginning of a new story is read by the teacher and understood, comprehended by the students, the teacher suggests that everyone start reading at the same time and continue it for one minute. After a minute, each of the students notes to which word he managed to read. This is followed by a second reading of the same passage of text. At the same time, the student again notes to which word he has read, and compares it with the results of the first reading. Naturally, the second time he read a few words more. An increase in the pace of reading causes positive emotions in students, they want to read again. However, the same passage should not be read more than three times. It is better to change the task and practice the articulatory apparatus on the same passage of the text, that is, use the following exercise of the Fedorenko-Palchenko system.

6. Reading at the pace of the tongue twister

When reading at the pace of a tongue twister, one should not pay attention to the expressiveness of reading; one cannot set two mutually exclusive tasks at the same time. This exercise is intended only for the development of the articulatory apparatus, therefore the requirements for the expressiveness of reading are lowered here, but the requirements for the clarity of reading the endings of words are increased. The exercise lasts no more than 30 seconds. Then the teacher proceeds to the next exercise from the Fedorenko-Palchenko system.

7. Expressive reading with a transition to an unfamiliar part of the text

The teacher offers to read the same text, but a little slower, beautifully and expressively, the children read the familiar part of the text to the end, and the teacher does not stop them. They jump to an unfamiliar part of the text. And here a small miracle takes place, according to I.G. Palchenko. This miracle consists in the fact that a student who has read the same passage of text several times at an increased pace of reading, when switching to an unfamiliar part of the text, continues to read it at the same increased pace. Its capabilities are not enough for a long time (half a line, a line), but if such exercises are carried out daily, then in the end the duration of reading at an increased pace will increase. After a while, after two to three weeks, the child's reading will noticeably improve.

8. Reception of stimulation of students

At the end of the reading lesson, the teacher leaves 3-4 minutes to self-measure the reading speed. The guys read the text for a minute (each at their own pace, in an undertone, so as not to disturb their comrades), note which word they have read, then recount the words they read and write down the result in a diary. This work is carried out every day in every reading lesson. The result always indicates an increase in reading speed. This has a beneficial effect on the attitude of students to training. It is necessary to use stimulation very carefully, very carefully monitoring the state of students, praising them for even the slightest success, so as not to lead children to negative emotions, to a negative attitude towards reading.

9. Working with difficult words and phrases

A) At all reading lessons, this work is obligatory, otherwise you won’t eliminate “stumbling”, you won’t acquire the skill of confident reading a new text.

B) In addition, there is a box in the classroom in which children put the words written on the card, the meaning of which is not clear. They hear these words from adults, on TV. The child brings the word he wants to talk about, explains its meaning. Then all the students together make up a sentence with this word. Such work is carried out at the lesson of the Russian language.

10. Photo eye

Each child has his own “field of vision”: one catches one word with his eyes, another three, and some - five or six words. To expand the “reading field”, we write down four to five words from the new text on the slide and project it on the screen for one to two seconds. Gradually, students will learn to quickly read them and pronounce them in the suggested order.

11. Vertical reading

Reading text covered with vertical stripes (2-, 3-, 4-th stripes - depending on the level of individual reading). This technique helps to expand the "field of view".

12. Reading words from a new text in the form of a slide

The "field of view" refers to a section of the text that is clearly perceived by the eyes with one fixation of the gaze. In traditional reading, the "field of view" is very small. As a result, the eyes make many unnecessary jumps and fixations: how many lines are on the page, so many unnecessary transitions, i.e., idle eye movements, which consume not only time, but also strength. When reading quickly, eye movement is more economical: vertically, from top to bottom. This technique contributes to the formation of the skill of vertical reading of the text.

13. Who is faster?

Find the given sentence in the text.

14. Count lines

Understanding is formed when counting lines. Children with vertical eye movement count the lines., Looking through each line for one beat of the metronome.

15. Reading - sprint

At maximum speed, reading "silently" to find answers to the questions asked.

16. Vertical - slalom reading

For 20 seconds, moving our gaze vertically - slalom across the page, we try to find essential information.

17. Tugboat

The teacher reads the text, varying the speed of reading within the speed of the students. Children read the same text "to themselves", trying to keep up with the teacher. Checking is carried out by a sudden stop of the teacher on any word. Children should stop at this place and, without naming a word, show it. The teacher randomly checks.

18. Lips

This exercise is used to clearly distinguish between children reading "to themselves" and aloud, as well as to prevent active external pronunciation when reading. On the command to read “to themselves”, the children put the finger of their left hand to their tightly compressed lips. Or you can hold the pencil between your teeth.

19. The wedge is knocked out with a wedge

The most difficult thing to eradicate while reading “to oneself” is pronouncing words in the brain, i.e. speech center. You need to record the rhythm of the metronome on the cassette. You need to read to this rhythm and make movements while reading. For example, stretch out your left hand and straighten one finger for each blow, and then bend them one at a time.

20. Reading words backwards

This technique allows you to train the attention of students. When a child mentally reads a word backwards, he must spell it out and then read those letters. It must be emphasized that you need to train the ability to concentrate by mentally reading words backwards.

21. Hide and Seek

The teacher begins to read not from the beginning, but from any place, naming only the page, the rest must find this place in the text and adapt to the reading of the presenter. Children are very happy when they are the first to find the paragraph that reads

22. Imaginary word

The teacher during the reading pronounces the wrong words, the students interrupt the reading and read the word with the correction. This type of reading is attractive to students in that they have the opportunity to correct the teacher himself, which raises their own authority.

Gymnastics for the eyes

Here are some exercises that will help strengthen the eye muscles. They should be performed for about 10 minutes daily.

1. Close and open your eyes tightly. Repeat 5 times with an interval of 30 seconds.

2. Look up, down, right, left without turning your head.

Z. Rotate your eyes in a circle: down, right, up, left and in the opposite direction. Exercises 2-3 are recommended to be done not only with open eyes, but also with closed eyes. They must be performed while sitting, repeating each 3-4 times with an interval of 1-2 minutes.

4. Perform sitting. Blink rapidly for 1-2 minutes. Exercise improves blood circulation.

5. Performed standing. Look straight ahead for 2-3 seconds. Then put your finger at a distance of 25-30 cm from the eyes, look at the tip of the finger and look at it for 3-5 seconds. Lower your hand, repeat 10-12 times. Exercise reduces eye fatigue, facilitates visual work at close range. Those who use glasses should do the exercise without taking them off.

6. Performed sitting. Close the eyelids and gently massage them in a circular motion with your finger for 1 minute. Exercise helps to relax the muscles and improves blood circulation.

Literature

1. Gippenreiter Yu. B. Movement of the human eye. - M., 1978.

2. Zaitsev VN Reserves of learning to read. - M., 1991.