Reading is a very exciting and educational process, especially if it is in English. When children begin to learn English, teachers advise them to speak it as often as possible - at school, at home, in extracurricular activities, with friends, and even mentally. It is recommended to watch films in English and stock up on interesting books that will help you quickly cope with the numerous rules and nuances. Learning to read in English can be done in a variety of ways. Each child is individual, and the approach to it should also be sought on an individual basis. Consider the basic rules that you need to learn for beginners before you start reading books in English.

How to start learning a foreign language? From the alphabet. At the same time, it is important to remember that when we study letters, we pay attention to the resulting sounds. First we learn individual sounds, then their combinations, and only at the end - full words. Learning to read correctly is a whole science that requires a lot of effort, time and patience. But! In order to learn the basics of reading, you do not need to spare any effort. With the help of reading, we get the necessary information, communicate with friends, colleagues, business partners, do business, etc. For a child, with the help of reading, a new world of words opens up, full of interesting information and a promising future.

In order to learn to read in English, we recommend highlighting several lessons. First, the alphabet. It serves as a base, a foundation for the rest of the lessons. Then there are sounds. First simple, then complex. The last lessons are devoted specifically to reading in order to enrich yourself with the knowledge of new words. But let's start at the beginning and don't get ahead of ourselves.

Where do children start when they are learning to read?

The first lesson is standard - we learn the alphabet. Many people know songs about the alphabet, where the letters are arranged in a fascinating order to make them easier to remember. Some diligently study the letters in a strict alphabetical order. Still others are looking for more creative methods of learning to read in English by learning the letters in a chaotic manner. Stupid? We wouldn't say that. If it helps the child and there is a result, then any method is good. The main thing is that it be effective.

Do you think you can pronounce words well? Then great! But thinking is not enough, you need to know. To do this, we recommend that you take a short test and read the following list of words aloud, watching your pronunciation:

• bag,
• flowers,
• always,
• kitty,
• candy,
• grace,
• planet,
• rabbit,

Everything worked out? Are all words read? If yes, then you are a great fellow! But... test your pronunciation against the one you hear in the audio files.

Is it difficult for a child to learn letters, because he has not done this before? Don't be sad! It is difficult for everyone to start, the main thing is not to give up. Take note of our recommendations that will help your child cope with a difficult task more easily =>

How to learn the alphabet if it doesn't learn?

1. Use visual materials in colorful colors
2. Use the association method
3. Learn only 3-5 letters in one day
4. The studied material is immediately fixed with exercises!
5. Repeat the passed letters in any free minute.

And now a little more. The first paragraph is devoted to visual materials. It is 100% proven that information is perceived visually better than aurally. Stock up on colorful pictures with big ones! Letters, and paint them in rich colors. The child should be pleasant and fun to learn! There should be only one letter on one card, and preferably immediately with transcription, so that the baby immediately learns both the letter and the transcription. Important! Transcription will help you learn how to read complex and difficult words, so teach your child to work with transcription from the first lessons!

The second point we devoted to associations. Yes exactly. The kid can't remember the letter BUT? We are sure that the word apple(beautiful red apple in the picture) he will remember faster! Or take, for example, the letter G. If it is an unknown forest for a baby, then while studying it, constantly say the word game(the game). The child will definitely remember this word! Moreover, in order to constantly remind the little one about this letter, regularly ask Do you want to play some game? Such an association will best accompany the letter G, and the baby will quickly learn it without even noticing it.

On a note! Learn not only the letters themselves, but also the words with them. Remember that the phonetic sound of a single letter and it in a word can be completely different! The child must get used to the fact that it will be necessary to learn a lot. For example, the letter A. In words bad and vase it will be read differently. In the first case - as æ / , in the second - as / a:/ . And there are many such cases!

If the child is interested in learning and wants to learn more and more, do not give more than 5 letters in one lesson. Otherwise, they will be forgotten as quickly as they were learned. 3-5 letters per lesson is the norm for children. And these learned letters must be immediately fixed with exercises! Ask your child to say the words he knows with the learned letters. Next, suggest some new ones. Choose interesting words! And choose associations to them. And remember: in each lesson, a set of learned words should be filled with new ones. Expand your child's knowledge regularly.

Reading Rules: English phonetics

English phonetics is complex. And not only for children, but also for many adults. Nobody argues about this. But those who have been studying English for a long time know the features of the phonetic section. But what about those who are just starting out? Here is a list of the main recommendations that children need to learn in order to competently learn a foreign language:

1. The same letter (phrase) can be pronounced differently
2. To read one letter, sometimes you need to use two sounds.
3. There are letter combinations that consist of 2-3 letters, but are read as one
4. Words may have letters that are written, but we do not read them.

Interesting, isn't it? But in practice, how interesting it will be! For example, children may ask, why then write a letter at all if we do not read it? The question is correct. And the correct answer - everything is explained by the peculiarities of the phonetics of the English language. If the letter that is not readable is not written, then the word will either be incorrect or completely different from the one we need. For example, in the word lamb(lamb) the last letter (b) is not readable. But you need to write it! The same is true for the word comb(comb) -> we do not read the last letter (b), but its presence in the word is obligatory.

Now another example. Let's take the floor way which means road. We see one vowel -> a, but we read it with two sounds / eɪ / . The same is true for the word maybe(maybe) -> a= / eɪ / .

Quite a different example when several letters are read as one:

• Through -> θruː => Th=θ, and the final phrase gh omitted at all, it is not readable;
• Whether -> ˈwɛðə => Wh=w, th=ð, er=ə.

Transcription will help to finally understand all the subtleties of pronunciation. It is difficult to give one rule, or even several, for individual words or their groups. Of course, there are rules, but there are even more exceptions. until the children enrich their vocabulary, we recommend that each learning word be taught with transcription. It is better to learn right away, as it is much more difficult to relearn.

Monophthong or diphthong? Or maybe a triphthong?

For children, such concepts will be quite difficult, since they have no analogues in the Russian language. But the topic is really learn! Conquering new knowledge in small portions, you will definitely succeed! Let's start by explaining what each concept is.

A monophthong is a vowel sound that is not divided into two elements, that is, it is one whole. A diphthong is a combination of two sounds, a triphthong is three.

Consider everything in English examples:

1. There are 12 monophthongs in English. Here they are => , [i], [u], , [e], [ə], [ɜ:], [ɔ], [ɔ:], [æ], [ʌ], .

Diphthongs consist of two sounds => , , , , , , , [εe], [υe] - made, late, how, house, fight, bone, coin, tear, cope, fair, sure.

1. The peculiarity of the triphthong is that in speech it is often pronounced as a diphthong, that is, the sounds are contracted => fire 'the fire', liar 'liar'.

Diphthongs and triphthongs are a complex topic. It is better to leave it for later, when standard vowels and consonants are learned by 5. At the same time, remember that you only need to read words containing diphthongs and triphthongs with transcription. At first, the baby will be difficult, but you need to teach from the very beginning. And so that transcription submits to each child, we recommend that you constantly pronounce the word. There are special audio media on which the words are recorded in the correct order. When the baby learns words, turn on the recording so that the learned word can be listened to at the same time. So it will be easier for the child to understand the subtlety of the pronunciation of each individual word.

Reference: to make diphthongs and triphthongs easier, use learning materials. Pictures and letters must be large so that the baby can see them well. Visual memory is a powerful tool on the way to success. And to learn a language - all methods are good! Use everything possible!

Summing up

Learning to read is a long course that involves a whole series of classes. This is not one lesson or two. But! We strongly advise against rushing and trying to cover everything in one week. Schedule lessons by day and follow the planned schedule. No haste or impatience. For one lesson, take 3-5 sounds that you study with educational materials. It will be appropriate to use audio recordings for correct pronunciation. And for each lesson, do exercises to consolidate the result. Summing up is a must! Review what you have learned regularly.

The importance of solving the problem of the formation of reading technique at the initial stage of teaching a foreign language at school, as well as the insufficient development of this problem served as the basis for choosing a topic and determined the relevance of this course work.
The object of the study is the process of teaching English in elementary school.

Reading technique.
Speaking of reading, more often we mean the ability to perceive information recorded in one way or another, and little attention is paid to the process of decoding graphic symbols, because. in the presence of a formed skill, the process of reading becomes unconscious. Although in real reading the processes of perception and understanding are closely interconnected, the skills that provide these processes, as N.D. Galskov, it is customary to divide into two groups: 1) technical reading skills and 2) skills and abilities of semantic processing of perceived information. [Galskova N.D., Gez N.I., 2006, p.228]. At present, with the introduction of a foreign language from the 2nd grade, the formation of technical reading skills causes the greatest difficulties for both the teacher and the students. To find ways to solve this problem, we first clarify what is meant by this concept.

Reading technique, as noted by E.A. Maslyko, P.K. Babinskaya and others, is the correlation of letters and letter combinations with the corresponding phonemes. [Maslyko E.A., Babinskaya P.K., 1996, p.50] I.E. Passov and N.E. Kuzovleva define the technique of reading as instant recognition of visual images of speech units and their voicing in internal and external speech. [Passov I.E. and Kuzovleva N.E., 2010, p. 502] We believe that this definition more accurately characterizes the reading technique as a process brought to a skill. In the work of Galskova N.D. and Gez N.I. this concept is revealed as a process of active perception and processing of information graphically encoded according to the system of a particular language. [Galskova N.D., Gez N.I., 2006; p.224] This definition draws our attention to the fact that the work on the formation of reading technique is built according to the language system, i.e. its laws.

From what has been said, it is obvious that the technique of reading is the process of instantaneous recognition of visual images of speech units graphically encoded according to the system of a particular language.

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• Introduction
• ChapterI. Psychological, linguistic and communicative characteristics of reading
• 1.2 Types of reading
• ChapterII. Features of teaching reading at the initial stage
• ChapterIII. Experimental research on teaching reading to primary schoolchildren
• Conclusion
• Bibliography
• Applications

Introduction

Relevance research: Four-year primary education is considered as the first stage of a new twelve-year school, which is faced with tasks that meet world trends in the development of education. At the initial stage of education, the formation of the personality of a younger student takes place, the identification and development of his abilities, the formation of the ability and desire to learn, the mastery of elements of the culture of speech and behavior.

Throughout the entire period of study, the principle of continuous language school education in the field of learning foreign languages ​​is implemented, which meets the modern needs of the individual and society.

The fact that in a twelve-year school it is proposed to study a foreign language from the second grade is a recognition of the objectively existing social interest in learning foreign languages ​​and confirmation of the importance of this subject for the implementation of promising tasks of personal development. This is the growth of the average level of education, and the increase in the requirements for a common culture, and the formation of readiness for interethnic and intercultural cooperation.

Starting from the second grade, it is very important that the processes of education and development of students go in line with modern methods. At the same time, the ability to competently teach communication in a foreign language to younger students who do not yet fully master communication skills in their native language is a very difficult and responsible task.

It is necessary to pay special attention to teaching younger students such types of speech activity as reading, listening, speaking.

The process of reading and its result - the extraction of information - are of great importance in the communicative and social activities of people. This form of written communication ensures the transfer of experience accumulated by mankind in various areas of life, develops the intellect, sharpens feelings, that is, it teaches, develops, and educates. In a word, reading forms the qualities of the most developed and socially valuable person.

When teaching reading at the initial stage, it is important to teach the student to read correctly, that is, to teach him to voice graphemes, to extract thoughts, that is, to understand, evaluate, use the information of the text. These skills depend on how fast the child reads. By reading technique, we mean not only the quick and accurate correlation of sound and letter, but also the correlation of the sound-letter link with the semantic meaning of what the child is reading. It is the high level of mastering the technique of reading that makes it possible to achieve the result of the reading process itself - fast and high-quality extraction of information. However, this is impossible if the student does not have enough language skills, does not know how or incorrectly reproduces sounds.

So, learning the technique of reading aloud is at the initial stage both the goal and the means of teaching reading, as it allows you to control the formation of reading mechanisms through an external form, makes it possible to strengthen the pronunciation base that underlies all types of speech activity.

An attempt to consider this problem in a more constructive way and the need for quick and effective mastering of reading in a foreign language at the initial stage led us to the choice of the research topic: "Teaching reading in a foreign language at the initial stage."

Target research: to determine the effectiveness of using the method of personification of letters and the method of "penetration" into a foreign text.

An object research: English lesson in elementary school.

Subject research: methods of teaching reading in a foreign language at the initial stage.

Hypothesis research: if you practice the reception of personification of letters and letter combinations in English lessons at the initial stage, then the level of formation of reading skills will increase.

Tasks research:

give a psychological and pedagogical justification of the problem;

conduct a meaningful analysis of the program material in a foreign language (grade 2);

substantiate the idea and describe the procedure for experimental study of the method of personification of letters and letter combinations when teaching reading technique in English lessons in elementary school;

substantiate the idea and describe the procedure for experimental study of the technique of "penetration" into a foreign language text when teaching reading comprehension in English lessons in elementary school;

to conduct a quantitative and qualitative analysis of empirical data obtained on a group of subjects - primary school students regarding the effectiveness of using the method of personification of letters and letter combinations when teaching reading in a foreign language;

meaningfully summarize the results of theoretical and experimental research and develop methodological recommendations for teaching the technique of reading in a foreign language at the initial stage.

To implement the tasks set, the following methods research:

theoretical analysis and generalization of literature data;

pedagogical supervision;

experiment.

Structure work: the work consists of an introduction, a theoretical substantiation of the hypothesis of this study - chapter I, chapter II, practical evidence of the conclusions obtained during the study - chapter III, as well as a conclusion, a list of references and applications.

learning reading english

Chapter I. Psychological, linguistic and communicative characteristics of reading

1.1 Reading as a type of speech activity

Reading in a foreign language as a type of speech activity and as an indirect form of communication is, according to many researchers, the most necessary for most people. As a rule, relatively few people have the opportunity to communicate directly with native speakers, and almost everyone has the opportunity to read in a foreign language. That is why learning to read acts as a target dominant.

The process of reading, which involves complex mental operations (analysis, synthesis, inference, etc.), and its result - the extraction of information - are of great importance in the communicative and social activities of people. This form of written communication ensures the transfer of experience accumulated by mankind in various areas of life, develops the intellect, sharpens feelings, that is, it teaches, develops, and educates.

Studies carried out in the last decade in a number of countries have shown: readers are able to think problematic, grasp the whole and identify contradictory relationships of phenomena; most adequately assess the situation and quickly find new right solutions. In a word, reading forms the qualities of the most developed and socially valuable person. How does it happen? The peculiarity of reading, in contrast to the perception of such types of culture as television, video, is that it is always work - interesting, enjoyable, joyful, but work. You have to work hard to learn to read, and you have to work hard to become a man. It is the labor invested by a person in himself that forms these qualities in him.

So what is reading? What is the essence of this process, what lies at its basis?

Reading, like listening, is receptive, reactive and, in terms of the form of flow, an unexpressed internal type of speech activity. Reading can also be partly an external, expressed type of speech activity, for example, reading aloud. But even the same mechanisms (perception, internal pronunciation, the mechanisms of short-term and long-term memory, forecasting, comprehension) work in reading in a specific way, since they rely on visual rather than auditory perception of speech.

Let's compare the process of speech perception during reading and listening according to Table 1.

Table 1

Reading and listening

As we can see, visual perception of information and the process of its flow can provide more reliable preservation of images than auditory, since the reader has the ability to regulate and control this process, which causes a slightly different work of reading mechanisms.

The reading process is based on the technical side, that is, on skills that are automated visual-speech-auditory connections of linguistic phenomena with their meaning, on the basis of which there is recognition and understanding of written characters and written text as a whole and, consequently, the implementation of the communicative ability to read .

When reading, a person not only sees the text, but also pronounces it to himself and at the same time, as it were, hears himself from the outside. It is thanks to the mechanism of internal pronunciation that a comparison of graphic and auditory-motor images takes place. The action of this mechanism is most clearly observed in novice readers (whisper reading). Gradually, with the accumulation of experience, internal pronunciation acquires a more curtailed character and, finally, completely disappears.

An important psychological component of the reading process is the mechanism of probabilistic forecasting, which manifests itself at the semantic and verbal levels. Semantic prediction is the ability to predict the content of the text and make the correct guess about the further development of events based on the heading, the first sentence and other text signals. Verbal forecasting is the ability to guess the word by the initial letters, by the first words to guess the syntactic construction of the sentence, by the first sentence - the further construction of the paragraph.

The development of prognostic skills is facilitated by the development of hypotheses and the system of expectations of the reader, which activates the continuous construction of the structure of knowledge in the reader's head, activating his background knowledge, language experience. The process of preparing consciousness for the perception of information prompts the reader to remember, guess, assume, that is, turn on the abilities of his long-term memory and his personal and social experience.

According to F. Smith, when reading, two types of information are needed: visual (from a printed text) and non-visual (language understanding, knowledge of a given subject, phenomena, general reading ability and knowledge about the world). The more non-visual information the reader has, the less visual information he needs and vice versa. As we begin to read fluently, we begin to rely more on what we already know and less on printed text.

Reading is an active constructive process. The construction of meaning proceeds as an interactive activity, during which two sources of information interact - information from the source of the knowledge available to the reader, which is shown in the diagram (Fig. 1).

Rice. one Construction meaning in process reading

As you can see, reading is an active, constructive and interactive mental activity.

1.2 Types of reading

According to the degree of penetration into the content of the text and depending on the communicative needs, reading is distinguished as viewing, searching, introductory, studying. Since the viewing and search coincide in many characteristics, in the practice of teaching them, as a rule, they are taken as one type, calling the search-viewing.

Search and viewing is reading with the aim of obtaining the most general idea of ​​the content of the text, of its topic. Using the techniques of search and viewing reading (reading "diagonally", "slalom", "along two verticals", "ping-pong", "islands"), the reader seeks out in the text only information of interest to him, deciding whether he needs or does not need this text for longer study.

Search and viewing reading - fast, fluent, selective reading. It is used in professional and everyday spheres of life, for example, when reading books (reading the table of contents, preface, introduction, conclusion), newspapers (viewing headings and subheadings), etc. This type of reading presupposes a rather high level of formation of reading skills, a developed ability to anticipate, a high reading speed, and the ability to overcome difficulties. Mastering the techniques of search and viewing reading allows you to increase the information culture, as well as reduce the time for enrichment with information through other types of reading. In school conditions, this type of reading is used as a preliminary stage of introductory and study reading, as well as in order to extract the necessary information from short pragmatic texts.

In introductory reading, the goal is to extract basic information from the text, get a general idea of ​​the range of issues raised, understand the main idea, some basic facts. Setting the perception of only basic information allows you to read quickly, not paying attention to the details of the message, and not to "get hung up" on unfamiliar words. The text for introductory reading should not be difficult for students in terms of language - it may contain a small number of new lexical units that have not been previously encountered syntactic constructions, but they should not interfere with the perception of the main information of the text. It does not require the use of a dictionary. Attention should be concentrated only on familiar words, this type of reading proceeds at a fast pace.

1.3 Goals and content of teaching reading

The practical component of the goal of teaching reading as an indirect form of communication in a foreign language involves the development of students' skills to read texts with different levels of understanding of the information contained in them:

with an understanding of the main content (introductory reading);

with a complete understanding of the content (learning reading);

with the extraction of the necessary, significant information (search-browsing reading).

Attestation requirements provide for the achievement of a sub-threshold level in teaching this type of speech activity, that is, advanced communicative competence. The content of learning to read includes:

linguistic component (language and speech material: a system of graphic signs, words, phrases, texts of different genres);

psychological component (formed skills and abilities of reading on the basis of mastering the actions and operations of reading);

methodological component (reading strategies).

The main basic skills underlying reading are the skills:

predict the content of information in terms of structure and meaning;

determine the topic, the main idea;

divide the text into semantic pieces;

to separate the main from the secondary;

interpret text.

The specification of these basic skills depends on the purpose of reading. N.D. Galskova identifies the following groups of skills:

understanding the main content: identify and highlight the main information of the text, establish a connection between events, draw a conclusion from what has been read;

extracting complete information from the text: fully and accurately understand the facts, highlight information that confirms something, compare information;

understanding of the necessary information: to determine in general terms the topic of the text, to determine the genre of the text, to determine the importance of information.

As I.L. Bim, reading, like any activity, is structured from separate actions that have their own intermediate goal, which make up the ability to carry out this complex type of speech activity as a whole. Referring to the study by A.N. Evsikova, Bim I.L. gives three groups of actions and operations aimed at mastering reading.

BUT. Teaching the technique of reading aloud words (phrases of sentences).

Firstly, this is actions on recognition and correct dubbing words.

Purpose: correlation of the sound image of words with the graphic image for their identification and recognition of the meaning.

Condition: carried out on familiar language material.

Operations: sound-letter analysis, identification of a sound image and its meaning, correct voicing, awareness of word connections, correct pause, correct intonation.

Secondly, this is actions on expansion fields reading.

Purpose: to recognize and retain in memory segments of speech.

Condition: increasing the length of segments of speech.

Operations: their reproduction.

Thirdly, this is actions on development pace reading.

Purpose: to bring the rate of reading in a foreign language closer to the rate of reading in the native language.

Condition: time-limited reading.

Operations: repetition, repeated reading with an increase in its tempo.

B. Actions and operations that ensure the mastery of reading techniques based on a coherent text.

AT. Actions and operations aimed at text recognition, at extracting meaningful information, regardless of the form of reading.

The main operations are anticipation of the content of the text by the title, a guess about the meaning of unfamiliar words by similarity with the native language, etc.

Of great importance in teaching reading are general educational skills and reading strategies that are correlated with a particular type of reading:

express strategy (for search and viewing reading);

dog strategy (for introductory reading);

detective strategy (for learning reading).

The choice of a reading strategy directs the reader to use appropriate actions with the text.

When teaching reading, it is important not only to develop in students the necessary skills and abilities that provide the opportunity to read as an indirect means of communication, but also to instill an interest in reading. As rightly noted by A.A. Leontiev, the ability to read, not reinforced by more or less constant training, decays very quickly, and all efforts to teach reading turn out to be in vain.

The need for reading in a foreign language will be provided when the content of the texts offered to students corresponds to their cognitive and emotional needs, their level of intellectual development.

The selection and organization of texts for reading can be attributed basically the same requirements as for texts for listening. They should be informative, diverse in genre and subject matter, and as authentic as possible.

A significant problem is the methodological selection of texts for the initial stage of training. Due to the limited language abilities of students at this level, reading texts have to be processed and adapted. Processing and adaptation techniques include reduction, replacement of complex grammatical structures with easier ones. At the same time, complex words that were previously unfamiliar to students, but accessible to understanding, can be saved. An important role is also played by the ghost of the text in accordance with the conditions of perception with the help of footnotes, a side dictionary, and illustrations. It is the use of supports, according to L.A. Chernyavskaya, is the most productive method of methodical text processing and brings the process of foreign language reading closer to natural. At the same time, students' vocabulary is built up, their language experience is enriched, which makes it possible to gradually complicate the semantic content of texts and develop the reading skills of schoolchildren.

Conclusion: reading in a foreign language as a type of speech activity and as an indirect form of communication is, according to many researchers, the most necessary for most people. The reading process is based on the technical side, that is, on skills that are automated visual-speech-auditory connections of linguistic phenomena with their meaning, on the basis of which there is recognition and understanding of written characters and written text as a whole and, consequently, the implementation of the communicative ability to read .

The practical component of the goal of teaching reading as an indirect form of communication in a foreign language involves the development of students' skills to read texts with different levels of understanding of the information contained in them.

However, when teaching reading, it is important not only to develop in students the necessary skills and abilities that provide the opportunity to read as an indirect means of communication, but also to instill interest in this process.

Chapter II. Features of teaching reading at the initial stage

2.1 Teaching reading in a foreign language in elementary school

Considering the results of more than forty years of research in the field of early learning of a foreign language, which were conducted in our country, it can be argued that its benefits have been repeatedly proven.

Teaching children directly to the very process of reading in a foreign language also has a positive assessment. Briefly summarizing its advantages, it can be noted that learning to read in a foreign language, as a form of mediated communication, is useful for all children at primary school age, regardless of their starting abilities. It has an undeniable positive effect on the development of the child's mental functions: his memory, attention, thinking, perception, imagination, etc. Learning to read affects the general speech abilities of the child. Early learning to read in a foreign language has a great practical effect in terms of improving the quality of proficiency in the first foreign language, creates the basis for continuing its study in the main school, and also opens up opportunities for teaching a second/third/foreign language, the need for which is becoming more and more obvious. The educational and informative value of early learning to read in a foreign language is undeniable, which manifests itself in the earlier entry of a child into universal culture through communication in a new language for him.

Teaching reading in a foreign language at the initial stage contributes to an earlier familiarization of younger students with a new language world for them, forms in children a readiness to communicate in a foreign language and a positive attitude towards its further study. It allows you to acquaint younger students with the world of foreign peers, with foreign song, poetry and fairy-tale folklore, and with samples of children's fiction available to children in the foreign language being studied. The process of teaching reading allows the formation of some universal linguistic concepts observed in native and foreign languages, thereby developing the intellectual, speech and cognitive abilities of students.

At primary school age, students do not yet have a psychological barrier when learning a foreign language. And students learn the necessary skills much faster.

They learn to correctly pronounce and distinguish by ear the sounds, words, phrases and sentences of a foreign language, observe the intonation of the main types of sentences. Children get an idea about the main grammatical categories of the language being studied, recognize the studied vocabulary and grammar when reading and listening and use them in oral communication, master the technique of reading aloud, read educational and lightweight authentic texts to themselves, using the methods of introductory and learning reading.

The success of teaching and the attitude of students to the subject largely depends on how interesting and emotionally the teacher conducts the lessons. Of course, in the process of teaching reading in a foreign language to primary school children, the game plays an important role. The more game techniques, visualization the teacher uses, the more interesting the lessons are, the more firmly the material is assimilated.

According to the program in foreign languages ​​in the field of teaching reading, the teacher is tasked with teaching schoolchildren to read texts, understand and comprehend their content with different levels of penetration into the information contained in them. Ideally, reading in a foreign language should be independent, carried out not under duress, but accompanied by interest on the part of the children. However, practice shows that the interest in this type of speech activity among schoolchildren is very low. This type of speech activity is not for schoolchildren a means of obtaining information, raising the cultural level, or simply a source of pleasure, but is considered by them as a purely educational task.

In order for reading in a foreign language to contribute to the development of the cognitive interest of students, it is necessary to take into account the cognitive needs, age and individual psychological characteristics of children (and for this it is necessary to diversify educational materials: texts and tasks for them); include schoolchildren in active creative activity through the use of active teaching methods; give them the opportunity to show independence and initiative; learn to overcome difficulties in educational activities.

Appropriately selected texts and tasks for them contribute to the development of students' interest in reading in a foreign language, which in turn is an important factor in the successful mastery of this type of speech activity. The purposeful use of texts selected in accordance with the cognitive interests of the children in a foreign language lesson and in extracurricular work on the subject makes it possible to judge the increased interest of students in the subject, the improvement of reading technique and a deeper understanding of foreign texts.

2.2 Problems of mastering the technique of reading in English in elementary school

In the process of developing reading skills, a lot of difficulties must be overcome.

First of all, these are the difficulties associated with mastering the technique of reading, which involves the assimilation of a system of graphic signs that are different from the native language, the formation of the skill of sound-letter and letter-sound correlations, syntagmatic reading. The formation of a receptive skill is more successful if it is supported by productive activities, so it is recommended to teach children two versions of the code: written and printed. It is necessary to carefully work on the technique of reading aloud, since learning actions are first formed in external speech, and then transferred to the internal plane. It is important to bring to the stage of holistic perception of word blocks as soon as possible, otherwise word-by-word reading will slow down the understanding of the content. This is facilitated by reading along syntagmas, which expands the "field of reading", i.e. unit of perception. Mastering the technique of reading is accompanied by mental work on the semantic recognition of visual forms, which means that it is necessary to teach the technique of reading on familiar material with elements of novelty.

By the beginning of the process of teaching a foreign language in elementary or basic school in the speech memory in the speech memory of students, of course, there are no auditory-speech-motor images of foreign language material.

If learning the technique of reading begins from the very beginning of learning a foreign language, then students have to correlate not only sounds and letters, but also sound-letter ligaments with the semantic meaning of what they read. And this causes them additional difficulties. That is why, in order to overcome them, an oral introductory course is often carried out, an oral lead in order to accumulate the necessary and sufficient foreign language speech material, form auditory-speech-motor images of foreign speech and thereby remove some of the difficulties in the process of correlating letters and sounds of a foreign language.

It is noteworthy that with the accumulation of a variety of foreign language material as a basis for teaching the reading technique, the initial language unit is the word.

Teaching the technique of reading in a foreign language should be carried out on well-known lexical material already learned in oral speech. And this is achieved as a result of an oral introductory course, oral anticipation. According to Z.I. Klychnikova, the essence of oral advancing comes down to the fact that students start reading when they have worked out the articulation of sounds, syllables, words, and even small phrases. At the same time, G.V. Rogov and I.N. Vereshchagin about the oral introductory course, they note that preliminary oral training of educational material helps to remove some of the difficulties that prevent understanding the content. Oral advance helps in a meaningful way, that is, students should understand what they are reading, but does not help much in a procedural way. A similar phenomenon is also characteristic of mastering reading in one's native language; a child who is fluent in oral speech encounters great difficulties in the procedural plan (how to read). Thus, conducting an oral introductory course, oral advance does not yet guarantee successful mastery of the technique of reading in a foreign language.

Numerous facts of discrepancy between the grapheme-phoneme systems of the native and foreign languages, discrepancies in the pronunciation of the same letter in various letter combinations, as well as cases of different graphic representations of the same sound, take place in German, French, and especially English.

The authors of the methodology for teaching English at the initial stage in secondary school, as well as in grades 2-3 of schools with in-depth study of the English language, believe that mastering reading in English presents great difficulties for students caused by graphic and spelling features of the language, since the spelling system uses 26 letters, 146 graphemes (letter combinations), which convey 46 phonemes. Of the 26 pairs of English letters (uppercase and lowercase), only four can be considered similar to the corresponding letters of the Russian alphabet in meaning and form. These are K, k, M, T. The letters A, a, B, b, C, c, E, e, H, O, o, P, p, Y, y, X, x occur in both different language, but are read differently, therefore, are the most difficult. The rest of the letters are brand new.

G.V. Rogov and I.N. Vereshchagin also point out the great difficulty in reading vowels, combinations of vowels and some consonants, which are read differently depending on the position in words. For example, man-name, day-rain, this-think, pencil-cat, Geography-garden, window-down. When teaching reading, students should learn the basic rules of reading, which should include: reading vowels under stress in open and closed syllables and before "r"; reading vowel combinations ee, ea, ay, ai, oy, oo, ou, ow; consonants c, s, k, g, ch, sh, th, ng, ck and such combinations as -tion, -sion, -ous, -igh.

Students should be taught to read words that are spelled differently but read the same: sun-son, two-too, write-right, sea-see, etc.

At the same time, many words in English are not read according to the rules, which in general dooms students to memorizing an excessively large number of reading rules and exceptions to them, as well as to repeated repetition of educational material. In addition, the very perception and sounding of graphic signs is the result of choosing and comparing them with those standards that are already in the long-term memory of the student. The very fact of choosing, which involves remembering the right rule and (or) sound-letter correspondence, requires a certain, sometimes significant time, which ultimately slows down the pace of reading, or rather does not allow the student to quickly and accurately establish sound-letter correspondences and thereby master the reading technique. at a fairly high pace.

2.3 Experience in learning to read in English in primary school

All kinds of changes in the process of early learning to read in English are carried out taking into account the experience gained over the past 10-15 years in the process of early learning a foreign language in grades 1-3 of general educational institutions, as well as in grades 2-3 of schools with in-depth study of English language. So, G.V. Rogov and I.N. Vereshchagin offer a whole system of learning to read in English (based on the principle of consciousness) by a keyword containing both a graphic image and a picture. In order to develop the speed of reading, the speed of students' reaction to the printed word, one should use cards with words written on them, conduct competitions for the speed and correctness of reading words from the exercises presented in the textbook, and use a split alphabet.

Learning to read words can be carried out:

based on words with a similar sound, read according to the rules. Words not subject to this rule, but with the same sound, are included in a number of these words, for example duck, run, jump, son, mother;

using partial transcriptions with the selection of the corresponding letters that convey this sound, for example: too, school, fruit, ruler, blue, two, do;

using complete transcriptions, for example autumn ["o: tm], daughter ["dota];

on analogy, for example, children can read the words right, night, they need to read the new word light. (There are few words for the rule, but you need to establish an association). Or brought-thought, ring-bring, drink-think. In this case, you can use the board and replace the letter, which changes the meaning of the word: sing, the first letter changes to r - ring, the letter b is attributed to bring. In all cases, it is desirable that children read first, that students read consciously; based reading per teacher or announcer words. In this case, mastering the reading of such words occurs on the basis of imitation.

Next, students begin to read phrases and sentences and, consequently, to their correct design.

Teaching English in the 1st grade of general educational institutions in the recent past, as a rule, was postponed to a later date (to the second half of the first grade and even to the second grade) due to the fact that in the first grade schoolchildren are taught their native alphabet and reading native language, all work in a foreign language lesson is built on an oral basis with an emphasis on the game motivation of students. And even in the integrative course "Early teaching English by means of art (music and theater)", designed for children of seven years old (the first year of schooling), an introductory phonetic, unconsciously imitative course with elements of speech therapy correction and prevention is conducted in the first half of the year , and games in the "letter-word" mode are introduced only from the second half of the year. The teacher's book for the English textbook for the first grade of educational institutions notes that the first year of study provides for the mastery of the articulatory base and intonation of speech. Working on the sound image of a word prepares children for reading in English, starting from the second grade.

Since the 2002/2003 academic year, in the context of an experiment to update the structure and content of general education, a foreign language is introduced from the second grade, and the new basic curriculum of the four-year primary school (as the first stage of the new 11-year school) provides for the compulsory study of a foreign language from the 2nd grade. 4th grade (two hours a week). It is noteworthy that in the teaching materials for English, which are offered for the organization of teaching English, which are offered for the organization of teaching English in the second grade, the period of teaching the reading technique begins at different times. So, in the teaching materials for students of the 2nd grade "Enjoy English - 1" (author M.Z. Biboletova, N.V. Dobrynina, E.A. Lenskaya) equal attention is paid to teaching oral and written speech from the very first lessons; in the teaching materials of the authors Z.N. Nikitenko, E.I. Negnevitskaya provides an oral introductory course designed to study during the first quarter. Teaching reading technique begins in the second quarter. Children master transcription as a visual support for mastering the alphabet and reading rules, which, according to the authors, greatly facilitates mastering the ability to read in English.

For the full implementation of the developmental and practical goals of teaching a foreign language in elementary school, as evidenced by the results of large-scale experiments on early foreign language learning conducted in the late 80s and early 90s, at least 3 hours a week (or 2 if the teaching of Russian and foreign languages, as well as subjects of the humanities cycle is carried out on an integrative basis). Since integrative courses of teaching Russian and foreign languages ​​for grades 1-4 have not yet been developed, and the new basic curriculum provides for the study of a foreign language from 2nd to 4th grade with two hours a week, one can hardly expect full assimilation of a foreign language. language and reading skills.

In this situation, specially created educational and methodological materials in English are of particular relevance, which provide training in those phenomena of a foreign language that usually cause the greatest difficulties for elementary school students, and on the other hand, are addressed not only to students and a foreign language teacher, but also to parents. who wish to help their child in mastering a foreign language. In addition, such educational and methodological materials should be easily aligned with the existing teaching materials for a foreign language for elementary school and perceived by a foreign language teacher as additional and ready-to-use materials, and at the same time be self-sufficient for organizing qualified assistance to a primary school student from parents, tutors and other interested parties. persons.

Conclusion: Briefly summarizing the benefits of early learning to read, it can be noted that reading in a foreign language, as a form of mediated communication, is useful for all children at primary school age, regardless of their starting abilities.

However, in the process of developing reading skills, it is necessary to overcome a lot of difficulties, the main of which is teaching the technique of reading. By reading technique we mean not only the ability to read quickly and correctly, but also the ability to extract information from the text. Teaching the technique of reading in a foreign language should be carried out on well-known lexical material already learned in oral speech.

The introduction of all kinds of changes in the process of early learning to read in English is carried out taking into account the experience gained as a result of numerous studies in this direction.

Methodists identify a number of difficulties that accompany teaching reading, and appropriate approaches to their solution.

Learning to read at the initial stage should become the basis for further study of the subject and support in teaching reading at subsequent stages.

Chapter III. Experimental research on teaching reading to primary schoolchildren

3.1 Content of the experiment, analysis, processing of results

The practical part of the study was conducted in the municipal comprehensive school No. 1 in the village of Privolny, Remontnensky district, Rostov region. The experiment was organized and conducted within the framework of undergraduate practice under the guidance of a foreign language teacher of the highest category Glushnenko O.V. The purpose of the experimental work was to test the methods of working with foreign texts in the process of teaching younger students to read in English.

The study consisted of three stages:

First stage - ascertaining. During the experiment, control and experimental groups were formed on the basis of students of the 2nd "B" class. In total, there were 24 students in the class, respectively, in the experimental and control groups there were 12 students each.

By the time the experimental work began, the students had already begun to study the letters of the English alphabet (consonants were studied), but they did not start the process of reading directly. Thus, the initial level of mastery of reading skills - the ability to quickly reproduce sounds and understand the content of what was read - was equal to zero.

Second phase - formative. Its purpose was to experimentally test the possibility of using various methods of working with foreign texts in teaching reading. Practical work consisted of a series of lessons (lasting 40 minutes) using in the experimental subgroup the method of personification of letters and letter combinations of the English alphabet and the method of "penetrating" into a foreign text.

The success of mastering reading skills in English was ensured not only by these methods, but also by a holistic approach to the student as an individual, the subject of cognitive, communicative, gaming activity, personality, individuality, which is currently interpreted as an anthropological approach to the organization of teaching a foreign language in primary school. school.

The method of personification of letters was practiced when getting acquainted with the vowels of the alphabet. Its use relies on what students already have, i.e. on pronounced visual-effective and visual-figurative thinking, representations, imagination, with the help of which the child operates with integral images.

Instead of moving from sound to letter or, conversely, from letter to sound, the personification technique allows each sound-letter correspondence to be presented in an inseparable unity, as integral parts of a single whole - a visual, emotionally rich image, attractive and understandable to a 7-8 year old child. For example, a letter Ah appears in the form of a heron Ah(hey), in honor of which the following quatrain is written:

Ah

Meet the Heron BUT(hey)!

Appears: "My name…"

She has a friend Cat,

They have been friends together for many years.

As a support for the formation of a holistic view of a new letter in children, not only the verbal description of the personified image of the letter, but also the drawing of the character, the graphic image of the letter and its voice - a transcription sign.

In order to study the influence of this technique on the ability to correctly pronounce graphemes, students of both subgroups were asked to read a poem, the lexical volume of which was 44 letters with a designated time interval of 2 minutes.

an apple. It is very red and sweet

And it is so good to eat.

Analysis of the results showed that 39% of the children (5 children) coped with the task (for comparison, in the control group - 30%, i.e. 3 schoolchildren); the rest of the children either did not cope with the task, or completed it incompletely. As a result of the study, it became obvious that the level of mastering the reading technique - the ability to voice graphemes - is quite low in both subgroups, but in the experimental group the indicators are slightly higher. The results of the study are presented in table 2.

table 2

The results of the study of the formation of the ability to voice graphemes at the formative stage

	Experiment. gr.		Control gr.
	Anischenko		Mitrofanova
	Anufrienko
	splashed		Underwater
	Vermilenko		Nemyshkalova
	Drobyazko
	Yevtushenko		Rastyagaev
	Efremenko		Savchenko
			Stepanenko
	Kravchenko		Tkachenko

The study vowels letters in experimental group continued With involving reception personifications letters. Here in what form appear letters II and Oh:

IIOh

It's a stud, stud Ii (ay) It's a cop Oo (ooh)

Let's say hello: "Hi!" He says to everyone: "Hello!"

Our carnation does not speak, He will say: "Go!" - drive through

And we will say it about him. "No!" - stand and wait.

Such a presentation of sound-letter correspondences sharply reduces the need to use reading rules at the stage of teaching the reading technique. Reading a letter, or rather, perception, comprehension of a “letter in an image”, a combination of letters or a word is carried out without hindrance, quite quickly, dynamically.

However, learning to read is not only the rapid reproduction of sounds, but also reading comprehension.

So, in the experimental group, when working with the text, the method of "penetration" into a foreign language text was used. In this case, the attention of students was drawn to two important rules:

You don't have to know every word to understand a text!

This technique involves working with text, aimed at teaching children to find support in their experience and in the text. The purpose of this technique is to create a motive for reading and develop such an important reading skill as forecasting, i.e. the ability to guess, anticipate the content of the text, using the heading, subheadings, illustrations for the text, etc. "Penetration" into a foreign language text is focused on identifying and activating the personal experience of students, their knowledge and skills.

So, when working on the text before reading the experimental subgroup, students were offered the following tasks:

students read the title of the text, look at the illustrations for it and express their assumptions about the topic of the content of the text;

Students are encouraged to use their knowledge of the topic covered in the text and ask themselves, "What do I know about this topic?"

Students write down the heading keyword and draw up a diagram, filling it in with associations they have before reading. (Fig. 2)

students are invited to break into pairs, discuss the charts drawn up and clarify their assumptions about the topic and content of the text.

Rice. 2 Mapping by heading keyword

After the pre-text stage, students are tasked with reading the text, checking their initial assumptions and having a dialogue with the author.

Personal perception of the text is carried out by students individually, without the help of a teacher and other students, on their own.

Students independently read the text for the first time with the intention to check their assumptions made before reading the text.

When re-reading the text, students solve various communicative tasks:

divide the text into semantic pieces;

determine the main idea of ​​each part of the text;

highlight key words in each part of the text;

note unfamiliar information and clarify the meaning of individual words;

establish links between parts of the text.

As tasks to control reading comprehension, students were offered tasks that involve them in active creative activity, not only verbal, but also non-verbal:

draw, draw...

retell, tell, write off, prove ...

write, continue, finish, complete...

find equivalents, translate...

Using the method of personification of letters and the method of "penetration" into a foreign text allowed me not only to teach children to read in English, but also to influence their emotional sphere based on imagination and visual-figurative thinking. Thus, I tried to develop students' interest in the subject, which is an important factor in teaching children English at an early stage.

Third stage - verification. At this stage, the diagnostics of the study of the influence of the method of personification of letters on the ability to correctly pronounce graphemes was again carried out. The students of both subgroups were again asked to read the poem. However, its lexical volume increased from 44 letters to 66. The time period remained the same (2 minutes).

This is the season I come to the garden

When vegetables grow, And make water flow.

Analysis of the results revealed a positive trend in both subgroups. Comparative results of the formation of the ability to voice graphemes are presented in fig. 3.

Rice. 3 Comparative results of the formation of the ability to voice graphemes

In order to control reading comprehension, students were asked to read an untitled text and complete the following tasks:

title the text

highlight semantic parts in the text;

describe what is said in each part.

Vegetables are plants that we can eat. Many vegetables that we eat grown in the field and the garden. Most fruits are sweet, and good to eat.

In the experimental group, 60% completed the task completely, while in the control group, only 40% completed the task correctly, as shown in Fig. four.

Rice. 4. Comparative results of the formation of the ability to understand what is read

Conclusion: therefore, we can talk about the emerging trend towards an increase in the level of formation of reading skills - the ability to voice graphemes and understand what is read - in the studied subgroup of class 2 "B" (with a slight increase in the indicators of the control subgroup).

3.2 Recommendations for Teaching Younger Students to Read in English

According to the program in foreign languages ​​in the field of teaching reading, the teacher is tasked with teaching schoolchildren to read texts, understand and comprehend their content with different levels of penetration into the information contained in them.

Mastering the technique of reading in English at the initial stage is an independent problem. That is why we pay special attention to the formation of this skill in the process of learning to read.

The conducted research once again revealed the problems that a teacher in an elementary school may face in the process of teaching them to read. We took the liberty of developing a series of recommendations on how to teach a younger student to read in a foreign language.

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Reading as one of the means of forming the general educational culture of students. Psychological features of learning to read in English. Techniques for working with texts on teaching various types of reading, fragments of lessons on the formation of reading skills.

Here are some tips to follow when reading a text in English:

• Pay attention to interesting (not always obvious) things: a new word, what phrase it is used in, what article it is used with in the phrase, what prepositions it “clings” to other words in the sentence. Think about why, where you would use the preposition on need a suggestion at. Perhaps the proposal uses present perfect and you would use past simple. The order of words in a sentence is strictly defined, which is quite strange for a Russian speaker.

• If there is a useful phrase in the sentence, think about it, could you build one yourself? Knowing its meaning, would you use it in the same tense, with the same articles and prepositions? Would this word order be in your sentence? If you doubt that you would say the phrase exactly like that, read it again. Practice its pronunciation (you can build your own based on this phrase, replacing the subject or names). Your goal is to program your brain to use this sentence correctly.

• If necessary, or if you like this form of work, consult a dictionary to clarify the meaning of a particular word. So you will be able to better understand the use of the word by getting acquainted with examples of its use.

Important to remember:

• You don't have to constantly read thoughtfully. Reading in this mode can be quite tedious if you have been working with documents or reading a lot during the day. It won't bring any pleasure.

• Don't try to study every phrase in this way. Some phrases will never be useful to you. Sometimes the characters of literary works and films use bright, interesting, but little used expressions. In novels, authors often use high literary phrases that cannot be used in speech. They are not suitable as templates for constructing your own proposals. Here example : « A matted depression across mustache and beard showed where a stillsuit tube had marked out its path from nose to catchpockets» — the quotation consists of complex and rarely used words in oral speech. In addition, even without understanding the meaning of the sentence, it is clear that this is a description, and of this type of combinations, only a very small part can be more or less applicable.

• There is another case: the phrases are too difficult for your language level. Try to focus on what you can handle, on phrases that are at or slightly above your level of difficulty. If you are still experiencing problems withpresent perfect tense, do not take on sentences that use more complex grammar: "I don't know what it is that the officer said he had seen me do» (used to coordinate times andpast perfect). If such sentences are quite common, you may want to choose a simpler text.

• Thoughtful reading does not guarantee accurate memorization of expressions, but it will make you remember that it was with this type of sentence that you once had a problem. Knowing this, you will most likely automatically stop and think about how to write a similar phrase, or check it, thus avoiding the same mistake.

• You should not spend much time thinking about why this or that phrase is said the way it is. The idea of ​​this approach is to grab your attention, make you think, and not do a grammatical analysis of all the sentences in the text. (Though, if the grammar exercises present crosswords and puzzles for you and you are carried away, then go ahead!).

• If you do not like to be distracted from reading in order to check a particular word in the dictionary, you can write down all the interesting sentences that come across to you or underline them in the text so that you can return to them later.

Examples:

Here is a short demonstration of how mindful reading helps you understand more when reading in English. Let's look at two English phrases and think about what should come to your mind when reading them.

• Former President Jimmy Carter will visit Venezuela next week to mediate talks between the government and its opposition, which have been locked in a power struggle since a failed coup.

[Former US President Jimmy Carter will visit Venezuela next week to broker talks between the government and the opposition, which are fighting for power after the failed coup.]

- If we say Former President", but not " The former President“, then, most likely, you should also say “ President Carter", but not " The President Carter". However, we say The President will do something when we don't mention his name.

— « to mediate talks«, but not « to mediate in the talks» or something similar.

— « power struggle“I think I have seen this expression before,” you might think.

— « since a failed couple» - so you can say , « He's been paralyzed since an accident«, using only a noun after since not just a suggestion « He has been paralyzed since an accident happened«.

— « since a failed couple«, but not « since the failed couple«. The author believes that we do not know about the coup attempt, and if this is new information for the reader / listener, the indefinite article is used.

— « cup". “Wait a minute, wait a minute,” you say. - "I know that this word is pronounced!"

• Jennifer McCoy, of the Atlanta-based Carter Center, told reporters Saturday that Carter may be able to help break the political deadlock when he visits beginning July 6.

[Jennifer McCoy, an employee at the Carter Center in Atlanta, told reporters Saturday that Carter's July visit could help bring the country out of the political impasse.]

— « Jennifer McCoy of the Carter Center«, but not « Jennifer McCoy from the Carter Center» ( in Russian we could say from) Yes, we would say « John Brown of IBM«.

— « Atlanta-based» — another way to say « based in Atlanta«. Think for a moment: is it possible to say " We are a Moscow-based IT company«?

— « told reporters Saturday", but not " on Saturday' - it seems that sometimes we can omit the preposition on. « I met her Friday" should probably work the same way as " I met her on Friday"…

- "t old that Carter may be able", but not " told that Carter might be able»- tenses with modal verbs are not always observed.

— « to help break the deadlock» — we conclude that help can be used without supplement (« to help Venezuelans break the deadlock«) and without particle to (« help break the deadlock«). It distinguishes help from other verbs. Take, for example, the verb force. We can't tell : « The President will force break the deadlock«, we have to say « The President will force Venezuelans to break the deadlock.«

— « when he visits",but not" when he will visit“Despite the fact that we are talking about the future. Here you think again, and it seems to you that in such phrases you have never met will.

— « to visit beginning July 6“hmm…interesting structure, you think. Would you say " to visit on July 6", but in this case beginning replaces on. The first time you come across this phrase, you decide that it must be a case of jargon.

Thus, it is important to remember for what purpose you are reading, so as not to waste your time and energy in vain, but to get the most out of what you read. And soon you will learn to read English faster and understand more.

It will also be interesting for you to get acquainted with our other article on the same topic - “

Education technique reading I on the English language

at the initial stage

Under the technique of reading in the methodology is understood the sum of techniques that ensure the perception and processing of formal language information (letters, letter combinations, words, punctuation marks, grammatical features and grammatical structures of sentences)

The first year of study provides for the identification and development of those abilities, without which successful language acquisition is impossible:

phonetic hearing;

ability to imitate;

a guess;

the ability to identify linguistic patterns;

ability to probabilistic forecasting;

After the oral introductory course, students move on to reading, which begins with its loud speech form - reading aloud.

Hshading aloud makes it possible to strengthen and strengthen the pronunciation base underlying all types of speech activity, which is especially important at the initial stage and does not lose relevance for subsequent stages. Therefore, reading aloud should accompany the entire process of learning a foreign language, however, its specific weight in comparison with reading to oneself changes from stage to stage.

When learning to read aloud at the initial stage, it is possible to conditionally distinguish pre-text and text periods. The purpose of the pre-text period is to work out the primary matter - graphics, i.e. the starting point in perception when reading; if in oral speech the absolute signifier is the phoneme, then in reading this role is played by the grapheme.

There are different approaches to determining when and how to start learning to read at an early stage.

Traditionally, in the methodology of teaching foreign languages, they talk about the formation of language skills and speech skills. It is believed that when teaching any type of speech activity, the teacher must form not just skills, but skills that are defined by a specific curriculum and correspond to the real needs of education and personal development. At the heart of any speech skill are certain skills, i.e. those actions that a person performs automatically, without thinking about how and what he does.

If we talk about reading, then speech skills in this case include the possession of various technologies for extracting information from the text, their adequate use depending on the task. However, the basis of all these skills is the technique of reading. If you do not develop it sufficiently, if you do not achieve automation of this skill, then all these technologies or types of reading will be endangered. Since skills are primary and skills are secondary, it is obvious that at the initial stage of learning to read, it is, first of all, about the formation of reading technique.

The following operations form the basis of the formation of reading technique:

correlation of the visual/graphic image of a speech unit with its auditory-motor image;

correlation of auditory-motor images of speech units with their meaning.

The tasks of the teacher in the formation of reading technique are to:

bypass this intermediate stage of pronunciation as soon as possible and establish a direct correspondence between the graphic image of the speech unit and its meaning;

consistently increase the unit of perceived text and bring it to at least a syntagma by the end of the first year of study;

to form normative reading in compliance with an acceptable tempo, norms of stress, pause and intonation.

Starting to form the technique of reading in a foreign language, especially in elementary school, it is difficult to assume that the need for an intermediate stage of pronunciation will disappear by itself and very quickly. Reading aloud provides not only the consistent formation of this skill, but also a sufficient degree of self- and mutual control.

At the middle stage, it is still impossible to ignore reading aloud, since the skill is being consolidated and without constant control it can “slide” very quickly. In addition to the formation of reading technique and control of these skills, reading aloud is necessary as a means of formation and control of other language and speech skills and abilities. Reading is increasingly acting as an independent type of speech activity, and reading aloud is replaced by reading to oneself.

At the senior stage, reading becomes one of the main sources of obtaining information, the emphasis shifts towards active independent work, but this does not mean that reading aloud completely disappears. At this stage, you can use reading aloud to form cause-and-effect relationships, logic, and argumentation.

When forming the reading technique at the initial stage, it is necessary to talk about reading mainly as a means of learning.

There are the following parameters for assessing reading technique:

1. reading pace (a certain number of words per minute);

2. compliance with the norms of stress (semantic, logical; do not hit official words, etc.);

3. observance of the norms of pause;

4.use of correct intonation patterns;

5. reading comprehension.

All parameters are equally important and determine the assessment in the aggregate. Any control for the child is sufficient stress. It is necessary to create an atmosphere of goodwill during the control, take into account the individual psychological characteristics of the child and make appropriate adjustments.

Actually reading begins with reading longer story texts. In addition to the formation of reading techniques, various reading technologies, compensatory skills, and independent work skills are already beginning to form at the initial stage. At the same time, all language and speech skills are improved, including reading technique. At this stage, you can already learn:

ignoring the unknown, if it does not interfere with the implementation of the task;

work with a dictionary;

the use of footnotes and comments offered in the text;

It is necessary to maintain the interest of schoolchildren and concentrate their attention on the content of the texts. At the same time, the motive for reading arises through interest in the task, since the content of the text itself can still to a very weak extent attract the attention of younger students.

Literature

1. Panova L.S. . Teaching a foreign language at school. A guide for teachers.- K .: Glad. school., 1989.- 144s.

2. Litvinyuk O.I. Teaching Reading in the Classroom /Litvinyuk O.I. // Foreign languages ​​at school. 1991. No. 3.

3. Rogova G.V., Vereshchagina, I.N. Methods of teaching English at the initial stage in educational institutions: a manual for teachers and students ped. universities; 3rd ed. M.: Education, 2000.

4. Rogova F.M. Rabinovich T.E. Sakharova T.E. Methods of teaching foreign languages ​​in high school. M.: Education, 1991.

Talakh Lyubov Sergeevna

English teacher