Hello, friends! Surely you know that all elementary school students are periodically tested by reading, the technique of which teachers check twice, or even thrice a year. For many children, this event is a real stress. And from fear and excitement, they simply cannot show their skills in full. How to deal with it? Exercise and train at home!
It is necessary to perform that will help improve performance. And be sure to evaluate the results of your homework. But how to evaluate them correctly? For example, how do you count words when checking reading technique or assessing reading comprehension? I will talk about this in the article.
Lesson plan:
How to check at home?
Technology for checking reading skills at home:
- Choose the right time. The student must be in a good mood and feel normal.
- Eliminate all distractions: TV, computer, cell phone.
- Prepare everything you need: a stopwatch (or a watch with a second hand) and a book.
- Seat your son or daughter at the table, put a book in front of your eyes.
- Sit next to me and pick up a stopwatch.
- Say "Start". At this point, the child begins to read.
- Watch the time and at the same time listen carefully, paying attention to expressiveness and possible errors.
- Say "Stop" when the stopwatch counts down exactly one minute. At this point, stop reading.
- Go to the evaluation of the results.
The evaluation takes into account the following parameters:
- speed;
- understanding;
- expressiveness;
- right.
How to evaluate reading speed?
The speed is determined by the number of words that the child managed to read in a minute. It would seem that everything is so simple! But for some reason, after counting the words, the results for different people are different. Why is this happening?
The fact is that not every dad and not every mother knows how to count correctly. Let's try with you.
Here's an example for you. Calculate what the student's reading speed is if in a minute he just managed to read the entire text below.
For a very long time, a wizard lived on earth. He once took
a handful of silver coins and tossed them into the sky. Coins scattered there
and there was a star track.
Since then, the star path has been shining at night for travelers. For people to rise
grew up under the roof of their house not in darkness.
I specifically asked three of my friends to do this. Meet our testees: Mikhail, Tatyana, Olga.
Answer options:
- Michael - 37 words.
- Tatyana - 48 words.
- Olga - 43 words.
Well, who is right? And nobody is right. In fact, the speed in this case will be 44 words! What are the mistakes of my comrades?
Mikhail, who counted 37 words, decided that it was not necessary to pay attention to all sorts of conjunctions, prepositions, such as "and", "but", "in", "by". This is mistake! Even such small words count.
Tatyana, who found 48 words, counted not only conjunctions with prepositions, but also semicolons. And it turned out to be wrong. Periods, commas and other punctuation marks do not count.
Olga, she has 43 words, was closest to the correct answer. But still, she made a mistake. She counted the word "returned", the first part of which is on one line, and the second is carried over to the next one in one word. This is not true, if there is a word wrap in the text, then this word is counted as two.
Want another test? You are welcome! Read the passage from the story in the following picture and try to count how many words are in it?
The hare lived quietly and quietly and she had a hare.
Somehow a hare sits under a Christmas tree and right there a hare plays with her.
If the word is written with a hyphen, and there are more than three letters on each side of the hyphen, then these two parts of the word are counted separately. That is, in our example, “quietly and quietly” are two words. And the word "somehow" is one.
How do you know if kids are reading fast enough? Or even speed up? This question is answered by . According to the Federal State Educational Standard, by the time of graduation from elementary school, a student should read about 120 words per minute.
The lowest standards, of course, are in class 1. When a little schoolboy grows up and moves to the 2nd grade, and then to the third, then the standards grow along with him.
Assessing reading comprehension
Evaluate expressiveness and correctness of reading
When a child reads, listen carefully. Pay attention to expressiveness, the presence of intonational pauses, logical stresses, and mistakes made. You can not stop the child during the check and point out these errors to him. You will deal with them after the check is completed. Go back to the "wrong" words and read them again.
Texts for control reading
Parents may also have problems with texts for a control check. No books can be used. For example, take an excerpt from "War and Peace" or, conversely, from a children's book with nursery rhymes, which the child already knows by heart. The evaluation results will be incorrect.
There are very specific requirements for the texts:
- it must be unfamiliar to the reader;
- should be age appropriate and understandable;
- sentences should be short, without too complicated constructions;
- it is better if there are no dialogues in it;
- there should be no illustrations;
- it must fit on one page;
- it should be printed in large, easy-to-read type.
Where is it, such an ideal one to take? In books, of course! For example, a book from the Firefly series is called Checking Reading Technique. It has both texts and reading comprehension questions.
And here's another book. It was created to help primary school teachers, but I think it will suit you and me. It's called Reading. 1 - 4 classes. Texts to test the technique and expressiveness of reading.
If you are at home, be sure to record the results. Either in a sign that can be hung on the wall in front of the desk, or in a special notebook. Your young reader will see his progress, and this will allow him to work even harder and strive for new heights.
And if you try, try, and new heights remain unattainable, then most likely you are doing something wrong. What exactly? Learn about it at free webinar "Reading is in the zone of special attention!"
And there is something to strive for! How are you reading at 100,000 words per minute? Do you think it doesn't happen? I thought so too until I saw this video. Meet Nikita Boldyrev!
Dear friends, now you know what to pay attention to when reading at home. I hope this will help you avoid mistakes and approach the issue with confidence and knowledge.
If you have something to add, then please write about it in the comments.
All the best to you and your kids!
Always yours, Evgenia Klimkovich.
Source: Wikipedia
Alexander Selkirk is a Scottish sailor who spent 4 years and 4 months (in 1704-1709) on the uninhabited island of Mas a Tierra (now Robinson Crusoe in the Juan Fernandez archipelago) in the Pacific Ocean, 640 kilometers from the coast of Chile. Served as a prototype of Robinson Crusoe - the literary hero of the novel by Daniel Defoe.
The 27-year-old boatswain of the Sankpore ship, which was part of the flotilla under the command of William Dampier, set off for the shores of South America in 1704. Hot-tempered and wayward, he constantly came into conflict with the captain of the ship, Stradling. After another quarrel that took place near the island of Mas a Tierra, Selkirk demanded to be dropped off; the captain immediately granted his request. True, later the sailor asked the captain to cancel his order, but he was inexorable, and Selkirk was able to leave the island only after more than four years.
Alexander Selkirk had some things necessary for survival: an ax, a gun, a supply of gunpowder, etc. Suffering from loneliness, Selkirk got used to the island and gradually acquired the necessary survival skills. At first, his diet was meager - he ate shellfish, but over time he got used to it and found feral domestic goats on the island. Once upon a time, people lived here who brought these animals with them, but after they left the island, the goats became wild. He hunted them, thereby adding much-needed meat to his diet. Soon Selkirk tamed them and received milk from them. From vegetable crops, he found wild turnips, cabbages and black peppers, as well as some berries.
Rats were a danger to him, but fortunately for him, wild cats, previously brought by people, also lived on the island. In their company, he could sleep peacefully without fear of rodents.
Selkirk built himself two huts out of pimento officinalis. His gunpowder supplies ran low and he was forced to hunt goats without a gun. While chasing them, he once became so carried away by his pursuit that he did not notice the cliff from which he fell and lay like that for some time, miraculously surviving.
In order not to forget the English speech, he constantly read the Bible aloud. Not to say that he was a pious person - that's how he heard a human voice. When his clothes began to wear out, he began to use goatskins for them. As the son of a tanner, Selkirk knew well how to dress skins. After his shoes wore out, he did not make himself new ones, because his feet, rough with calluses, allowed him to walk without shoes. He also found old barrel hoops and was able to make something like a knife out of them.
One day, two ships arrived on the island, which turned out to be Spanish, and England and Spain were enemies in those days. Selkirk could have been arrested or even killed, since he was a privateer, and he made the difficult decision for himself to hide from them.
Salvation came to him on February 1, 1709. It was the English ship the Duke, with Captain Woodes Rogers, who named Selkirk the governor of the island.
Considered at a meeting of the pedagogical council
Protocol No.
from "____ _" _____________20
I approve:Director
MBOU secondary school №10
M.Yu. Morshinin
"____" ______20 g
Position
about checking reading technique in grades 1-7
MBOU secondary school No. 10 of Voronezh
General provisions
1.1. The regulation on checking reading technique in grades 1-7 was developed in accordance with the Federal Law "On Education in the Russian Federation", the Charter of the school.
1.2. This Regulation defines the content, goals, objectives, procedure for testing reading skills in grades 1-7 of MBOU secondary school No. 10 of Voronezh, providing uniform requirements for testing reading skills at school.
1.3 This provision regulates the monitoring and evaluation of the results of the development of reading skills.
1.4 The regulation on checking the reading technique is approved by the principal of the school.
2. Goals and objectives
2.1. Reading technique testing is organized in order to obtain objective and reliable information about the state of education in the school to control the level of formation of reading skills, track the progress of the student in mastering the reading technique.
2.2. The tasks of checking reading technique are to identify the students' skills and abilities related to reading activity:
The pace of reading at which the text is understood;
The skill of conscious reading at a certain pace;
Reading without error.
2.3 The reading technique is tested as part of the intra-school control three times a year:
At the beginning of the year (introductory control);
In December (current control);
At the end of the year (final control).
3. Requirements for the level of formation of reading skills
The way of reading is reading in whole words;
Correct reading - reading an unfamiliar text in compliance with the norms of literary pronunciation;
Reading speed - setting to a normal fluency rate for the reader, allowing him to comprehend the text;
Setting for a gradual increase in reading speed.
4. Classification of errors affecting the lowering of the mark:
Errors:
distortion of readable words (replacement, rearrangement, omissions or additions of letters, syllables, words);
incorrect statement of stresses (more than two);
reading the entire text without semantic pauses, violation of the pace and clarity of pronunciation of words when reading aloud;
inability to highlight the main idea of what is read; inability to find words and expressions in the text that confirm understanding of the main content of what was read;
violation when retelling the sequence of events in the work;
monotony of reading, lack of means of expression.
Shortcomings :
no more than two wrong accents;
individual violations of semantic pauses, tempo and clarity of pronunciation
words when reading aloud;
comprehension of the read text for a time slightly exceeding the established one;
inaccuracies in the formulation of the main idea of the work;
the inexpediency of using expressive means, insufficient expressiveness when conveying the character's character.
5. Evaluation standards the level of formation of reading skills in grades 1-7 .
Class
for the beginning of the year
at the end of the first half
at the end of the second half
1 class
at least 10 - 15 (20 - 25) words per minute
2 - less than 15 words
3 - less than 15-19 words
4 - less than 20-24 words
for 5 - from 25 words
2 cells
2 - less than 15 words
3 - less than 15-19 words
4 - less than 20-24 words
for 5 - from 25 words
2 - less than 25 words
for 3 - 25-29 words
for 4 - 30-34 words
for 5 - from 35 words
2 - less than 40 words
for 3 - 40-44 words
for 4 - 45-49 words
for 5 - from 50 words
3 cells
2 - less than 40 words
for 3 - 40-44 words
for 4 - 45-49 words
for 5 - from 50 words
2 - less than 40 words
for 3 - 40-49 words
for 4 - 50-59 words
for 5 - from 60 words
2 - less than 65 words
for 3 - 65-69 words
for 4 - 70-74 words
for 5 - from 75 words
4 cells
2 - less than 65 words
for 3 - 65-69 words
for 4 - 70-74 words
for 5 - from 75 words
2 - less than 65 words
for 3 - 65-74 words
for 4 - 75-84 words
for 5 - from 85 words
on "2" - less than 85
on "3" - 85-89
on "4" - 90-100
on "5" - 100 or more
5 cells
on "2" - less than 85
on "3" - 85-89
on "4" - 90-100
on "5" - 100 or more
On "2" - less than 90
On "3" - 90-100
On "4" -101-111
On "3" -112-117
on "2" - less than 95
on "3" - 96-101
on "4" - 102-114
on "5" - 115 and more
6 cells
on "2" - less than 95
on "3" - 96-101
on "4" - 102-114
on "5" - 115 and more
On "2" - less than 100
On "3" - 101-112
On "4" -113-119
On "5" -120-125
on "2" - less than 105
on "3" - 106-112
on "4" - 113-120
on "5" - 121 and more
7 cells
on "2" - less than 105
on "3" - 106-112
on "4" - 113-120
on "5" - 121 and more
On "2" - less than 113
On "3" -113-117
On "4" -118-122
On "5" -122-129
2 - less than 115
for 3 - 115-121
for 4 - 122-129
for 5 - 130 and more
Grade 1: no grade is given, the student "did it" or "did not do it". In the first half of the year, the reading technique in grade 1 may not be checked.
When checking reading technique at the beginning of the year, the reading speed indicator should correspond to the reading norm indicator of the previous year.
6. The procedure for testing the reading technique
6.1. Checking the formation of reading technique among students is carried out within one day.
6.2. In the room where the reading technique test procedure is carried out, there should be two teachers, one who is assigned the duties of an examiner, and the other is a teacher who does not teach in this class and acts as an assistant during the reading technique test.
6.3. The assistant ensures discipline in the classroom, supervises the order of monitoring.
6.4. The examiner provides the student with the necessary material on a separate sheet without marking and counting the number of words, the second copy of the text is with the examiner (it is on it that the number of words read per minute is counted and errors and shortcomings in the student's reading are tracked).
6.5. Students participating in the test are not allowed to read in advance the text on which the test will be carried out.
6.6. The text proposed for reading, the student reads in full (until the end of the text). The teacher does not stop reading after 1 minute.
6.7. The teacher-examiner, before reading the text, notes the time and gives the student permission to read the text. While reading, the student makes appropriate notes in accordance with the test parameters (Appendix No. 1, Appendix No. 2). After 1 minute has elapsed from the beginning of reading the text, the examining teacher marks the last word in his form, on the reading of which the control time (1 minute) has expired.
6.8. After the students read the entire text, the teacher-examiner asks questions about the content of the text to check the level of comprehension of the information read. When conducting a conversation on the content of the read text, the teacher-examiner can ask leading questions or other questions formulated by him to help determine the degree of mastering the information read.
6.9. At the end of the conversation, according to the content of the read text, the teacher-examiner counts the number of words read by this student in 1 minute, and fills in the table to record the results of testing the reading technique, following the recommendations for assessing the reading technique of students.
7.1. In the course of this monitoring of the formation of the reading technique of students, measurements are taken according to several parameters, reflected in the table of results of checking the reading technique (Appendix No. 1, Appendix No. 2), which is filled immediately after each student who read the text.
7.2. Options:
The way of reading (determined during reading) in elementary school students.
The pace of reading (determined after 1 minute of reading the text).
Correctness of reading (determined during reading).
Expressiveness of reading (determined while reading).
Meaningfulness of reading (determined during the conversation according to the content of the text read).
7.3. In the course of checking the reading technique in the table (Appendix No. 1, Appendix No. 2), it is necessary to put a mark (+ -) to mark the way each student reads. The final mark is placed on the basis of the above criteria for evaluating reading technique.
7.4. The pace of reading is determined by the number of words read in 1 minute. Correct reading is reading without distortion, i.e. without errors affecting reading comprehension.
7.5. Groups of typical errors:
distortion of the sound-letter composition:
omissions of letters, syllables, words and even lines;
permutation of reading units (letters, syllables, words);
inserting arbitrary elements into read units;
replacement of some reading units by others;
the presence of repetitions (syllables and words);
violation of the norms of literary pronunciation:
orthoepic errors (wrong stress), which are associated with ignorance of the norms of pronunciation or with ignorance of the lexical meaning of the words that are read;
errors associated with the so-called "spelling reading", when reading units are voiced in strict accordance with spelling, and not with pronunciation, as well as errors in the pronunciation of word endings.
7.6. The assessment of the correctness of reading is also noted in the table for recording the results: if there are errors indicated in the table, then in the table their presence is marked with signs (+ -).
7.7. Expressive reading is understood as the correct, meaningful and emotional (if necessary) reading of the text. It is this kind of reading that significantly contributes to the understanding and comprehension of textual material.
7.8. The examiner's conclusion that a given student is characterized by meaningless (mechanical) reading is made on the basis of an analysis of the students' answers if:
misunderstanding of the general meaning of the text read during the set reading time;
incorrect answers to questions on the content of the text;
inability to highlight the main idea of what is read;
inability to find words and expressions in the text that confirm understanding of the main content of what was read;
violation in retelling the sequence of events in the text.
8. Teacher's work
Based on appendices No. 1 and No. 2, the teacher analyzes the effectiveness of the reading technique of the class as a whole, identifies students who do not have the skill of fluent conscious reading, formulates tasks and draws up a work plan to improve reading technique indicators. A brief self-analysis of the work is placed by the teacher in Appendix No. 3 (conclusions on whether there was an increase / decrease in the % quality and % of the performance of this work compared to the previous check and what objective reasons preceded this).
What words do not scold the technique of reading? Some parents consider it a relic of the past and completely unnecessary "leveling all children under the same brush." I am glad that there are few such parents among blog readers. A recent survey showed that most parents understand the importance of reading technique and many test it at home on their own.
Often the child shows the same results at home reading techniques, while at school they are completely different, as a rule, much lower. But this does not mean at all that the school underestimates the results, find fault, but simply check in a different way.
Today, answering questions from readers, I will tell you how a child is at home.
For check reading techniques you will need a clock with a second hand or a stopwatch. An hourglass for 1-2 minutes is perfect, by the way, you can buy them in medical equipment, they are in a pharmacy. In advance, you need to choose the text that the child will read. To test the reading technique, a text unfamiliar to the child is taken. It is necessary to pay attention to the font, letter size and structure of the text. Sentences in the text (for grades 1-2) should be simple and short, without complex turns and a large number of commas. The words should be familiar to the child. You should not take a text in which there are a lot of long adjectives, rarely used words, there are dialogues. Text for reading technique test should not contain unnecessary drawings, as this distracts the attention of the child.
Before reading, it is necessary to aim the child at fast reading (it is not necessary to read expressively, the main thing is to read quickly).
In the process of reading, the child needs to follow the text with a pencil or pointer so as not to lose the line. If the child makes a mistake, puts the stress in the wrong place, pronounces the letters incorrectly, it cannot be corrected. You simply count the words that were misread and then subtract that number from the total number of words.
The countdown does not begin with the word “started”, but from the moment the child began to read. You tell him, "Read," and wait for the child to start reading. From this moment on, time counts. Therefore, it is so convenient to use an hourglass.
Some children learn very slowly, swing for a long time, and by the end of the minute they are just beginning to pick up reading speed. It is better to give such children not 1 minute, but 2. Then we divide the results in half and get the reading speed.
After reading, we ask the child a few questions about the text in order to understand how he learned the content of what he read. It's good to ask "why" questions. and why?". So we will see whether the child understood the meaning of the text, whether he was able to establish a cause-and-effect relationship.
Do not scold the child if he did not understand or could not tell you. This result shows you weaknesses and tells you to work on understanding the text.
And now let's start the calculations. We count all the words of the text, both prepositions and conjunctions. If there are words with a hyphenation, then they are counted as 2 words. The same applies to words with a hyphen. Punctuation marks do not count. Then we subtract the number of words with an error, incorrectly read and get the result checks reading techniques.
It should be noted that the result can and should fluctuate. This means that even on the same day, a child can read at different speeds. It depends on the child's fatigue, on his mood, on the quality of the text and words. Sometimes it happens that when choosing an easy text, we get worse results than on another, more difficult one.
In this case, if in doubt, you did not like how the child read, give him another text after a break of 1 day and compare the results. The arithmetic mean of these numbers will be a more accurate indicator of reading technique.
I hope I have explained in detail about . If you have any more questions, write in the comments.
How to test reading skills?
The main task of elementary school is to develop the ability to read texts quickly, accurately and meaningfully. This is necessary for the successful assimilation of all subjects.
The reading technique includes several elements, namely:
Reading comprehension (the child's understanding of what he read about);
Reading speed (characterized by the number of words read in a certain period of time);
The way of reading (the child reads in syllables, only difficult words in syllables or the entire text in whole words);
Expressiveness of reading (manifested in the use of pauses, finding the right intonation, correct placement of stress);
Correct reading (expressed in the fact that the student avoids, or vice versa, makes mistakes).
In accordance with the new educational standards, the pace of reading is not the main criterion for assessing reading skills. Reading speed is only a separate component of reading technique.
One of the questions of interest to parents is: why check the reading technique of children? Reading technique in elementary grades should be checked more than twice a year. This should be done in order to monitor the dynamics of the formation of reading skills - this is the purpose of testing reading technique.
How to choose a text to test reading skills?
To check the reading technique, special texts are selected, according to the recommendations of the methodologists. The text should be unfamiliar to the child, but understandable. Sentences should be short, without any complicating constructions or signs.
It is better if the text for checking reading is without illustrations and dialogues so that children are not distracted while reading.
The text must be placed on one page.
Before starting the test, the child should be set up for calm reading so that he does not worry and does not worry. While reading the text, you can not interrupt the child, correct mistakes. After completing the reading, you need to return to those words that caused difficulty or were read incorrectly and ask the child to read them again.
If the tasks are completed incorrectly by the child, then read the text aloud with him to reveal the reasons for the misunderstanding of the content. There may be several, for example:
There are unfamiliar words in the text;
Inattentive reading and poor memorization of content;
Insufficient formation of reading skills, leading to errors and distortion of understanding of the text.
Depending on the identified reasons, it is necessary to organize work to enrich the student's vocabulary or further develop the skill of fluent attentive reading aloud.
The teacher needs to use textual material to organize individual work or a differentiated survey. Given the different levels of learning to read, intelligence and other thought processes of schoolchildren, it is possible to offer each student individually the most accessible tasks for him. Thus, it will be possible to create a situation of success in learning, using a student-centered approach that underlies the psychological comfort of students. If necessary, you can adjust the tasks or supplement them at your discretion. Oral conversation on questions will develop the monologue speech of younger students.
It is very useful to use reading simulators. Systematic work with the simulator will help the student to form a strong skill of fluent reading to himself, which is especially relevant for further education in middle and high school, when the volume of oral subjects and educational articles increases every year.
To test reading comprehension, you need to ask a few questions about the text.
If the child is worried and often stumbles during the test, his voice breaks, then the test of reading technique should be postponed to another time and the test should be organized in the form of a game.
Norms of reading technique in primary grades according to GEF (approximately)
Reading technique in grade 1
In grade 1, reading technique is checked especially carefully.
1st half
Reading should be smooth syllabic, conscious and correct, with a clear pronunciation of syllables and words.
The pace of reading is 25-30 words per minute.
2 semester
The child reads whole words correctly, consciously. Words with a complex syllabic structure are read syllable by syllable.
The pace of reading is 30-40 words per minute.
Reading technique in grade 2
1st half
Reading is correct, conscious, in whole words. There is a logical emphasis.
The pace of reading is 40-50 words per minute.
2 semester
Meaningful, correct reading in whole words, observing pauses, intonations and logical stresses.
The pace of reading is 50-60 words per minute.
Reading technique in grade 3
1st half
The pace of reading is 60-70 words per minute.
2 semester
Conscious, correct reading in whole words. With the help of observed pauses and intonations, the student expresses understanding of the meaning of the read text.
The pace of reading is 70-80 words per minute.
Reading technique in grade 4
1st half
The pace of reading is 80-90 words per minute.
2 semester
Conscious, correct reading in whole words. With the help of observed pauses and intonations, the student not only expresses an understanding of the meaning of the text, but is also able to express his attitude towards it.
The pace of reading is 100-120 words per minute.
Reading technique in 5th grade.
Observation of reading technique is recommended to be carried out in the 5th grade. However, such a test is no longer in the nature of control, as it pursues completely different learning goals. In grade 5, when checking reading technique, the emphasis should be placed not on reading speed, but on productivity (technique and meaningfulness).
Assessment of reading technique according to the standards of the Federal State Educational Standard
What are the marks for reading technique?
Reading technique in grade 1 according to GEF
Reading technique in grade 2 according to GEF
Reading technique in grade 3 according to GEF
Grade | 1st half | 2 semester |
|
"5" | Over 75 words | Over 90 words |
|
"4" | 60-75 words | 75-90 words |
|
"3" | 45-59 words | 60-74 words |
|
"2" | Less than 45 words | Less than 60 words | Less than 90 words |
How to practice reading technique
You can develop reading skills with the help of special games. Here are some of them:
Buzzing reading.
Daily reading in class, when all students read in an undertone for 5 minutes.
Reading before bed.
Repeated reading of the text. The essence of this exercise is as follows: students read the text at the same time, but each at their own pace. After a minute, the teacher stops the children, and they note the word to which they have read. Next, the teacher asks the children to read the text spelling. Then, re-reading the same passage involves orthoepic reading (as we say). And again, the guys note the word to which they have read and compare with the previous result.
Reading is the opposite. This method involves reading words not from left to right, but from right to left. Such reading is useful as it regularly trains the child in merging letters and reading words without strain.
Tops and roots. The children are invited to read the words, covering the upper or lower half of the letters with a long opaque ruler.
There are many words on the board. The children must find the word that the teacher will call.
Self-measuring reading. At the end of the lesson, leave a few minutes to self-measure reading and record the results in a special diary.
Reading upside down. Children are happy to read the text in the book, which they will hold upside down.
The work on the development of reading technique in elementary school is extremely important. After all, it is fluent and meaningful reading that activates the processes of thinking, attention, memory and is the key to a successful educational process.
