Methods and techniques for teaching reading. Teaching reading in elementary school

To help children become readers, the process of learning to read includes implementation of the following tasks:

Formation of a stable desire to read literature (the motivational side of reading activity).
Improving students' reading skills: creativity, correctness, fluency, expressiveness (the technical basis of the reading process).
Formation of the ability for a full-fledged (adequate and comprehensive) perception of the text (the content side of reading: direct emotional response, reflective perception, comprehension of the text, the author's intention and one's own attitude to what and how is written).
Mastering various ways of creative interpretation of a literary text.
Teaching practical skills of text transformation: determining the main and secondary, finding key words, headings, etc.

identify words and expressions in the text, the meaning of which is not clear, and be aware of the need to clarify their meaning;
use footnotes and school explanatory dictionary;
determine the emotional nature of the text;
highlight the key (most important for reading understanding) words;
determine the motives of the characters' behavior by choosing the correct answer from a number of proposed ones;
be aware of the author's and one's own attitude to the characters;
formulate the topic of the text;
find the main idea formulated in the text;
role reading;
be able to use such means of intonation expressiveness as logical stress, strength and emotional coloring of the voice, tempo-rhythm, logical and psychological pauses;
be able to make a detailed description of the characters and their relationships, referring to the text;
be able to retell in detail, partially, selectively, creatively (from another person and according to a modified plan);
graphic and verbal illustration, mastering the technique of verbal drawing not only of the plot fragment of the text

About some methods of teaching reading skills in elementary school.

As experience shows, those students who read a lot read quickly. Reading improves memory and attention span. These two indicators, in turn, depend on mental performance. It is impossible to read aloud for a long time, since loud reading as a means of extracting information is irrational. When reading "silently" the speed of reading is greatly increased. At the same time, scientists and practitioners agree that the reading speed of 120 words per minute is quite accessible to most students. Then the question arises: how to get to this level? How to teach a child to read consciously and correctly, to form the skill of working with different types of texts, to determine the level of reading comprehension? How to lead students in general to understand the meaning of the text? How to make the reading lesson and the process of reading a joy for students? Probably every teacher has thought about this issue and everyone is trying to solve the problem of improving reading skills.

We know that a well-formed reading skill includes at least two main components:

reading technique (correct and quick perception and voicing of words);
understanding of the text.

It is well known that both components are closely related. At the same time, at the first stages of the formation of the reading skill, great importance is attached to its technique, and at the subsequent stages, to the understanding of the text.

I took advantage of some techniques to improve reading skills using the methodology proposed by Zaika, Zaitsev, and used the "Help" manual by the author Dzhazhali. There was a system of working with children in reading lessons. What is this technique?

These are cards for each child.
Reading techniques.

Reading lines in reverse.

The written is read from right to left so that each word, starting with the last, is pronounced letter by letter in reverse order. This exercise develops the ability to rigorously analyze each word letter by letter. For example: ball rush.

Sequential reading of words is normal and vice versa.

The first word is read as usual; the second is from right to left; third - as usual; fourth - from right to left, etc.

Reading only the second half of the words.

This exercise leads to a reduction in extremely common errors, when only the beginning of a word is read correctly, and its end is either guessed or read with distortions. For example: -nie, -lko, -roy.

Reading "noisy words"

This exercise consolidates in the child's memory the holistic visual images of letters and their combination.

Reading lines from the covered upper half.
Separation of words from pseudo-words.

20-30 cards are given: words are written on some of them, pseudo-words are written on others, i.e. meaningless phrases. It is proposed to put cards with words into one group, and pseudo-words into another.

This exercise develops the ability to quickly pick out the meaning of what is read.

Reading reversed text.
Read sentences from bottom to top.
"Peekaboo".

"Imaginary word".

The teacher during the reading pronounces the word incorrectly, the children interrupt the reading and read the word with corrections. This type of reading is attractive to children in that they have the opportunity to correct the teacher himself, which raises their own authority and gives confidence in their abilities.

"Reading behind the speaker".

The speaker can be their teacher, and a well-read student.

"Reading in chorus".

Here all students work on an equal footing: both fast readers and slow readers.

Card work includes the individual work of each child in reading lessons. This work is very effective in the literal period, when children only begin to read. The card consists of a set of words, but in the process of learning the words become more complicated, and the task for each card also becomes more complicated.

For example: card number 1. Lesson topic: “Letter m and sound [m].

Read quickly and clearly the words in the columns. Speak clearly!

Exercise:

read the words that begin with the letter m;
read the words where the letter m is at the end of the word;
read the words where the sound [m] is pronounced softly;
read the words where the sound [m] is pronounced firmly;
read the words where the consonant at the end of the word is soft;
read words consisting of 2 letters, 3 letters, 4 letters;
turn over the card, what words you remember.

Card number 2. Theme of the lesson: "The letter s and sound [s]".

Exercise:

read the words, find unfamiliar words;
read the words that begin with the letter c;
read the words where the letter c is at the end of the word, in the middle;
read the words where the sound [s] is pronounced softly;
read the words where the sound [s] is pronounced firmly;
read words consisting of 1 syllable, 2 syllables, 3 syllables;
read the words that denote animals, plants, parts of the face;
read the words with a double consonant;
read words where all consonants are soft;
write out words with an unstressed vowel.

Card number 3. Theme of the lesson: "The letter w and the sound [w]."

Exercise:

read the words, find unfamiliar words;
read the words that begin with the letter sh;
read the words where the letter w is in the middle of the word;
read the words that denote animals, plants, names, surnames, professions;
read the words in a diminutive form;
read the words in the plural, in the singular;
find single-root words;
read the words denoting the actions of the subject;
write out the words with the combination of shi.

Card number 4. Theme of the lesson: "Unstressed vowels."

Job	nettle	alcove	jar
guys	feeder	swamps	wood
toys	snowflake	tickets	a complaint
barbed	whiskered	candies	greedy
the Bears	Thank you	goatee	goat
cow	mystery	chatterbox	stairs
chamomile	den	pin	ribbon
cabbage	lamb	newspaper	skier
plate	velvet	carnation	astronaut
cheerful	whitewash	animal	ships
ducklings	beluga	solar	traffic lights
shirt	beret	butterfly	agreement

read the words that begin with the letter b, etc.
find words that denote animate objects, inanimate objects;
find words where -chk-, on paired consonants in the middle of a word;
find an adjective
find words in a diminutive form;
find words in the plural, in the singular;
find a word that can be both a noun and a verb;
find words that mean animals, plants, names, insects, professions;
find words with suffix -ushk-
find words with an unstressed vowel in the root that can be checked;
find vocabulary words;
make a phrase adjective + noun;
find words where vowels have two sounds;
write in two columns the words with unstressed vowels in the root: 1 column - checked, 2 - dictionary words.

Reading Exercises

"Start with the same letter."

A well-known game in which several people take turns calling words that begin with the same letter, such as "M". This game enriches and replenishes the child's vocabulary.

"Which? Which? What kind?"

This exercise develops figurative thinking, contributes to the enrichment of the child's speech. The teacher calls the noun feminine, masculine or neuter, and the child selects epithets for the word. For example: "grass". Green - soft - high, etc.

"Guess the letter."

The teacher randomly chooses a letter and asks the students to find it. It is allowed to name words consisting of at least five letters. In response to each word, the teacher answers “yes” or “no”, depending on whether there is a conceived letter in the named word.

For example, the conceived letter "T". Fragment of a possible dialogue:

Heron?
-Not.
-Bus?
-There is.

It is desirable that children find a given letter by offering as few options as possible.

"Five Words"

Children choose a word in advance. Then each of the players selects 5 words, starting in turn with each of the letters that make up the original word. For example, they chose the word "rose". The five words could be:

radio, record, cancer, rocket, wound;
walnut, autumn, window, mark, father;
winter, link, snake, vision, castle;
pharmacy, alley, army, aster, arch.

"Ladder".

Children choose in advance the letter with which the words will begin. The game consists in writing a "ladder" of words starting with this letter in a certain time. The first word must be two-letter, the second three-letter, and so on.

For example:

Berry

The role of these exercises in the intellectual development of the child is very great.

"Reading-turn".

Choose a sentence in 1.5-2 lines. Read the first word, then read it again. Quickly repeat the first word, read the second, repeat the first two, the third, etc. For example: "At one ..."; “One peasant…”; “One peasant had ...”, etc. Such an exercise will allow the child to move from reading in syllables to reading in words and understand the content of the text much better.

"Learning to remember words."

Invite the children to remember as many different nouns as possible in one minute. Children say the noun out loud and put the stick on the paper. At the end of one minute, words are counted.

For example:

//////

The same exercise, but using verbs.

"Making Proposals".

Come up with a semantic series consisting of two nouns and a verb.

For example:

The kitten drinks milk.
They write on paper with a pen.
The car is driving along the road.

"Learning to dream."

Take one word, for example, "button". In turn, offer options for where and for what you can use this item.

For example:

(Teacher: to attach paper to the board).
(Student: draw a circle; put on a chair, etc.)

"Snowball".

Take any noun. For example, the word "cat". We add the word "leaf" - the student repeats: "cat", "leaf". We offer one more word: “pear”, and the student remembers: “cat”, “leaf”, “pear”, etc.

"Guess the words."

Build a semantic series and guess what the fourth word will be.

For example: pencil-paper; chalk-... (board).

hammer nail; screw-…
roof house; book-…
egg bird; plant-…
square-cube; a circle-…
good-better; slowly-…
fire-fire; water-…
grain barn; money-…
man-child; dog-…
day Night; winter-…

To improve reading skills, it is very good to use speech warm-ups in reading lessons. During the warm-up, include exercises for the correct pronunciation of sounds, for working out diction, for the development of the vocal apparatus (we say softly, loudly, in a whisper), the pace of speech (we say fast, moderately, slowly). The complexity of the warm-up depends on the age and preparedness of the children. In grade 1, the warm-up includes reading combinations of the trained sound with vowels: bi-be-ba-ba-bu-by, ri-re-ra-ru-ry, reading combinations of 2-3 consonants with vowels / st-a, oh, u , s, i, e, e; str-a, o, y, s, and, e, e-reading of words containing a trained sound; reading words consisting of one syllable; reading short texts with trained sound, reading tongue twisters.

All these tasks are solved in the classroom during articulatory gymnastics, which does not take much time and effort. It is held at the beginning of the lesson and at the end of the lesson as a physical break for 5-7 minutes. At the same time, much attention is paid to work on the pace of speech, voice and breathing.

Speech exercises.

Reading in a whisper and slowly:

Yes, yes, yes, water is running from the pipe.
Up-up-up-on the tree nest.
Dy-dy-dy-we went for berries.
Doo-doo-doo-with mommy I'm going home.
Ta-ta-ta-cleanliness in our class.
Tu-tu-tu-we bring beauty ourselves.
Yat-yat-yat-pirates stand evenly.
Yut-yut-yut-we love comfort very much.
Lo-lo-lo-it's warm outside.
Lu-lu-lu-chair is in the corner.
Ol-ol-ol-we bought salt.

Reading quietly and moderately:

arch-artsa
arta-arda
arla-archa
arsa-arzha

Reading loudly and confidently:

fire-fry-fry
door-beast-worm

Use of onomatopoeia games, for example:

In the bird yard.

Our duck in the morning ... Quack, quack, quack!
Our geese by the pond... Ha, ha, ha!
Our chickens in the window ... Ko, ko, ko!
How about Petya the Cockerel?
Early in the morning
We will sing ... Ku-ka-ke-ku!

A good effect in working on articulation brings exercises with tongue twisters, riddles, counting rhymes, proverbs, games with the words: “Read the word”, “The syllable is lost”, “Guess which letter is missing”, “Chicken with chickens”. Here's how the games are played.

The game "Hen with chickens." Work begins with reading the poem on the table.

The hen went out for a walk
Pinch fresh grass
And behind her are little chickens.
- Chick, chick, chick! Here! Here!
I found a letter for you!
Cheerful A came running, the children read ... (on).
A perky one came running Oh, the children read ... (but).
The stubborn Wu came running, the children read ... (well).
The arrogant E came running, the children read ... (not).

Then, according to this table, work is carried out to develop speech: come up with names for the chickens, write stories about them.

Game "Duplo".

This is an oak, and there is a hollow in it,
Where the letter O settled
This letter is a vowel.
But friendly consonants,
Acorn "El" fell into a hollow,
We read together ... (lo).
Acorn "En" fell into a hollow,
We read together ... (but).

In order to improve the technique and consciousness of reading, an unconventional method of teaching reading is used - the method of dynamic reading. Dynamic reading is when not letters, syllables or words are read, but whole groups of words, blocks: this is reading only with the eyes.

Therefore, it is necessary to begin work on speed reading with the development of visual memory and attention.

This is facilitated by the so-called "photography": various kinds of pictures, cards, objects. Students must remember everything that is shown in the picture in one second, that is, “take a picture”. For example, an illustration for a fairy tale is shown. Children must memorize everything that is depicted on it in a second and say the name of the fairy tale. Before showing the picture, it is necessary to warn the children that they must look very carefully. Then the command is given: “Get ready! Attention! Let's take pictures!

In the 1st grade, the following tasks are given:

Find "take a picture" of the extra letter: a, o, c, y, i.
Find the extra syllable: bo, but, ro, we, ko, lo.
Find the missing word:

Very well develop the field of clear vision (or "field of view") of the table. The table is made by the children themselves or their parents. Each student has a card, each cell contains syllables or letters. Here are some of them.

Table number 1.

Table number 2.

BUT	To	With	O	T	P	With	D	And
B	M	At	W	Y	YU	At	H	SCH
AT	R	I	L	E	H	With	F	E
W	G	X	S	BUT	F	C	H	I

Exercises are performed in a standing or sitting position. The student reads to himself, pointing out the letters with a pencil. Memo is used in working with the table.

As soon as possible, name all the letters in order, indicating them with a pencil.
Try to remember the location of two or three successive letters at once.
Remember: the eyes look at the center of the table and see the whole of it.

The syllables are located in a pyramid, at the base of which the distance between the letters is 45 mm, 50 mm; then, when the children are already freely fixing the syllable, it increases: 55 mm, 60 mm, etc. Systematic work with such tables makes it possible to develop peripheral vision in children, which is so necessary for the development of the field of vision.

In grades 2-3, when reading voluminous works, the middle line divides the words that need to be read from the board and which, when working independently on the text, are difficult to understand. Thus, in one type of work, two tasks are solved: expanding the field of clear vision and preliminary reading of difficult words so that the perception of the text is more complete, more conscious. For example, in a fairy tale for the 3rd grade G.Kh. Andersen's "Five from one pod" difficult words are suitable for such work, which are read with eyes from top to bottom with a constant fixation of the middle line:

Moreover, the words invigorating, blooming are well suited for the development of the articulatory apparatus, and the word was felt for practicing the orthoepically correct pronunciation.

To master the skill of reading words that include syllables of such structures as SG, SSG, SSSG (C-consonant, G-vowel), the following tables are included in the work:

There is also this exercise:

Reading a nest of related words written in a pyramid, relying on the letter that denotes a vowel sound, on the stress in the word:

Only the text that is in the zone of clear vision is clearly perceived. But peripheral vision runs ahead, preparing the next part of the text for clear vision. By looking at the contours of the next word, based on the meaning of what is read, the student can guess which word will be next. This prediction of the next word (for an experienced reader) or letter, syllable (for a beginner) is called anticipation, or semantic conjecture. The following exercises contribute to the development of anticipation:

2-3 proverbs are written on the board. We need to finish them.

Business time- ___________ ____________.
Finished the job - ____________ _________.

Parts of proverbs are written in two columns. Students use arrows to connect with each other so that they fit each other in meaning.

Read the riddle with the missing words.

Look, the house is standing
To the brim with water ___________.
In this house, the residents
All skillful ____________.

For preliminary reading at the stage of preparation for independent perception of the text, children are offered not the whole word, but the word written in quasi-writing.

for____ ___ ro___ ____ k (frost)
le____ n___ ___ ___ th (forester).

Children really like reading text with missing letters, with missing words.

There is a simple trick - reading with a bookmark. The bookmark moves not under the line, but along the line, closing the already read syllable to the left of the one being read. For example, in a literacy lesson, the text "Cat" is read.

Nikita has perches. Anton has perches.
And the cat is right there!

The bookmark closes what has been read, the next syllable is read and closed by moving the bookmark with the left hand in the direction indicated by the arrow. This eliminates fleeting regression, speeds up reading, but does not help the perception of the text. Nevertheless, this technique is used for individuals who cannot get rid of the regression on their own.

To overcome repetitions and achieve full visual perception, you need to carefully study the text and choose words that are difficult to understand and read. Before independent reading, the words are written on the board, the children read, then find the word in the text and read them in a sentence. Particular attention is paid here to weak students, since they are the most prone to regression. The following sentence helps children:

Gradual word building.

Bomb
bombardier
bomber

Articulatory reading (without voice), reading in a whisper slowly, loudly slowly, loudly quickly.
Reading words written in an equal-sized font (raked, pissed off, teterevochek).
Division of words into syllables by vertical and horizontal lines.

Working on the text in reading lessons, the following exercises are used: reading "echo", reading "canon", reading "sprint", reading "reconnaissance", reading with word count. Reading "echo" (at the first stage of teaching literacy): one word from a sentence, a student who reads well begins to read, and a weak reader reads the same word next. Target: the strong one feels responsible, and the weak one is more confident in himself, because he has already heard the word. At a later stage of the reading, the strong and the weak change roles. Target: a strong student devotes all his strength to expressive reading, while a weak one has time to read the next word. He is more confident again.

Reading "canon": one student begins to read one paragraph of the text, the other reads the same paragraph along with the first, but is three or four words late from it (as when singing the canon). Target: keep a certain pace of reading, try to read expressively, without errors.

Reading "sprint": small passages of text, several students begin to read at the same time - at speed. in addition to the speed of reading, they need to monitor expressiveness, accuracy.

Reading with a word count consists in the fact that students at maximum speed, counting the words of the text to themselves, must simultaneously understand its content, and after counting the number of words, name this number and answer the questions posed to the text before reading. Purpose: to load the ears of students with extraneous work - counting words. In this case, children are deprived of the opportunity to pronounce the text to themselves. They learn to read only with their eyes. In doing so, use the reminder:

Close your lips and teeth tightly.
Read only with your eyes.
Read as quickly as possible, count the words of the text to yourself.
Answer the questions of the text.

All these exercises are carried out with the involvement of an unfamiliar text, then the text is read aloud and the usual work on expressiveness, retelling, etc. takes place.

Each of these exercises takes 5-7 minutes to complete. The value of these exercises is that after the first independent acquaintance with the text, children read it aloud expressively, confidently using anticipation.

If you use the following techniques and methods in each lesson:

reading behind the speaker;
reading in pairs;
reading at a faster pace;
buzzing reading;
five minutes;
self-measuring reading speed,

then this is the best foundation for improving reading technique.

INTRODUCTION

I. Psychological and pedagogical substantiation of the problem of teaching reading to younger students

1.1 Features of education in primary school

1.2 Psychological approach to understanding the essence of reading

1.3 Psychophysiological characteristics of the reading process

II. Theoretical foundations of teaching reading to children of primary school age

2.1 Comparative and critical analysis of literacy teaching methods in the history of pedagogy

2.2 Sound analytical-synthetic method of teaching literacy

2.3 Overview of methods and principles of teaching reading

Conclusion

Bibliography

Applications

INTRODUCTION

In order for a child to be successful in school, first of all, he needs to master the basic learning skills: reading, writing and counting. We can say that they are the basis of all education.

Reading is a means of acquiring new knowledge necessary for further learning. A student who has not learned to read, or is poorly able to do so, cannot successfully acquire knowledge. After all, the process of schooling always involves the independent work of children, primarily work on a book. Insufficient mastery of the reading technique by students, and most importantly, the ability to understand what they read, will be accompanied by serious difficulties in academic work, which can lead to academic failure.

The problem of teaching reading is one of the most important problems of the pedagogical process and it has always attracted the attention of psychologists and teachers. Many domestic authors dealt with the issues of poor progress of younger schoolchildren and the problem of developing the reading activity of students: P.P. Blonsky, D.B. Elkonin, N.A. Menchinskaya, L.S. Slavina, S.M. Trombach, T.G. Egorov, G. N. Kudina, G. A. Tsukerman. These problems were also considered by many foreign researchers M. Cole, J. Morton and others.

Despite the fact that diagnostic sections conducted in elementary school imply an assessment of the formation of reading skills not only by means of a speed criterion (number of words per minute), but also an assessment of reading comprehension, for many teachers the first criterion is the main one. As psychologist L.V. Shibaev, the reading technique, which the teacher takes care of in elementary school, is considered established, and reading as a full-fledged activity that has the status of a cultural value does not add up. Meanwhile, modern world practice is focused on the criterion of understanding the text. For example, reading proficiency tests regularly conducted in many countries are based on the reading literacy criterion, which is formulated as “a person’s ability to comprehend written texts and reflect on them, to use their content to achieve their own goals, develop knowledge and capabilities, and actively participate in the life of society."

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Introduction

I. Psychological and pedagogical substantiation of the problem of teaching reading to younger students

1.1 Features of education in primary school

1.2 Psychological approach to understanding the essence of reading

1.3 Psychophysiological characteristics of the reading process

II. Theoretical foundations of teaching reading to children of primary school age

2.1 Comparative and critical analysis of literacy teaching methods in the history of pedagogy

2.2 Sound analytical-synthetic method of teaching literacy

2.3 Overview of methods and principles of teaching reading

Conclusion

Bibliography

Applications

Introduction

In order for a child to be successful in school, first of all, he needs to master the basic learning skills: reading, writing and counting. We can say that they are the basis of all education.

The problem of teaching reading is one of the most important problems of the pedagogical process and it has always attracted the attention of psychologists and teachers. Many domestic authors dealt with the issues of poor progress of younger schoolchildren and the problem of developing the reading activity of students: P.P. Blonsky, D.B. Elkonin, N.A. Menchinskaya, L.S. Slavina, S.M. Trombach, T.G. Egorov, G.N. Kudina, G.A. Zuckerman. These problems were also considered by many foreign researchers M. Cole, J. Morton and others.

The International Study of Student Educational Achievement (PISA), conducted in 2000 using this system, recorded a very sad result: Russian schoolchildren ranked 27th in terms of reading literacy. In particular, to read at the "highest level" - i.e. “Understand complex texts, evaluate the information presented, formulate hypotheses and conclusions,” only 3% of the surveyed Russian schoolchildren were able to. Students who showed a level below the first (includes basic skills: finding simple information explicitly in the text, interpreting the text in order to determine the main topic) turned out to be 9% in Russia, while the average for countries is 6%.

This circumstance forces us to return to the development of criteria for assessing the formation of reading skills.

As a "working" criterion, we propose to use the "reading quality" criterion. Reading quality refers to the ability to read meaningfully.

From the above, it was formulated problem further research: what techniques and teaching methods will improve the quality of reading in primary school children.

object learning is the process of teaching reading to younger students.

Thing: features of teaching reading to younger students.

Target work: the implementation of targeted work on teaching reading to children of primary school age using a variety of techniques and methods.

To achieve the goal of the study, the following were formulated. tasks:

1) To study the psychological and pedagogical literature on the problem of teaching reading to children of primary school age;

2) Determine the role of reading in the development of primary school children;

3) To study the influence of various techniques and methods on the quality of teaching reading to younger students

4) Reveal the level

Hypothesis: we assumed that the quality of reading for children of primary school age will depend on the teacher's use of various techniques and methods in teaching reading to read.

Research methods. In accordance with the tasks set, the following research methods are used:

study and analysis of psychological and pedagogical literature on the research problem;

individual conversations with children;

Psychological and pedagogical experiment (stating);

· Qualitative and quantitative analysis of the obtained results.

This work is not a deep scientific research, but, nevertheless, claims to be a small guide to teaching children of primary school age to read.

Chapter 1. Psychological and pedagogical substantiation of the problem of teaching reading to younger students

1. 1 Features of education in primary school

"Junior school age is the period in the life of a child from six to ten years old, when he is in primary school." "During this period, teaching is the main activity in which a person is formed." In the elementary grades, children begin to learn the beginnings of the sciences. At this stage, the intellectual-cognitive sphere of the psyche is predominantly developing. At this stage, many mental neoplasms appear, old ones are improved and developed. "The school period is characterized by the intensive development of cognitive functions, sensory-perceptual, mental, mnemonic, etc."

Usually an elementary school student willingly goes to this educational institution. For pupils of the first-fourth grades, the striving for the position of a schoolboy is characteristic. . In the first days of school, the experience gained by the child at home is of great importance. Previously, a small preschooler was the only and unique being, but with admission to school, he finds himself in an environment where around him are the same "unique and only". In addition to the need to adapt to the rhythm of school life and new requirements, to master the space of the school, to master the ways of self-organization and organization of their time, the younger student must learn to interact with classmates. But the main task of the younger student is to succeed in school.

It is also important to note that at the stage of primary school age, the child experiences the so-called crisis of seven years. The child's perception of his place in the system of relations changes. "The social situation of development is changing, and the child finds himself on the border of a new age period." The child is aware of his place in the world of social relations and acquires a new social position of the student, which is directly related to educational activities. This process radically changes his self-awareness, which leads to a reassessment of values. Study becomes of great importance for a student, therefore, for example, a child’s chain of failures in this activity leading at this stage can lead to the formation of stable complexes or even a syndrome of chronic underachievement.

The most important personal characteristics of a younger student include: trusting obedience to authority, increased susceptibility, attentiveness, a naive-playful attitude to much of what he encounters ". Obedience, conformism and imitation are visible in the behavior of a primary school student.

Learning at school is a fairly new and therefore interesting activity for children, while they also face a number of difficulties. Schoolchildren initially, of course, do not know how to independently formulate learning tasks and perform actions to solve them. For the time being, the teacher helps them in this, but gradually they acquire the appropriate skills themselves (it is in this process that they develop independently carried out educational activities, the ability to learn). . Children at this age have a share of impulsiveness, capriciousness, stubbornness. Volitional processes are not yet sufficiently developed in younger students. Gradually, the ability to show strong-willed efforts appears in the mental activity and behavior of schoolchildren. Schoolchildren form voluntary mental actions, for example, intentional memorization, volitional attention, directed and persistent observation, persistence in solving various problems. Therefore, the importance of evaluating the results of the student's activities by adults is increasing. The educational and cognitive activity of a student, as socially and individually significant, essentially has a dual stimulation: internal, when the student receives satisfaction by acquiring new knowledge and skills, and external, when his achievements in cognition are evaluated by the teacher.

Evaluation by the teacher is an incentive for the student. This assessment also greatly affects the student's self-esteem. Moreover, the need for evaluation and the strength of experiences are much higher for weaker students. Evaluation acts as a reward. Evaluation by the teacher helps the child learn to self-assess their own work over time. Moreover, this should be not just an assessment of the result, but also the actions of the student themselves, the method chosen by him for solving any specific problem. A teacher in the elementary grades of a school cannot confine himself to simply making a mark in a journal as an assessment of a student's performance. A meaningful assessment is important here, that is, the teacher needs to explain to the student why this particular assessment was made, to highlight the positive and negative aspects of the child's work. Subsequently, the teacher, evaluating the educational activities of children, its results and process, forms evaluation criteria for children. .

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Question 1. Formation of the correct reading of younger students

Interest in reading arises when the reader is fluent in conscious reading and has developed educational and cognitive motives for reading.

The condition for mastering reading activity is also knowledge of reading methods, methods of semantic text processing, possession of certain skills and abilities that should not develop spontaneously.

Reading is a complex psychophysiological process. Visual, speech-motor, speech-auditory analyzers take part in his act. On the basis of this process, as B.G. Ananiev, “the most complex mechanisms of interaction between analyzers and temporal connections of two signal systems” lie.

In the complex process of reading, three main points can be distinguished:

1. Perception of these words. To be able to read means, first of all, to be able to guess by letter the words that they denote. Reading begins only from the moment when a person, looking at the letters, is able to pronounce, or remember, a certain word corresponding to a combination of these letters.

It is not difficult to show that in this process of perceiving letters as symbols of a certain word, not only vision, but also the memory, imagination and mind of a person take a great part. When we read words, we not only add letter by letter, but, grabbing one or more letters, we immediately guess about the whole word.

2. Understanding the content associated with the words read. Each word we read can cause some changes in our minds, which determine our understanding of this word. In one case, a certain, more or less vivid image appears in our consciousness, in another - some kind of feeling, desire or abstract logical process, in the third, both together, in the fourth - no image or feeling, but only a simple repetition of a perceived word, or perhaps another word associated with it.

3. Evaluation of reading. The ability not only to read a book, but also to critically relate to its content is observed, as is well known, not always.

Reading is driven by need. A younger student who masters reading first has a need to learn to read, that is, to master the sound system and the process of reading itself - the emergence of a word from the letters. This piques his interest. Having mastered the initial reading (literacy), the student changes the motive of reading: he is interested in understanding what thought lies behind the words. As reading develops, the motives become more complex, and the student reads in order to find out some specific fact, phenomenon; even more complex needs appear, for example, to know the motive of the hero's act in order to evaluate it; find the main idea in a popular science text, etc. correct reading pronunciation violation

Reading is directly related to oral speech. With the help of oral speech, the expressiveness of reading is worked out; when reading, means of speech expressiveness are used, as well as coherent oral speech to convey the content of the text and communication between readers.

In order to form reading as an educational skill, this circumstance must be borne in mind. It is also important to take into account the peculiarities of the cognitive activity of children. Children of 6-7 years old have not yet developed logical thinking, it is visual and effective in nature, it requires reliance on practical actions with various objects and their substitutes - models. Further, thinking gradually acquires a visual-figurative character, and, finally, logical abstract thinking arises. These stages in the development of the cognitive activity of the younger schoolchild leave an imprint on the nature of education.

The modern methodology understands the skill of reading as an automated skill for voicing printed text, which involves understanding the idea of a perceived work and developing one's own attitude to what is being read. In turn, such reading activity involves the ability to think about the text before reading, during reading and after reading. It is this kind of “thoughtful reading”, based on the perfect reading skill, that becomes a means of familiarizing the child with the cultural tradition, immersing himself in the world of literature, and developing his personality. At the same time, it is important to remember that the skill of reading is the key to successful learning both in primary and secondary schools, as well as a reliable means of orienting in the powerful flow of information that modern man has to face.

In the methodology, it is customary to characterize the skill of reading, naming its four qualities: correctness, fluency, consciousness and expressiveness.

Correctness is defined as fluent reading without distortion affecting the meaning of what is being read.

Fluency is the speed of reading, which determines reading comprehension. This speed is measured by the number of printed characters read per unit of time (usually the number of words per minute).

Consciousness of reading in the methodological literature of recent times is interpreted as understanding the author's intention, awareness of the artistic means that help to realize this intention, and understanding one's own attitude to what is read.

Expressiveness is the ability by means of oral speech to convey to the listeners the main idea of the work and their own attitude towards it.

All these qualities are interconnected and interdependent. Without the correct voicing of graphic signs, it is impossible to understand the individual units of the text, without understanding the meaning of each unit, it is impossible to understand their connection, and without the internal connection of the individual components of the text, the idea of the work will not be realized. In turn, understanding the general meaning of the work helps the correct reading of its individual elements, and the correct reading and understanding of the text become the basis for the expressiveness of reading. Fluency, being the pace of reading, under certain conditions becomes a means of expressiveness. Thus, the preparation of a reader should be built taking into account the simultaneous work on all four qualities of reading skills. This approach is being implemented already in the period of literacy education. It is even more important to keep such a system of work in mind in the classroom when reading literary texts.

Work on the correctness of reading is an important area of work on the formation of reading qualities.

Correct reading is reading without errors and distortions. At present, in the special methodological literature, the main techniques that contribute to the formation of the correct reading of students are highlighted. These include:

sound-letter analysis of words;

reading tables with difficult words;

preliminary syllable-by-syllable reading of words with a complex syllabic or morphemic composition;

Reading small texts that are not related to the work being studied in the class, written on the blackboard;

choral reading of the difficult part of the story;

distribution of parts of the text for reading between students, taking into account the capabilities of each;

Reading by guesswork

· training reading with tasks of a different nature (selective reading, finding a part of the text for an illustration, etc.).

However, these exercises do not always provide the formation of reading quality in full. Practitioners are well aware that even with systematic work on this quality of reading, children with intellectual disabilities make a number of mistakes: distorting the meaning of a word, replacing some words with others, not observing stress, sentence boundaries, repeating individual words and syllables, etc.

To develop correct reading, in addition to organizing everyday exercises, preventing errors, constant monitoring of the correct reading of students and timely correction of errors are necessary. Pay attention to the instructions for troubleshooting:

* the teacher fixes all the student's mistakes, but interrupts reading only when the error leads to a distortion of thought;

* errors in the end of words the teacher corrects himself, without interrupting the reading of the student;

* errors that distort the meaning of the sentences are corrected by re-reading the same place or by asking a question to the read passage.

Sometimes other students are involved in correcting a student's mistake.

It makes sense to talk about correctness as a quality of reading skill only if the reader understands the text that is being voiced by him. However, the teacher must know special techniques aimed at practicing correctness and fluency. There are two directions here:

1) the use of special training exercises that improve visual perception, the development of the articulatory apparatus, and the regulation of breathing;

2) application of the principle of multi-reading proposed by M.I. Omorokova and described by V.G. Goretsky, L.F. Klimanova.

This principle consists in the fact that, when analyzing a text, constantly turn the child to reread passages that are important in a semantic sense, and thereby not only ensure penetration into the idea of the work, but also achieve correct and fluent reading.

Long-term observations of the development of reading skills in children make it possible to single out several groups of typical mistakes made by learners to read.

1. Distortion of the sound-letter composition:

omissions of letters, syllables, words and even lines;

Permutation of reading units (letters, syllables, words);

insertion of arbitrary elements into reading units; - replacement of some reading units by others.

The reasons for such errors are the imperfection of visual perception or the underdevelopment of the articulatory apparatus. However, the so-called “guess reading” can also become a cause of distortion. This phenomenon is based on such a human property as anticipation - the ability to predict the meaning of a text that has not yet been read according to the meaning and style that is already known from the previous passage read. a guess appears in the reader with the acquisition of reading experience and is thus a sign of his progress in mastering the skill of reading. At the same time, the teacher must remember that the textual guess of an experienced reader rarely leads to errors that distort the meaning of what is being read, and the subjective guess of an inexperienced child often entails such errors that prevent him from understanding what he is reading.

2. The presence of repetitions.

Such errors consist in the repetition of reading units: letters, syllables, words, sentences. The less perfect the reading skill, the smaller the unit of reading is repeated. These errors are very close to the previous type, however, their causes are different. Repetitions, as a rule, are associated with the child's desire to keep the just read component in working memory. This is necessary for the little reader to comprehend what he read. Therefore, at the analytical stage of the formation of a skill, repetitions are inevitable and should be perceived by the teacher as a natural and even positive phenomenon. Excessive haste of the teacher, early suppression of "repetitions" in the reading of students can prevent the child from moving freely and naturally to the synthetic stage of reading.

3. Violation of the norms of literary pronunciation.

Among the errors of this type, one can, in turn, distinguish several groups:

1) errors proper pronunciation; among these, mis-emphasis is the most common kind. Such errors are associated with ignorance of the norms of pronunciation or with ignorance of the lexical meaning of the words that are read;

2) errors associated with the so-called "spelling reading":

Reading units are voiced in strict accordance with spelling, and not with pronunciation. The teacher should keep in mind that “spelling reading” is an obligatory period in the formation of a skill. The sooner the student learns to synthesize all the actions of the reading process (perception, pronunciation, comprehension), the sooner he will give up “spelling reading”. Therefore, work that helps the child comprehend what is being read will also contribute to the elimination of “spelling reading”;

3) intonation errors, which are incorrect logical stresses, inappropriate pauses in the semantic sense. It is easy to see that such errors are made by the reader if he does not understand what is being read. However, the process of reading from a small child requires not only intellectual, but also physical efforts, therefore, intonation errors in a small reader can be caused by untrained breathing and speech apparatus.

The teacher can work correctly on correcting and preventing errors in reading only if he understands the reasons for erroneous reading and knows the methodology for working on errors. So, factors such as:

1) imperfection of visual perception;

2) underdevelopment (insufficient flexibility) of the articulatory apparatus;

C) shortness of breath;

4) ignorance of orthoepic norms;

5) ignorance of the lexical meaning of the word;

6) "guess" caused by subjective type of reading.

Various exercises can be used to develop correct reading:

Exercises for the formation of correct reading include several subgroups.

The first subgroup - exercises for the development of attention, memory.

1. Name the pictures - 5 items (the number is gradually increasing).

The pictures are on the board. They must be opened, counted to three, closed. List all items. Find what has changed, etc.

2. Describe the item (show and remove).

3. Repeat what the teacher said (six words are called in pairs that are similar in sound). A barrel is a point, a grandmother is a butterfly, a cat is a spoon.

4. Choose words with this sound (reading a quatrain, sentences, text).

5. Pick up the names of products for this sound, from which you can cook dinner.

6. Stand up those who have this sound in their first name, patronymic, last name.

7. Choose an object in the name of which the stress falls on the 1st syllable (2nd, 3rd) (show objects).

8. Choose words that have two syllables (one, three, etc.). Say 8-10 words.

9. Repeat tongue twister, sentence, text.

10. Learning quatrains.

The second subgroup - exercises with words.

1. Reading words that differ by one letter.

Chalk - stranded, soap - soap, small - crumpled. Mouse - midge - bear - bowl.

2. Reading words that have the same letters in their spelling.

Bush - knock, pine - pump, fur - laughter, mouse - reeds, brand - frame, march - scar, oil - resin, midge - chamomile.

3. Reading words that have the same prefixes, endings.

Came, came, sewed, brought, refrain; red, white, blue, black, yellow;

doll, mom, dad, paw, spoon.

4. Reading "shifters".

The lion ate the oxen. Go look for a taxi, go.

5. Dictionary work (finding out the lexical meaning of words before reading).

6. Preliminary syllabic reading of words that have a complex syllabic or morphemic composition.

Thus, the process of reading consists of two interrelated aspects - semantic and technical, covering the visual and sound-auditory-speech-motor mechanisms. And although this process is one, the formation and formation of its components proceeds in different ways, goes through a number of steps from initial to higher.

Question 2. Prepare an outline of a lesson in the Russian language in grade 3 "Noun"

Lesson objectives:

1. Form an initial idea of the declension of nouns; to acquaint students with the name of cases, six pairs of case questions, prepositions that are used with case questions.

2. Develop students' spelling vigilance.

3. To cultivate a culture of speech.

Lesson type: combined

During the classes

I. Organizational moment:

Now check it out buddy

Are you ready to start the lesson?

Everything is in place, everything is in order,

Pen, book and notebook.

Is everyone seated correctly?

Is everyone watching closely?

Is everyone ready to listen?

Think and remember?

II. Calligraphy.

III. Working on new material:

U. Guys, I will read you a fairy tale. You listen carefully, and then find in this tale the same noun, but with different endings. Do you know what an ending is?

(The ending is the part of the word that is at the end of the word and changes.)

W. That's right. Well, listen.

Once upon a time there was a yellow-eyed daisy. And she had a friend, a light-winged moth. They were very friendly with the moth. The girlfriend often thought of the moth when the moth was not around. And he did not forget the beautiful chamomile. He thought of chamomile in distant meadows and fragrant gardens. Returning from afar, he would certainly bring a gift to the chamomile: a delicate cobweb or a brilliant dewdrop. And the girlfriend, blooming with pleasure, handed the moth a drop of sweet nectar. The little traveler was very pleased with the chamomile and the treat. There was nothing more pleasant for a pretty chamomile than to feed a moth with nectar.

U. What two words are often found here (chamomile and moth)

Now let's write these words in a column and ask them questions.

U. What did you pay attention to when cheating?

(The form of the word changes.)

U. Why did you decide that this is a form of the word, and not related words?

(Only the ending changes.)

U. What is the purpose of the ending?

(Endings serve to connect words in a sentence..)

U. So, nouns change their endings when they appear in a sentence next to other words.

What two groups are nouns divided into?

(Inanimate and inanimate.)

Which nouns are animate and which are inanimate?

(We call animate nouns those that denote people and animals and answer the question WHO?)

U. Right! So, the following questions can be posed to animated nouns: WHO? WHOM? TO WHOM? BY WHOM? ABOUT COM?

Questions about inanimate nouns are: WHAT? WHAT? WHAT? HOW? ABOUT WHAT?

U. What kind of work did you and I do?

(Changed nouns for questions.)

At . How many of you know what one word can replace this long phrase?

(Children's answers are heard.)

U. Changing nouns in questions is called declension or change in cases.)

Read the definition of "declination".

U. There are 6 cases in Russian: nominative, genitive, dative, accusative, instrumental, prepositional.

In the nominative case there are nouns that answer the questions WHO? WHAT? (chamomile, moth), in the genitive - nouns that answer the questions WHO? WHAT? (chamomile, moth), in the dative - nouns that answer the questions TO WHOM? WHAT? (chamomile, moth), in the accusative - those that answer the questions of WHO? WHAT? (chamomile, moth), in the creative there are nouns that answer the questions WHO? HOW? (chamomile, moth), questions of the prepositional case - ABOUT WHOM? ABOUT WHAT? (about a camomile, about a moth).

But why did the cases get such names? To get an answer to this question, you must listen to a fairy tale

“Where did the names of cases come from” E. Merezhinskaya

He had not yet been born, but they were already thinking what name to give him, and decided to name him - nominative, from the word name.

Born - became parent. He liked this name even more.

But he was a baby, everything was given to him, and he became a giver. But he was also a big mischief-maker, for all sorts of tricks he was blamed, and he became accusatory.

Then he grew up, began to do good deeds and became called creative. He offered his help to everyone, they started talking about him and now they called him prepositional.

Cases were once asked:

Why do you need a noun?

It's impossible without us. We indicate the relation of our Noun host to other words in the sentence.

How exactly?

We indicate the relationship between action and place (walking through the woods, sitting on a chair), actions and tools (hitting with a hammer, drawing with a pencil), actions and objects (reading a book, picking berries) and so on.

U. And now let's write in the columns in order the names of the cases and the questions to them, which turned out when the words were declensed butterfly and chamomile.

To find out the case of a noun (if it is not the subject), you need to find the word on which it depends, and put a question to the noun from this word.

For example,

carry (to whom?) grandmother,

remember (about whom?) about the puppy,

hung (on what?) on the wall.

(Children, under the guidance of a teacher, write down cases and questions to them in a table.)

IV. Fizminutka:

U. The noun in the nominative case is the easiest to recognize. In a sentence, it is the subject. Nouns in all other cases will be other members of the sentence.

What is the subject?

(This is the main member of the sentence, which names the person (or what) the sentence is talking about. Children give examples of nouns in the nominative case.)

U. Guys, a lot of people, in order to make it easier to decline a word, use helper words. These helper words are friends with cases.

(A table is posted on the board, which hangs in subsequent lessons for a more solid assimilation of cases and case questions).

U. I will now read you verses where there are many words in various cases. By memorizing these verses, you will quickly remember the cases.

The twist of fate is so amazing:

We are studying the NOMINAL case.

Hanging on a bitch (what?) - cheesecake!

Sleeping on the fence (who?) - old lady!

From the sky it flies to us (what?) - a toy!

Nightingale whistles (who?) - girlfriend!

On a pine tree snores (who?) - pig!

Told everyone (who?) - liar!

They created such an amazing world!

Well, let's remember the nominative case!

U. What case is the poem about? What question do nouns in the nominative case answer? ( Children give answers)

I from home ran away,

I until the evening walked.

from the tree in a snowdrift sigal,

No lessons dreamed of living.

For a collection snowflakes

I collected with my tongue.

Dancing around the fire

And jumped around the yard.

Do I need to do lessons?

I didn't care!

Here I stand at the blackboard

And I sigh in anguish

But the GENITAL case

I don't remember, even cut it!

U. What case is this poem about? What question do nouns in the genitive case answer? ( Children give answers)

V. Consolidation of new material. Independent work.

Make a table.

Using the compiled table, the children conclude:

What do we call inclination?

How many cases are there in Russian?

What case do the nouns in the initial form belong to?

Name the questions of indirect cases.

VI. Vocabulary work. Vocabulary work:

U. Determine in which case are nouns?

In the language, without a teacher, from a student, along the street, behind a tractor, on machine tools, in front of straw, from the north, across the Motherland, in drawings, with children.

U. In what number can nouns be inflected? (Both plural and singular.)

VII. Homework:

Ex. 96; learn the definitions of the concepts of declension, questions of cases p.83

VIII. Lesson Summary:

What did you do in class?

What have you learned?

What is the initial form of a noun in a sentence?

How many of you have difficulty in declension of nouns?

List of used literature

1. Klimanov, L. Learning to read in elementary grades / L. Klimanova // School. - 1999. - No. 18. - S.15-16.

2. Lvov, M.R., Goretsky, V.G. Methods of teaching the Russian language in primary classes / M.R. Lvov, V.G. Goretsky. - M.: 2000. -145s.

3. Omorokova, M.I. Improving the reading of younger schoolchildren / M.I. Omorokova. - M., 1997. - 116s.

4. Svetlovskaya, N.N. Reading Teaching Methods: What is it? / N.N. Svetlovskaya // Primary school. -2005. -#2. -p.34-36.

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without parental care"

Speech at a methodical association

primary school teachers

READING SKILL FORMATION METHODOLOGY

FOR YOUNGER SCHOOLCHILDREN

Prepared by:

Perova Olga Ivanovna

primary school teacher

2008

METHODOLOGY FOR FORMING READING SKILLS IN YOUNGER SCHOOLCHILDREN

From the first school steps of a child, from the period of learning to read and write, it is fundamentally important to instill a love of reading in a younger student, to interest the subject being studied in order to form a strong reading skill in the future.

A child who opens the Primer wants to be able to read. But when the baby learns to merge sounds, when he masters 5-10 short words in minutes, the labor of reading becomes so difficult that neither the “ten”, nor the praise of the teacher, nor the most sincere desire to “learn to read”, “be a good student”, “ know everything” and other learning motives do not work for more than a few minutes. The frontal attack method (Read! Read! Read!) is of little use here. The pleasure of self-improvement in reading has not yet developed for the student: the child is still a listener, not a reader. What, then, can motivate the hard work of reading the first hundred words? Of course, the encouragement of adults, the teacher's assessment. But every teacher knows from his own experience that this really powerful motivational factor is far from omnipotent.

A powerful source of improvement in the process of learning to read is the game. The attitude to the game as something frivolous, dubious is so rooted in the minds of many teachers that in the classroom one can often hear disapproving words: “Did you come to school to play?” And the children, proud of their position as schoolchildren, nevertheless put an old bear in their briefcase and show the letters they have just passed to the doll at recess. The child's craving for play should be encouraged, using for learning needs!

But in order for the teacher to be able to use games successfully, he must be well aware that each game, even didactic, has its own logic. It unfolds in a conditional, imaginary situation for the development of a game plot.

For example, students should read two columns of words. One contains the names of "adult" animals (elephant, lion, goose, etc.), the other - the names of babies (tiger cub, elephant cub, lion cub). If the teacher asks to read the words in pairs, then he sets the learning goal for the children in reading - to read. If the teacher tells the children an imaginary situation (It’s getting dark in the forest. All the animals have played, and now at dusk they can’t find their way home. Parents are terribly worried. Let’s help the kids find the shortest path to mom and dad), then the children will do the same action - read the words in pairs. And this will no longer be an end in itself, but as a condition for the development of the game plot, but with another higher motivation. The teacher's assessment of children's actions should also be based on the logic of the game. Instead of the usual “You read the words well, quickly,” the game should sound like: “You saved the tiger cub very quickly. Thank you from daddy tiger!”

A wide variety of games can be built on this principle. The teacher can “lead” the class both into the future and into ancient times, and visit the sea king. .

It is those students who were least inclined to serious and systematic training in reading technique that will be able to overcome the first technical difficulties of reading through the game. The game expands the horizons of children, contributes to the development of correct, conscious, fluent, expressive reading; contributes to the improvement of the way of reading (from smooth syllabic to reading in whole words)

Examples of game moments in literacy lessons

"Syllabic Auction"

finish the word, for example, ba (nya), ka (sha)
come up with words that begin with the syllable boo, mi
come up with names with syllables: Va, Ve
help the word (one syllable is missing) va...lek, .. .dika
change the word (remove one syllable so that a new word is obtained), for example, currants, butterflies

"Magic Transformations"

turn one-syllable words into two-, three-syllable ones, for example, key, key, keys
change the word so that the last syllable becomes the first, for example, fish - butterflies
make several others from one word, for example, trunk (table, ox)

3. "Who is playing hide and seek?"

On the poster I write 4-5 rows of letters (25 words). Children choose the right letters, make up words and determine who plays hide and seek with them: animals, birds, insects, plants, mushrooms.

4. "Collect a briefcase"

Among the many written words, words on a given topic are selected.

In addition, the game develops perception, attention, memory, thinking - stimulates interest in reading. Therefore, the use of games and game moments in each class is necessary in the lessons of literary reading.

In my work on the formation of reading skills, I use a variety of techniques and methods, in my opinion, the most effective, in which good results were obtained.

The main one is multi-reading, a technique in which the student, answering a particular question, expressing his point of view, seeks reinforcement for his thoughts, judgments, feelings in the text, referring to it again and again. This repeated appeal to the text each time will reveal to the student in the already familiar text something new, unexpected, surprising him and at the same time interesting. At the same time, the depth of immersion in a literary text increases, and interest in reading increases.

This work should be started already in the first grade at the literacy lessons in a playful way, using the following exercises:

reading words starting with the specified letter ... (from the syllable ...);
reading words that begin with a capital letter;
reading words-names of animals (trees, vegetables, furniture, transport);
read the first (last word in the sentence);
read two (three-, four-) compound words;
read the words in the sentence, which must be read loudly (quietly), quickly (slowly);
read sentences with an exclamation (question) mark;
“Sign” the illustration on the page of the primer with a sentence;
read the answer to the question;
read the words of a certain hero;
read a passage that can be said joyfully (cheerfully, sadly, sternly, with a plea, etc.).

It is necessary to pay attention to another type of question, also of fundamental importance - “Find the word“ spring ”,“ Find the sentence“ And there Nina and Vika ”.

Tasks of this type are directed to the main essence of reading - the ratio of the sound image of the word with its graphic image, to the holistic perception of the optical image of the word.

When a student is given a task

“Read the first word,” he often does not see the words behind the letters and reads as best he can: he knows how, for example, to read by syllables and reads by syllables. The ability to read words develops slowly. In order to read at the speed with which we speak, most of the words in the text must be quickly recognized, and not assembled by syllables, synthesized. For reading, it is important to accumulate visual images of words, recognize them “by sight”, link the sound image with the graphic length of the word with the elements of letters protruding above and below the line, etc.

In each class, the tasks gradually become more difficult. I try to diversify them:

Reading the text with the aim of dividing into parts and drawing up a plan.
Reading according to plan.

3. Reading with text reduction (children do not read sentences or words that can be omitted). Preparing for a summary.

Reading in a chain by sentence.
Reading paragraph by paragraph.
Reading in order to find a suitable passage for the drawing.
Reading to find a passage that will help answer the question.
Reading the most beautiful place in the text.

9. Finding the whole sentence at the given beginning or end of the sentence. (Later, the sentence can be replaced by a logically complete passage).

10. Finding a sentence or passage that reflects the main idea of the text, etc.

Reading skills should be formed in elementary school. I strive for some students to have a reading speed of at least 120 words per minute at the end of primary education, while reading expressively, correctly, and consciously.

One of the techniques for achieving high performance is "Buzzing" reading. It gives good results. With the usual method, the teacher interviews no more than 10 students per lesson. In addition, each of them exercises for 1 - 2 minutes. With “buzzing” reading, when all students read aloud at the same time, in an undertone, so as not to disturb their comrades, each at their own speed for 5 minutes, the training time increases dramatically.

Contribute to increasing the speed of reading hourly five-minute reading. It is important for me that the student really read, and not pretend to read. The task of the teacher is to create all the conditions for this.

I decided for these five minutes to give the child a text that he will have time to read in the allotted time. For some reason, it seems to me that if a person clearly sees the ultimate goal of his work, then the work is argued (in this case, reading).

Trying to put myself in the place of a student, I approximately imagined his inner state in this way.

The student opened the book. (Well, if the bookmark was in place.) I began to look for where he finished reading. It is unlikely that he now recalls what events were described earlier. He is now only concerned with the technical side of the matter: he must read. I doubt that children look forward to the moment when they open the book and start reading. It's just not the case when a person cannot tear himself away from reading.

And it seems to me that the state of the student is completely different if he received a small text, where he clearly sees the beginning and end of his work. He remembers my requirement to read the title of the text first, try to understand from it what will be discussed, be sure to find the name of the author. If the surname is unfamiliar, repeat it 2-3 times, because the teacher can ask him what he read now and who the author is, and then he starts reading.

It is possible that he will have time to read to the end, and the teacher has not yet given the command to finish reading. Then he starts re-reading, because “repetition is the mother of learning,” and now he is just learning to read. This is especially important for students in grades 1-2.

If the teacher works according to the usual methodology, then the student will have only about 5 minutes per week to practice. Weekly five-minute sessions allow you to increase this time to 100 min / n for each student. Obviously, if you increase the training time by 20 times, then without any methodical tricks there will be a positive effect.

Pay attention to reading before bed. The fact is that the last events of the day are recorded by emotional memory, and those 8 hours that a person sleeps, he is under their impression. Vivid impressions of an interesting book before going to bed strengthen the taste for reading.

If a child does not like to read, it means that he has difficulty reading. It is difficult for him to read, so he does not like to read. The sparing reading mode is such a mode when the child reads 2-3 lines and after that gets a short rest. This mode takes place when viewing filmstrips. Let's pay attention to the fact that there are almost 40 frames in the filmstrip, these are 80-120 lines. And not every child is able to read such a volume in an evening. It is useful to read in turn: the child reads several frames, then the parents join. It is good to watch filmstrips before going to bed.

For the formation of a strong reading skill, the development of working memory is necessary. You can see such a picture. The child reads a sentence consisting of 6-8 words. After reading it to 3-4 words, he forgets the first one. Therefore, he cannot catch the meaning of the sentence, cannot link all the words together. In this case, it is necessary to develop working memory. This is done with the help of visual dictations, the texts of which were developed and proposed by Professor I. T. Fedorenko. Each of the 18 sets contains 6 sentences. The peculiarity of these sentences is this: if the first sentence is “The snow is melting.” contains only two words - 8 letters, then the last sentence of the 18th set already consists of 48 letters. The increase in the length of the sentence occurs gradually by 1-2 letters. The working time with all sets is approximately 2 months. Thus, during this time, the child's working memory develops so much that he can already memorize sentences of 46 letters, that is, of 8-9 words. Now the student easily learns the meaning of the sentence. He becomes interested in reading, and therefore the process of learning to read goes much faster. The method of conducting visual dictations boils down to the fact that 6 sentences of one of the sets are written on the board and closed with a sheet of paper. After one of the sentences is open, the guys read the sentence for a certain time (for each sentence it is indicated) and try to remember it. Then it is erased, and the guys write it down in a notebook. This is followed by memorization and recording of the next sentence, etc. For 6 sentences of one set, it usually takes from 5-8 minutes of time in a Russian lesson. The same set is repeated 3-4 days in a row. An indispensable condition for conducting visual dictations that develop working memory is to conduct them daily. If you spend them every other day, then such training almost does not develop memory. Usually, after a month of training work, the first successes appear.

Collective complex exercises are no less important: repeated reading, reading at the pace of a tongue twister, expressive reading with a transition to an unfamiliar part of the text. All three exercises are carried out collectively, that is, all students read at the same time in an undertone.

Multiple reading is carried out in this way. The teacher sets the same amount of time for all children. After the beginning of a new story is read by the teacher and consciously by the children, they are invited to start reading and continue it for 1 minute. After a minute, each of the students notices to what word he managed to read. This is followed by a second reading of the same passage. At the same time, the student again notices which word he managed to reach and compares with the first result. Naturally, the second time he read a few words more, an increase in the pace of reading causes positive emotions in schoolchildren, they want to read again. However, the same passage should not be read more than three times. It is better to organize the following exercises on the same piece - tongue twisters.

Reading at the pace of a tongue twister is intended for the development of the articulatory apparatus, so there are no requirements for expressiveness. But the requirements for clarity of pronunciation, pronunciation of all word endings are increased. The exercise lasts no more than 30 seconds. After this exercise, reading is carried out on the same passage with a transition to an unfamiliar part of the text.

Reading with a transition to an unfamiliar part of the text. The students are given the task to read the same passage, but already at the required pace, expressively. The guys read the familiar part to the end, and the teacher does not stop them. They jump to an unfamiliar part of the text. A child who has read the same passage of text several times and has already developed an increased rate of reading continues to read it at the same increased rate when switching to an unfamiliar part. Its capabilities are not enough for a long time (half a line, a line), but if three such exercises are carried out daily in reading lessons, then, in the end, the duration of reading at an increased pace will increase.

It is very important to stimulate the desire to read. This is helped by the daily record of success. The guys read the text for one minute (each at their own pace, in an undertone), notice which word they have read to, then recount the words they read and write the result in their diaries. This work is carried out every day in every reading lesson. Subsequent results always indicate an increase in reading speed, which has a beneficial effect on the child's attitude to training exercises and to reading in general.

In order for the considered exercises to contribute to the formation of strong reading skills, it is necessary:

a) give a target setting; believe in the possibility of achieving a high speed of meaningful reading and therefore convince students and their parents of the need for exercise;

b) regularly conduct speed measurements that allow students to monitor their progress;

c) conduct consultations for educators of lagging students;

d) conduct visual dictations daily and according to the texts of I. T. Fedorenko.

At reading lessons, I systematically carried out the collective complex exercises recommended by V.N. Zaitsev, “buzzing reading”, five-minute reading sessions every lesson. Unfortunately, it was not always possible to strictly follow his recommendations during the lessons. I made some mistakes, but nevertheless, the work carried out gave certain positive results:

thanks to measuring the reading speed when reading a passage again, children notice an increase in the pace of reading, which causes them positive emotions and the belief that the more you read, the faster you read;
periodic checking of reading technique shows an increase in the pace of reading, as evidenced by monitoring data.

A sore point in reading lessons is an inexpressive monotonous "mumbling" instead of expressive reading. Very often, children make mistakes in pronunciation (diction and orthoepy); do not observe stops at points; make unnecessary stops; read monotonously - on one note; do not respond to punctuation marks such as dashes, colons, semicolons, quotation marks.

Therefore, each lesson should sound a sample of teacher reading. If necessary, you can make pencil marks in the textbook, noting pauses, words that require logical stress, etc.

Already in the period of learning to read and write, I carry out such work with children.

I print one sentence on the board, and next to it are 2-3 questions to it. When answering questions, you just need to make different logical stress in this sentence, For example:

Questions:

Who is learning to read? (Children.)
What are the children doing at school? (Learn to read.)
Where do children learn to read? (At school.)
How do children learn to read? (Quickly and emphatically.)

Students first read the sentence to themselves. And then, reading the questions aloud, they give the same answer, only changing the intonation of the voice. Listening and comparing the answers of their comrades, children begin to understand what logical stress is.

Small works written in the form of a dialogue (both folklore and copyright) can be of great help in teaching children expressive reading. For example:

Hello, gossip, bread and salt ...
I eat mine, and you stay away.

Give me fish.
Catch yourself and eat.
Yes, I can't.

Eka! After all, I caught it. You, kumanek, go to the river, dip your tail into the hole, sit and say: “Catch, fish, small and large.” (Russian folk tale "The Fox and the Wolf")

Teaching children expressive reading, we discuss in detail the means of expressiveness when reading semantic segments: the strength and height of the voice, the arrangement of pauses, the emotional coloring of speech, changes in the pace of reading depending on the content, we determine intonation.

For myself, I compile a kind of “intonation dictionary” - definitions for voice intonation: calm, mocking, excited, angry, angry, mysterious, sad, joyful, delighted, frightened, disappointed, fabulous, etc.

It is still difficult for children to find a definition for intonation, therefore, from a series of 5-6 words, I suggest that they choose the right one. Then they are already trying to determine the intonation of reading. And pictograms can help them in this: images of faces in different emotional states. Considering them, we determine to which of these little men the words from this work could belong.

Based on this knowledge and skills, children consciously learn to expressively read works of different genres. The main teaching method is not only the expressive reading of the teacher, but also the child's search for options for the correct, expressive reading of the monologue, dialogue, the transfer of feelings, moods, states of the characters.

By attending reading classes of my colleagues, reading additional literature and periodicals, I compiled a list of all kinds of exercises aimed at developing reading skills. I divided all types of work into three groups (although the division is rather arbitrary): tasks aimed at working out the technique, expressiveness and meaningfulness of reading.

I. Exercises for the development of reading technique:

Exercise “Catch-up” (the teacher or a fast-reading student reads aloud, the rest try to overtake him in a whisper, the leader can shut up and read to himself, after a while start reading aloud again, check with the children who overtook, who fell behind);

- exercise "Step on your heel" (reading in pairs or a teacher - a class through a word at a fast pace);

reading in pairs or groups of one sentence (whose pair (group) will finish reading faster; reading in pairs trains the ability to distribute attention and has a positive effect on improving the reading quality of weak students);
reading paired with a ruler (a fast-reading student closes the line he read with a ruler, his neighbor tries to have time to read after him);
dynamic reading (a column of 5-7 words is written on a board or card with a gradual increase in the number of letters in words);
binary reading (one text is read by two students at the same time);
exercise "Queue" (first the teacher reads, then the students read the same

text);

exercise "Tugboat":

a) the teacher reads aloud, changing the speed of reading; students read aloud, trying to keep up with the teacher;

b) the teacher reads aloud, the children to themselves; the teacher stops, the students show the word where the teacher stopped;

Exercise "Trap" (a teacher or a well-read student reads a familiar text and replaces some words with synonyms; students are looking for a replacement);

Exercise "Jumping" (reading through the word);

exercise "Head and tail" (the teacher or student begins to read the sentence, the children quickly find it and read it all together);
exercise "First and last" (reading the first and last letter in a word; first or last word in a sentence);
exercise "Hide and Seek" (finding in the text a word with a certain feature: it starts with the letter a, consists of two syllables, with an accent at the end of the word, etc.);

Circular reading (a small text is read one after another several times);

Exercise "Who is faster?" (a sentence is written on the board, texts are scattered on the table; at the signal of the teacher, the students look for this sentence in the texts);

Exercise "Photo Eye":

a) on the board is a column of words that students read for a certain time; the words are closed, the children call the words they read from memory;

b) the teacher shows the frame of the filmstrip, the students must reproduce the caption to

frame;

Exercise "Guess":

A) anticipation of words, sentences, proverbs;

B) reading the text through the bars;

Exercise “Find me” (lines of letters are written on the sheets, whole words are “hidden” between the letters, they need to be found);

Exercise "Counting words" (at maximum speed, children read the text and simultaneously count the words; before reading, students are asked a question that they must answer after finishing work);

Exercise "Scanning" (for 20-30 seconds, students "run through" the text with their eyes in search of important information)

Lesson fragment

Send your good work in the knowledge base is simple. Use the form below

Question 1. Formation of the correct reading of younger students

Question 2. Prepare an outline of a lesson in the Russian language in grade 3 "Noun"

List of used literature

1. Klimanov, L. Learning to read in elementary grades / L. Klimanova // School. - 1999. - No. 18. - S.15-16.

2. Lvov, M.R., Goretsky, V.G. Methods of teaching the Russian language in primary classes / M.R. Lvov, V.G. Goretsky. - M.: 2000. -145s.

3. Omorokova, M.I. Improving the reading of younger schoolchildren / M.I. Omorokova. - M., 1997. - 116s.

4. Svetlovskaya, N.N. Reading Teaching Methods: What is it? / N.N. Svetlovskaya // Primary school. -2005. -#2. -p.34-36.

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