Teaching reading in elementary school

Izotova Yulia Viktorovna,
English teacher
GBOU primary school-kindergarten No. 682
Primorsky district of St. Petersburg

In the federal standard of the second generation, a new state policy is fixed, which requires the placement of new accents for the purposes of foreign language education in elementary school.

The development of a linguistic personality is the leading goal of teaching a foreign language in elementary school. It is she who is able to independently work on learning the language, maintain and replenish her knowledge, develop a communicative and information culture. Thus, independent learning activity becomes the most important component of the educational process for teaching a foreign language. In this regard, an approach to teaching a foreign language is needed, based on the need to form an independent educational activity, its purposeful development, to ensure the productive nature of the educational process and the development of the necessary personal qualities.

It is reading that plays the leading role in the formation of independent educational activities of younger students in mastering a foreign language. It is one of the strategic goals of early foreign language learning. Reading is necessary for the student not only for the practical mastery of a foreign language, it is also a means of self-education and creative activity. Practice in reading allows you to maintain and improve universal learning activities that provide independent assimilation of new knowledge, the formation of skills, including the organization of this process.

Reading occupies one of the top places in terms of use, importance and accessibility. Reading belongs to the receptive types of speech activity, as it is associated with the perception and understanding of information encoded by graphic signs. In reading, a content plan (what the text is about) and a procedural plan (how to read and voice the text) are distinguished. In terms of content, the result of reading activity will be understanding of what has been read, and in procedural terms, the process of reading itself, that is, the correlation of graphemes with phonemes, the formation of holistic methods for recognizing graphic signs, and the formation of internal speech hearing. It is necessary to carefully work on the technique of reading aloud, since learning actions are first formed in external speech, and then transferred to the internal plan. Mastering the technique of reading is accompanied by mental work on the semantic recognition of visual forms, which means that it is necessary to teach the technique of reading on familiar material with elements of novelty. The process of reading is a complex mental and mental process, especially when we are talking about reading in a foreign language for children. Therefore, when children begin to learn a foreign language in the second grade, it is so difficult for them to master reading skills, because due to physiological characteristics, cognitive processes are still being formed in younger students and perception begins to acquire a manageable character. Intellectual operations such as comparison, generalization of orientation, classification, coding are just beginning to develop in this age period. There is a gradual transition from visual-figurative to verbal, critical thinking.

The purpose and objectives of teaching reading at the initial stage.

The initial stage of teaching reading is aimed at developing students' reading techniques in a foreign language and, in particular, such abilities as:

fast establishment of sound-letter correspondences;

Correct voicing of the graphic image of the word and its correlation with the meaning, i.e. reading comprehension/comprehension;

reading by syntagmas, combining words into certain semantic groups;

reading at a natural pace of texts built on familiar language material;

Expressive reading of texts aloud, with the correct stress and intonation

It is possible to effectively solve the tasks set using modern teaching technologies that take into account the needs of younger students, their psychological age-related capabilities in organizing the learning process.

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.

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.

Reading is both a goal and a means of teaching a foreign language. In the educational process, these two functions should be clearly distinguished, since they determine the methodological organization of all work.

Features of reading as a speech activity make it a very effective learning tool. Its positive role is especially noticeable in mastering the language material: the mnemonic activity that accompanies the reading process ensures the memorization of language units, both studied and new to students.

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

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

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

According to the program in foreign languages ​​in the field of teaching reading, the teacher is tasked with teaching schoolchildren to read texts, understand and comprehend their content with different levels of penetration into the information contained in them. Ideally, reading in a foreign language should be independent, carried out not under duress, but accompanied by interest on the part of the children. However, practice shows that the interest in this type of speech activity among schoolchildren is very low. This type of speech activity is not for schoolchildren a means of obtaining information, raising the cultural level, or simply a source of pleasure, but is considered by them as a purely educational task. In the process of developing reading skills, younger students need to overcome a lot of difficulties. First of all, these are the difficulties associated with mastering the technique of reading, which involves the assimilation of a system of graphic signs that are different from the native language, the formation of the skill of sound-letter and letter-sound correlations, syntagmatic reading. The formation of a receptive skill is more successful if it is supported by productive activities, so it is recommended to teach children two versions of the code: written and printed. By the beginning of the process of teaching a foreign language in elementary school, in the speech memory of students, of course, there are no auditory-speech-motor images of foreign language material. If learning the technique of reading begins from the very beginning of learning a foreign language, then students have to correlate not only sounds and letters, but also sound-letter ligaments with the semantic meaning of what they read. And this causes them additional difficulties. That is why, in order to overcome them, an oral introductory course is often carried out, an oral lead in order to accumulate the necessary and sufficient foreign language speech material, to form auditory-speech-motor images of foreign-language oral speech.

Teaching reading in a foreign language should be carried out on well-known lexical material already learned in oral speech. And this is achieved as a result of an oral introductory course, oral anticipation. The essence of oral advance is that students start reading when they have worked out the articulation of sounds, syllables, words, and even small phrases. At the same time, G. V. Rogova and I. N. Vereshchagina, regarding the oral introductory course, note that preliminary oral training of educational material helps to remove some of the difficulties that prevent understanding the content. Oral advance helps in a meaningful way, that is, students should understand what they are reading, but does not help much in a procedural way. A similar phenomenon is typical for mastering reading and mother tongue; a child who is fluent in oral speech encounters great procedural difficulties.

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

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

Learning to read should be built as a cognitive process. The specificity of reading as a speech activity is that it is used in solving cognitive tasks. Reading itself can be characterized as a cognitive activity. Concerning importance acquires the content of texts for reading. It actually determines the attitude of students to reading in a foreign language as a way of obtaining information. Therefore, all texts should be of some interest to them, be meaningful to them.

Learning to read in a foreign language should be based on the students' experience of reading in their native language. The identity of the process of reading in different languages ​​serves as the basis for transferring the techniques of mature reading in the native language that students already have to reading in a foreign language. One of the most important conditions for such a transfer is the appropriate attitude of students to reading in a foreign language.

From the above, we can make the following conclusion:

The process of reading consists of two interrelated aspects - semantic and technical, covering the visual and sound-auditory-speech-motor mechanisms. The formation and formation of its constituent sides proceeds in different ways, it goes through a number of steps from the initial to the highest.

Mastering a full-fledged reading skill for students is the most important condition for the successful study of English in school; At the same time, reading is one of the main ways of acquiring information outside of school hours, one of the channels of comprehensive influence on schoolchildren. As a special type of activity, reading provides extremely great opportunities for the mental, aesthetic and speech development of students.

In order for reading in a foreign language to contribute to the development of the cognitive interest of students, it is necessary to take into account the cognitive needs, age and individual psychological characteristics of children; include schoolchildren in active creative activity through the use of active teaching methods; give them the opportunity to show independence and initiative; learn to overcome difficulties in educational activities. The purposeful use of texts selected in accordance with the cognitive interests of the children in a foreign language lesson and in extracurricular work on the subject makes it possible to judge the increased interest of students in the subject, the improvement of reading technique and a deeper understanding of foreign texts.

Appropriately selected texts and tasks for them contribute to the development of students' interest in reading in a foreign language, which in turn is an important factor in the successful mastery of this type of speech activity.

Literature:

Azovkina, A. N. Development of interest in reading in a foreign language at the initial stage of education // Foreign languages ​​at school. - 2003. - No. 2. - P.16

Rogova G.V., Vereshchagina I.N., Methods of teaching English at the initial stage in secondary school: A guide for the teacher. - M .: Education, 2008.

Lukyanchekova, N.V. Teaching English at the initial stage // Primary School. - 2002. - No. 2. - P.28

Ritorina, A. K. Forms and methods of work with younger schoolchildren in English lessons // Primary school. - 1999. - No. 5. - P.36

Tsvetkova L.S. "Neuropsychology of counting, writing and reading", Moscow-Voronezh, 2000

LECTURE #3

Subject. Literary reading as a subject in elementary school

1. Purpose, objectives, principles of teaching reading.

2. Scientific foundations of the reading methodology.

3. Historical and critical review of reading methods.

4. Characteristics of programs and teaching materials for reading.

5. Reading skill and features of its formation.

Literature

Literary reading / Curricula for general educational institutions with instruction in Russian. 1-4 classes. - K .: Vidavnichy dіm "Osvita", 2012; Programs for the secondary school. 1-4 cells - K., 2006 ("Explanatory note").

Textbooks: Popova T.D., Lapshina I.N. Literary reading: Uch. for grade 2 - K., 2012; Popova T.D., Lapshina I.N. Literary reading: Uch. for grade 3 - K., 2013; Gudzik I.F. Reading book: Uch. for 3 cells. Part 1., 2. - K., 2003; "Gudzik I.F. Book on reading: Uch. for 4th grade. Part 1., 2. - K., 2004.

Sovereign standard of postal education. Literary reading // Poch.shk. - 2011. - No. 7.

Lvov M.R., Ramzaeva T.G., Svetlovskaya N.N. Methods of teaching the Russian language in primary grades. - M., 1987.

Lvov M.R., Goretsky V.G., Sosnovskaya O.V. Methods of teaching the Russian language in primary school. - M., 2002.

Koval G.P., Ivanova L.I., Surzhik T.B. Reading technique. – Ternopil, 2008.

Methods of teaching reading / comp. T.P. Salnikov. - M., 2001.

Emets A.A., Kovalenko O.N., Kochengina M.V. How to help a younger student read. - Kharkov, 2011.

Purpose, objectives, principles of teaching reading.

well-known role fiction in raising a child. It is the richest source of knowledge of life and an instrument of influence on all aspects of the human personality. The Importance of Reading Lessons consists in the fact that they solve educational and developmental tasks in a complex. The implementation of these tasks in reading lessons presupposes equally the mastery of a certain set of knowledge and skills by students, the formation of personal qualities in them that are necessary for a person. At the same time, the knowledge acquired by students and the feelings formed in them should be recognized by the students themselves as necessary for them in life.

Literary reading is a complex section of teaching the Russian language, providing a full-fledged literary education and the formation of reading techniques.

Literary reading is the leading idea of ​​education and the core content of literary education.

The purpose of training- acquaintance with literature and children's books, ensuring general and literary development, improving reading skills, developing methods and techniques for working on text and books, the necessary culture of communication, the realization of creative abilities that guarantee the possibility of independent qualified reading activity during the transition to studying a systematic course of literature in the middle classes.

Tasks:

- improving the technique of reading students aloud and silently (to themselves); the ability to independently read unfamiliar, accessible in content and form, works (independent first reading), to understand the logical and figurative content of the text; be able to empathize, sensitively respond to the artistic merits of the work;

- purposeful development of speech and intellectual skills in their combination when working with text;

Education of a culture of reading, expansion of the reader's horizons of students, the formation of individual reading interests, a steady desire to read literature accessible to age;

Formation of initial knowledge and skills of a literary nature; knowledge about the features of the book and other types of printed matter; about the authors of popular children's books;

Expansion, deepening of knowledge about the world around; the formation of the worldview of the child, an active life position.

The systematic course of literary reading starts from the second year of study. The content of work with a children's book presented in the program provides for extracurricular reading.

The specificity of the course of study lies in comprehensive training that combines the improvement of reading skills, mastering the techniques of the semantic and artistic and aesthetic content of the book and independent acquaintance with the world of books based on the formed reading skills.

The system of moral and aesthetic ideas, feelings is set by the selection of literary works, the topics of reading, and methods of work.

The culture of speech communication and the development of free creative activity are formed in specially designed learning situations.

The circle of children's reading by years of study is presented concentrically, taking into account the availability of topics, genres, the author's variety of types of publications, the nature of literature - domestic and foreign, created in Russian or translated.

Educational material for each class consists of works and books of different age orientation:

Works well known to children from preschool experience. They are intended for detailed study, mastering the techniques of working with text (familiar content allows you to focus on practicing certain skills without compromising the emotional and figurative perception of the work).

Works intended for primary school age constitute the main content of literary reading. Here, the emotional-figurative mastering of the content on the basis of the formed reading skills comes to the fore.

Works, the study of which is expected in high school. They are introduced for introductory (advanced) reading, which allows you to individualize learning and enrich the reader's experience (out-of-class reading)

The content of the training, the range of reading has not changed much. According to the genre-species features, the educational material is presented in different aspects. At the same time, a system is set for the sequential development of genres from class to class: fairy tales, stories, poems (Grade 1); jokes, counting rhymes, riddles, fairy tales about animals, literary tales (Grade 2); everyday fairy tale, game folklore, stories, lyrical works (Grade 3); lullaby poetry, fairy tale, essays, dictionary entries (Grade 4)

The program consists of 5 parts:

1. Reading circle.

2. Reading skill.

3. Major works and books, literary propaedeutics.

4. Speech and creative activity.

5. Reading hygiene

The modern system of teaching reading involves an indispensable the transition of all students to independent activity with a book. In this regard, teaching reading contains an important section - extracurricular reading, the purpose of which is to develop in younger students the knowledge of children's books, selective interest in books, the desire and ability to consciously choose them and read meaningfully. The formation of the type of correct independent reading activity should be controlled by the teacher.

Type of correct independent reading activityti- this is the reader's ability to purposefully comprehend and master books before reading, while reading and after reading to choose with their help what he likes and needs, what not; what is interesting, what is boring, what he wants, but cannot yet, and what he does not want, although he can, etc. Reading under the supervision and control of the teacher should lead to independent reading for children those. individual reading, without direct outside help, to the child's communication with the accessible world of books, in the process of which the child makes a conscious choice of a book and reads it according to all the rules.

The organization of educational material for extracurricular reading lessons implies the priority of certain areas:

The preparatory stage of reading - fairy tales and stories. The second year of study is a scientific and artistic fairy tale, works about nature.

The third year of study - stories, a literary fairy tale. The fourth year of study is a history book, adventures and travel, poetry.

Improving reading skills is carried out systematically on the material of folklore and works of children's literature, the content of which, according to the authors, is aimed at developing speech pronunciation skills, mastering the language and artistic features of the text. The process of improving reading skills is determined by the use of methods and techniques aimed at developing reading skills: vocabulary work, selective reading, setting a learning task before reading, purposeful rereading, reading by roles and faces, the use of combined reading “teacher-student”, “student- teacher”, etc.

Formation of practical methods of mastering the text and literary representations occurs in the process of reading and analyzing works that are samples with given design and artistic features. A brief commentary is gradually introduced, which clarifies the ideas about the fact or phenomenon being studied and has an explanatory or instructive character.

Literary propaedeutics is for informational purposes. Analytical skills are based on literary representations and are a guideline for practical actions. Elements of terminology are introduced and mastered at the practical level of distinction, comparison, choice. For example, highlighting rhyme, poetic text. Distinguishing elements of a fairy tale narrative in the process of reading a work: beginnings, repetitions, ending. Distinguishing when reading tongue twisters and riddles, etc.

Literary reading and literary conversations are the main organizational form of work. Reading, analysis of the work, acquaintance with the book are accompanied by a commentary involving information about the time of creation of the work or book, stories from the life of the writer, his literary environment, about the events of history and culture that are associated with books, writers, works, etc. These forms works are built on the basis of expressive reading, the culture of interaction between a more experienced reader and his interlocutors and the use of all methods of studying a work and a book available to younger students.

The complex of methods that ensure the effective mastering of the training program includes the entire arsenal of methods accumulated by domestic methodological science: the emotional-conceptual method, the method of explanatory reading, literary reading, reading-considering and creative reading. Their consistent introduction and reasonable combination is determined by the level and nature of students' preparation, the specifics of the educational material of books and works, the idea of ​​the lesson, and the teacher's creative approach to the implementation of the program.

The practical implementation of the training program is focused on the leading component of the reading preparation of a younger student - the formation of reading skills, since this level makes it possible to carry out independent reading activities of a certain nature.

The periodization of training is built taking into account the principle of concentrism. For each period, the leading system of skills is determined, which corresponds to the peculiarity of reading skills, namely:

in the preparatory period, the reading technique from the zero level to reading aloud at a rate of 40 words per minute with stable syllabic reading with the transition to the combined method of SG + TS (syllables + whole words) determines independent mastering of the text at the actual level and the possibility of acquaintance with literature based on listening and reading-consideration (Grade 1);

in the main period, the formation of reading aloud in whole words at a rate of 40 to 60 words per minute with a predominance of the rate of reading to oneself over the rate of reading aloud determines the possibility of independent mastering of the content of the text at the semantic level (grades 1-2);

the rate of reading 60-90 words per minute aloud and mastering a productive way of reading to oneself makes it possible to master certain methods of in-depth understanding of the text and the choice of books in accordance with situational reading preferences, to carry out independent reading of books without the direct participation of the elder (grades 2-3);

in the final period, the formation of the rate of reading 80-110 words per minute aloud and the development of a systemic productive way of reading to oneself make it possible to move on to an in-depth understanding of the text and purposeful independent choice and reading of books according to assignments and interests (grades 3-4).

The transition from one stage to another is determined by program requirements, taking into account the fact that the process of developing knowledge, skills and abilities is of a mobile nature. Reading skills are personality-oriented and directly depend on the book environment, culture-forming environment at school and at home.

2. Scientific basis of the method of teaching reading

The modern methodology for organizing classroom reading is based on theoretical principles developed by such sciences as literary criticism, psychology, and pedagogy. For the correct organization of reading, the teacher must take into account the specifics of a work of art, the psychological foundations of the reading process at different stages of education, the characteristics of perception and assimilation of the text by younger students, etc.

Literarybasics analysis of a work of art. Reading books include both fiction of various genres and popular science articles. The objective content of any work is reality. In works of art, life is represented in images. The figurative form of reflection of reality is a significant difference between a work of art and a scientific work. In this case, the image is understood as “a generalized reflection of reality in the form of an individual”, i.e. the image is characterized by two leading features: generalization and individuality. In the center of a work of art, most often there is a person in all the complexity of his relationship with society and nature.

In a literary work, along with objective contentniem, always takes place and subjective assessment by the author events, facts, human relations, etc. This subjective assessment is also conveyed through the image. The very selection of life situations in which the protagonist finds himself, his actions, relations with the surrounding people and nature, bears the author's assessment.

The above provisions on the figurative form of reflection of reality in a work of art, on the transfer of the objective and subjective in a specific material are of great theoretical and practical importance for the methodology. First of all, when analyzing a work of art, the teacher assigns a central place to the disclosure of the motives for the behavior of the characters and the author's attitude to the depicted. Secondly, in a work of art, events of a certain historical period are described, and not the life of people in general, outside of time and space. Therefore, a correct reading of the text, a correct understanding of the motives for the behavior of the characters, a reliable assessment of the facts and events are possible under the condition of a historical approach to the depicted in the work. With regard to primary school, this means, on the one hand, the need for a brief introduction of students to the time reflected in the work, on the other hand, the development of an evaluative approach in students to the actions of characters, taking into account temporal and social factors. Thirdly, it is advisable to acquaint younger students with the life of the writer, his views, since in a work of art the author seeks to convey his attitude to the depicted life facts, social phenomena, specific representatives of society.

The educational significance of a work, the power of influence on the reader are determined by its ideological orientation and artistic merit. Therefore, when analyzing a work of art, it is important to teach students to look for this ideological orientation. For the correct organization of work on a work of art, it is necessary to proceed from the position of the ratio of we and content. The form of a literary work is, in general, the writer's way of depicting reality. He selects the phenomena of reality and, in accordance with his idea, tells about life using a figurative form. This is how form and content interact. This interaction permeates all components of the work, including images, composition, plot, visual means. Therefore, at analysis denia in the complex its specific content, images, artistic means of depiction are considered. The methodology for analyzing a work of art in primary school cannot but take into account psychological characteristics perceptions of children of primary school age. Psychologists note the perception of a work as a cognitive act, but along with the cognitive, the perception of a work also includes an emotional and aesthetic component. When studying the psychological characteristics of the perception and evaluation of literary heroes by younger students, it was found two types of attitude to literary heroes: 1) emotional, which is formed on the basis of a specific operation with figurative generalizations; 2) intellectual-evaluative, in which students use moral concepts at the level of elementary analysis. When evaluating the characters in the work, students operate with those moral concepts that are in their personal experience. The number of evaluative moral concepts among younger students is limited. More often than others, they name such moral qualities as courage, honesty, diligence, kindness. Children experience significant difficulties in characterizing heroes because they do not know the appropriate terminology. In this regard, they are more willing to use a description of a specific manifestation of quality, rather than its definition using a term. The task of the teacher is to constantly introduce words into the speech of children that characterize the moral, intellectual, emotional qualities of the characters when analyzing the work.

Psychologists identify several levels of understanding of the text.

The pedagogically expedient organization of reading activity, taking into account age characteristics, creates the basis for the emergence of new personal properties under the influence of reading, in particular, reader independence.

Reader independence- this is a personal property, which is characterized by the reader's motives that encourage him to turn to books, and the system of knowledge, skills and abilities that allow him to realize his motives. An objective indicator that the reader's independence has been formed should be considered a stable need and ability to read books by conscious choice.

In addition to the general features of children's reading noted above, other characteristics associated with age gradation are also known. So, for primary school students, due to the special intensity of the process of personality formation, a clear differentiation of interest in books of a certain content and volume is characteristic - from year to year, from class to class. At the age of 6-7, situational interest prevails. At this time, children are equally attracted to poems, fairy tales, and stories. At 8-9 years old, they are especially fond of books about nature. The teacher, as a qualified reader, should not lose sight of the undesirable "growing pains". At 6-7 years old, this is block memorization, which is often taken by the leader for awareness and fullness of perception. At the age of 8-9, readers do not merge into a single process understanding and emotional perception. At 9-10 years old, children should be prevented from overestimating reference literature (encyclopedias, explanatory dictionaries, etc.), which entails a superficial "knowing-all".

The method of teaching reading, based on literary and psychological provisions, determines the order and content of work on reading and speech development in the primary grades.

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. Zuckerman. 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."

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 he is surrounded by 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 elementary school 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 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. .

Learning activity is motivated by various motives. The child has a desire for self-development and a cognitive need. This is an interest in the content side of educational activity, in what is being studied, and interest in the process of activity - how, in what ways results are achieved, educational tasks are solved. . But not only the result of educational activity, assessment motivates a small student, but also the process of educational activity itself: the development and improvement of oneself as a person, one's talents, abilities. A schoolchild, becoming the subject of cognitive activity in the general system of educational influences, at the same time acquires personal properties and a personal attitude to what he does and to the learning process as a whole. .

The peculiarity and complexity of the educational and cognitive activity of the school period lies in the fact that it is carried out mainly in conditions of direct communication with teachers and students of the class and school. Initially, younger students rely entirely on the opinion of the teacher. They look at the teacher's attitude towards different students and may even adopt this attitude. But in the process of communicating with their classmates and learning activities, younger students are already more critical of themselves. They begin to evaluate both bad and good deeds. Although still "the central place in the educational process is the communication of the student with the teacher" .

At primary school age, the most favorable opportunities are formed for the formation of moral and social qualities, positive personality traits. The pliability and well-known suggestibility of schoolchildren, their gullibility, their tendency to imitate, the enormous authority enjoyed by the teacher, create favorable conditions for the formation of a highly moral personality.

The predominant type of thinking is visual-figurative, and the process of holistic perception is still not sufficiently formed, attention is often involuntary. First-graders pay attention to what stands out brighter: size, shape, color or color.

The child still has a long and thorny path of schooling, during which he will learn new subjects, new skills, new skills. He will improve himself and develop his abilities, but the foundations for their further formation are laid precisely in the first years of study.

1.2 Psychological approach to understanding the essence of reading

The development of educational and cognitive interests is of great importance for academic performance (the success of educational activities). How should the educational process be built in order to ensure the development of educational and cognitive interests?

The first thing to start with is to use the attitude with which young students come to school. The main source of acquiring knowledge of schoolchildren is reading. It is necessary to organize reading aloud by the first grader until they master the reading technique well.

In everyday consciousness, two different skills are often confused - the ability to learn, which the child has yet to acquire, and the ability to read. This confusion occurs among those who reduce the goals of reading lessons to the practical task of teaching reading skills.

The conscious nature of learning makes it the first task for students to understand the significance of what they are learning. In the lower grades, first of all, there is an understanding of the meaning of what you need to learn to read, to learn to understand what you read.

Along with this, there is an understanding of the meaning and that, having learned to read, you can read interesting books yourself, without waiting for your elders. Reading becomes effective and practically necessary for schoolchildren.

The main task of students in grades 1-2 is to practically master the concept of "point of view", to learn to find the point of view of storytellers and heroes in the works.

To do this, students need to master the following skills:

1. Inclusion and emotional empathy;

2. Work with the text under the guidance of the teacher in the position of the reader;

3. Creation of one's own statement in the position of the author (composition, story on behalf of the hero, story about one's own life).

These types of skills remain leading for all education in primary school, but gradually become more complex.

Students in grades 3-4 are able to independently understand the idea of ​​the work, they can separate their own reader's position and the position of the author.

In order to use certain indicators to assess the level of development of the reading activity of students, it is necessary to correlate their results with some reference values.

The reading process includes two sides: one, which finds its expression in the movement of the eyes and in speech-sound-motor processes, and the other, expressed in the movement of thoughts, feelings, intentions of the reader, caused by the content of what is read. In the process of learning to read, the sound and visual forms of a word are connected by its semantic content into a single image. Training on sound fusions and sound combinations leads to the fact that the child learns the formal laws of constructing words in the Russian language and learns to read aloud easily and fluently, absolutely not understanding the meaning of the text being read.

Reading is one of the basic skills, the development of which largely determines the success of a student's education. The effectiveness of working with a wide variety of texts depends on the methods of semantic processing involved by the reader for his understanding. Shibaeva L.V. believes that high-order reading skills are a complex system containing both elementary operations of sign encoding, deciphering grammatical structures, and complex ways of semantic interpretation of the main text, author's position, etc.

Reading technique, formed at the level of high-order skills, is an essential prerequisite for a developed reading activity. In the conditions of school education, the low level of reading skills among schoolchildren will constantly make itself felt in educational and extracurricular situations already in primary school.

Professor Davydova A.V. believes that poor reading skills often cause students to fail in other subjects. Shortcomings in reading not only make it difficult to understand what is being read, but also cause in children a dislike for reading, as a result of which the mental development of the child is retarded.

What is the importance of reading in the educational activities of the child and in his life in general? “Reading,” wrote the most prominent representative of the national teaching methodology N.F. Bunakov, is the main tool of the elementary school, with which it can act both on the mental and moral development of its students.

As Goretsky V.G. wrote: “Reading is an inexhaustible source of enrichment with knowledge, a universal way to develop a child’s cognitive and speech abilities, his creative powers. A powerful means of educating moral qualities. Reading is also something that is taught to younger students, through which they are brought up and developed; this and that by means of which children learn the majority of educational subjects.

The development of the skill of reading as a type of speech activity occurs from an expanded loud speech form of reading aloud to reading to oneself, carried out as a mental action that takes place in the inner plane. Reading skills are formed not only as a type of speech and mental activity. As a means of self-education and self-development, but also as a complex set of skills that has a general educational character. A modern child today perceives a lot of different information, which has a great influence on the formation and development of his mind and culture. To cope with such a flow of information is possible only by acquiring some stock of basic knowledge and developing such qualities as independent thinking, criticism, and creative imagination. Reading is an important means that makes this goal possible and achievable.

Teacher Tsvetaeva L.S. states that reading is now regarded as one of the highest intellectual functions. Reading is a complex mental process, and above all the process of semantic perception of written speech, its understanding.

The complexity of the structure of reading and the difficulties of its study led to the emergence of different aspects in its study.

Some foreign researchers consider reading from the standpoint of its uniqueness. R. Strong considers reading as a process that includes communication, vision, listening and writing. A. Gates considers reading as a process that includes all kinds of thinking, imagination, as well as emotional processes.

Research into the problem of the interaction between reading technique and comprehension, research into the genesis of reading, its psychological structure at different stages of mastering reading, research into the issues of teaching reading, the role of reading material (text), its characteristics in reading - recognition and understanding of the text - these are sociopsychological and linguistic studies.

A special place in a number of these areas is occupied by the study of the problem of interaction between the structure of reading, its technique and understanding of what is read. Works have appeared in which the question of the relationship between the sensorimotor and semantic levels in reading was discussed. In the works of J. Morton, it was shown that in an experienced reader, the sensorimotor side is subordinated to the main task of reading, its goal is understanding.

There is a general position, which was expressed in the works of S.L. Rubinstein, who wrote that any text is only a condition of mental activity: what is objectively contained in the text can also acquire a subjective form in the reader’s head, and this subjective form of existence is the result of the reader’s own mental activity.

Let us first turn to the analysis of eye movements during reading. Is it possible to imagine the movement of the eyes in the form of strictly sequential, rhythmic movements carried out, supported by the letters of the text. Eye movement during reading is irregular. The speed of eye movement is so great that the possibility of reading at this moment is excluded. The process of reading is carried out at the moment of stops (fixations) of the eyes.

The ratio of different eye movements - forward and backward through the text, stops - is not constant and varies depending on various factors - the text itself, reading conditions, reader's attitudes, the reader's ability to penetrate the meaning. All this indicates the complexity of visual perception in the structure of reading.

Visual processes in the act of reading cannot be regarded as some separate formations: they are subordinated to the main task of reading - the reflection of the content contained in the story.

Unmistakable perception is the main condition for the correct understanding of what is being read. The independent focus of the reader on the understanding of the author (i.e., on the search for author's assessments related to the inner world of the characters) and a positive emotional and evaluative attitude towards the text being read are essential points that characterize a developed reader's activity.

In order to avoid different interpretations of the term "reading skill", it is important to stipulate what content is embedded in it. V.G. Goretsky and L.I. Tikunova believe that the complex of skills, which in school life is called “reading skill” for brevity, can be represented in general terms by the following scheme (Fig. 1):

Fig.1 A set of skills in teaching reading.

The leading place in this complex is occupied by such a component (quality) as awareness, understanding of what is being read. All other components of reading skill constitute its technical side, or what is meant by reading technique. It is subject to the semantic side, understanding. The quality of the reading skill, the level of its formation is not only the result of reading classes, it is not only the product of classroom and extracurricular reading lessons, but also the student's reading of various text materials in the lessons in all other academic disciplines.

The book teaches only when the student knows how to work with the book, knows how to read. From the ability to read, i.e. to understand what they read, both upbringing and mental development largely depend.

Teacher G.G. Granik and other scholars consider working with a book primarily as learning to understand its content.

Reading speed;

memorization;

Understanding and acceptance of the text being read.

Reading speed should be in the optimal range, taking into account the age and dynamics of the mental activity of students. When determining the speed of reading, it must be borne in mind that it depends on temperament. For example, in an introvert, it can be slow. It is not always desirable to speed it up, because. in this case, the understanding of the text may suffer. Comprehension is one of the main indicators of text processing.

Teacher Kudina G.N. believes that in order to determine the level of reading activity, the focus on the author's assessments is in a certain sense more important than the focus on the inner world of the characters, since the latter appears as the general mental development with age, and the former can arise only as a result of purposeful teaching of literature. Understanding a work requires mastering the way the reader works with the text.

In the emotional-evaluative attitude of the reader to the story, one can single out: a general assessment (positive or negative) and modal-specific emotional reactions (joy, sadness, anxiety). Younger students, trying to explain their positive attitude, give answers like "like" because it's "interesting" and "interesting" because it's "good". Those children who give meaningful answers do not always adequately interpret the text, which indicates the absence of a direct connection between the understanding of the story and the attitude towards it.

The main indicator of the development of the reading activity of schoolchildren can be considered the success of understanding the author by readers, and additional - the orientation of readers to understanding the author's assessments and a positive attitude towards the text.

1.3 Psychophysiological characteristics of the reading process

Reading is a complex process. An adult, experienced reader does not notice the elementary actions that make up the reading process, since these actions are automated, but a 6-year-old child learning to read does not yet combine all elementary actions into one complex one, for him each element is an independent action, often - very difficult, requiring not only strong-willed, intellectual, but even great physical effort.

An experienced reader does not stop his gaze at every letter and even at every word: 2-3 words fall into his "reading field" at once, fixed by a brief stop of the eyes. It has been established that the reader's gaze moves along the line in jerks, stopping on the line 3-4 times. Awareness of the text occurs during stops. The number of stops depends not only on the experience of the reader, but also on the difficulty of the text.

An experienced reader does not need to read aloud: quiet reading proceeds 1.5-2 times faster than loud reading, understanding of the text turns out to be even higher, since when reading quietly, the reader has the opportunity to “run” the text much ahead with his eyes, return to individual places of what he read, reread them ( work on readable text).

a) The “reading field” of a novice reader covers only one letter in order to “recognize” it, often he compares it with others; reading a letter arouses in him a natural desire to immediately pronounce a sound, but the teacher requires him to pronounce a whole syllable - therefore, he has to read at least one more letter, keeping the previous one in memory, he must merge two or three sounds. And here for many children lie considerable difficulties.

After all, to read a word, it is not enough to reproduce the sounds that make it up. The process of reading proceeds slowly, since in order to read a word, it is necessary to perform as many acts of perception and recognition as there are letters in the word, and besides, you still need to merge sounds into syllables, and syllables into words.

b) The eyes of a novice reader often lose a line, as he has to go back, reread letters, syllables. His gaze is not yet accustomed to moving strictly parallel to the lines. This difficulty gradually disappears as the scope of the student's attention expands, and he perceives at once a whole syllable or a whole word.

c) A beginner to read does not always easily understand the meaning of what he has read. Great attention is paid to the technical side of reading, to each elementary action, and by the time the word is read and pronounced, the student does not have time to realize it. Understanding the meaning is torn off from reading, "recognition" of the word does not occur simultaneously with its reading, but after. The school pays great attention to the consciousness of reading. It is enhanced by pictures, questions and explanations of the teacher, visual aids; reading aloud contributes to awareness, auditory stimulus supports the visual perception of the word and helps to understand its meaning. And yet, poor reading awareness is one of the main difficulties in teaching literacy.

d) It is typical for an inexperienced reader to guess a word either by the first syllable, or by a picture, or by context. However, attempts to guess the words, although they lead to errors in reading, indicate that the student seeks to read consciously. (Guesses are also characteristic of an experienced reader, but his guesses rarely lead to errors.) Errors caused by guesses are corrected by immediate reading by syllables, sound-letter analysis and synthesis.

The greatest difficulty in teaching reading is the difficulty of sound fusion: children pronounce individual sounds, but they cannot get a syllable.

The main and, in fact, the only effective way to overcome the difficulty of sound fusion is syllabic reading. Setting the syllable as the unit of reading can minimize the difficulty of sound fusion.

As you can see, the process of reading for a first grader is a complex, very difficult process, the elements of which are not only very loosely interconnected, but also carry independent, their own difficulties. Overcoming them and merging all the elements into a complex action require great volitional efforts and a significant amount of attention, its stability.

The key to success in learning is the development in the child of such important cognitive processes as perception, memory, thinking and speech.

Such an organization of learning, in which each student is included in an active, largely independent cognitive activity, will develop the speed and accuracy of perception, stability, duration and breadth of attention, the volume and readiness of memory, flexibility, logic and abstractness of thinking, complexity, richness, diversity. and correct speech.

The development of a student is possible only in activity. So, to be attentive in relation to the subject means to be active in relation to it: "What we call the organization of the student's attention is, first of all, the organization of the specific processes of his educational activity."

In the modern school, a sound analytical-synthetic method of teaching literacy has been adopted. Special studies and experience show that children coming to grade 1, especially from kindergarten, are mentally ready both for the perception of individual sounds and for analysis and synthesis as mental actions.

During the period of learning to read and write, great attention is paid to the development of phonemic hearing, that is, the ability to distinguish between individual sounds in a speech stream, to distinguish sounds from words, from syllables. Students must “recognize” phonemes (basic sounds) not only in strong, but also in weak positions, to distinguish between phoneme sound variants.

But at school, the requirements for phonemic hearing are very high: schoolchildren are trained in decomposing words into sounds, in isolating a sound from combinations with various other sounds, etc.

Phonemic hearing is necessary not only for successful learning, but also for developing a spelling skill: in Russian, a huge number of spellings is associated with the need to correlate a letter with a phoneme in a weak position (Russian spelling is sometimes called phonemic).

The development of phonemic hearing also requires a highly developed auditory apparatus. Therefore, during the period of literacy training, it is necessary to conduct various auditory exercises (development of auditory perceptions).

The basis of teaching both reading and writing is the speech of the children themselves, the level of its development by the time they enter school.

Chapter II . Theoretical foundations of teaching reading to children of primary preschool age

2.1 Comparative and critical review of methods of teaching reading

2.1.1 Overview of methods and principles for teaching a child to read

Each age comes up with its own methods of teaching reading. Then he forgets them in order to “rediscover” and admire them again after a few decades. Each has its own charm. However, let's look at all this diversity.

There are two main, fundamentally opposite methods of teaching reading. One is called the whole word method, the other is called the phonological method.

For a long time there were discussions on the topic of whether it is necessary to teach phonetics at all. By 1930, a number of studies were carried out on this topic, and everyone came to the conclusion that phonetics is necessary, the only question is how and in what volume to give it to children.

For example, such an experiment was set up. A group of children was divided in half, and the first subgroup was taught to read using the whole word method, the second - using the phonological method. When the children began to read, they were tested. At the first stage, children from the first group read aloud and to themselves better. “Phonological” children coped with unfamiliar words more easily and by the end of the second grade they outstripped their classmates in terms of perception and vocabulary richness.

According to the observations of scientists, "whole-word" children made typical mistakes. For example, when reading a caption under a picture, they replaced words that were similar in meaning. Instead of "tiger" they could say "lion", instead of "girl" - "children", instead of "car" - "wheels". The desire to assign a word to a strictly defined meaning led to the fact that for the entire year of study, these children could not learn to read new words without someone's help.

In fairness, it must be said that "phonological" children experienced difficulties in reading those words where the letters were rearranged or replaced with similar ones.

Thus, it became clear that phonetics is necessary for most young readers. Recent studies have confirmed that people spell words. But due to the fact that this process occurs instantly, it seems that we perceive the word as a whole.

Going further in research, psychologists realized that reading is the pronunciation of a text to oneself. Proponents of the theory of perception of the text as a whole believed and still believe that we perceive words from the text directly. But experiments have shown that the same part of the brain is involved during reading to oneself as when reading aloud.

Oddly enough, you can learn to read without knowing the alphabet. Followers whole word method urge not to teach the child letters. And only recently the final conclusions of scientists became known: only knowledge of letters makes the process of learning to read as successful as possible.

An experiment was carried out. The children were shown cards with words. Only in one group these words were captions under the pictures, while in the other the same words were given without illustration. Each group was presented with the same four words. Then the children were connected, the cards were mixed and shown again. It turned out that children learn words only on those cards from which they learned. That is, a child who memorizes words with an illustration is much less likely to recognize the graphic appearance of a word than one who memorizes the spelling in its “pure form”.

This indirectly confirms the fact that the alphabet is necessary. But the main thing is not what the letters are called, but what they stand for. Children should not only know the names and sequence of letters, but learn to pay attention to the letters, perceive them as part of a whole.

Also, the alphabet is an abstract code. The kid, who had previously dealt with real things, begins to use symbols, and this is the first step towards the development of abstract thinking.

There cannot be one universal method of teaching reading in any language. But the general approach may be: to start learning with an understanding of letters and sounds, with phonetics. This principle works in almost any language. Even in China, where hieroglyphs are traditionally used in writing, for the past 50 years, children have been first taught to read words using the Latin alphabet, and then they move on to traditional writing.

In Russian, most words are read as they are written. The exception is cases of the so-called "laziness" of the language, when the historical appearance of the word is changed by the modern pronunciation ("malak" instead of "milk", "krof" instead of "shelter", "sun" instead of "sun", etc.) But even if we will read as it is written - it will not be a mistake and will not change the meaning.

A few decades ago, the technique was the same: first, children learned the names of letters, then sounds, and then combined the letters into syllables. The difficulty was that the first-graders for a long time could not learn the difference between how the letter is called and how it is pronounced. The syllables turned out to be long, and it was very difficult for the child to keep several letters in his head. In recent years, it has been successfully used principle of warehouses - phonemes. There are not so many warehouses in Russian, and it is convenient to manipulate them.

So, we found out that a child needs to know phonetics. But this does not mean that the child should memorize boring rules and distinguish between qualitative and quantitative reduction. The main thing that needs to be maintained is an interest in learning. And there is only one rule: the child is interested as long as his capabilities coincide with the tasks set.

It is necessary to make sure that the child succeeds, so that his successes are obvious. For example, take for mastering a couple of dozen words denoting objects in the house. If you hang tablets with words on these objects, the child will soon begin to recognize familiar inscriptions. Then you can play a "guessing game", a loto with the same words - and the child will feel confident in his abilities. Only against the background of positive emotions will further training be effective.

Let's take a closer look at the methods of teaching reading.

Phonetic method. The phonetic approach is based on the alphabetical principle. It is based on teaching the pronunciation of letters and sounds (phonetics), and when the child accumulates sufficient knowledge, he moves on to syllables, and then to whole words. There are two directions in the phonetic approach:

Method of systematic phonetics. Before reading whole words, children are taught in sequence the sounds corresponding to the letters and are trained to connect these sounds. Sometimes the program also includes phonetic analysis - the ability to manipulate phonemes.

Method of internal phonetics focuses on visual and semantic reading. That is, children are taught to recognize or identify words not through letters, but through a picture or context. And only then, analyzing familiar words, the sounds denoted by letters are studied. In general, this method has a lower efficiency than the method of systematic phonetics. This is due to some features of our thinking. Scientists have found that reading ability is directly related to the knowledge of letters and sounds, the ability to distinguish phonemes in oral speech. These skills in the initial learning to read are even more important than the general level of intelligence.

linguistic method. Linguistics is the science of the nature and structure of language. Part of it is used in teaching reading. Children come to school with a large vocabulary, and this method suggests that they start learning with words that are often used, as well as those that are read as they are written. It is on the example of the latter that the child learns the correspondence between letters and sounds.

Whole word method. Here, children are taught to recognize words as whole units, without breaking them down into components. In this method, neither the names of letters nor sounds are taught. Show the child the word and say it. After 50-100 words have been learned, he is given a text in which these words often occur.

In Russia, this method is known as the Glenn Doman method. Proponents of early development were fond of it in the 90s.

Whole text method. In some ways it is similar to the method of whole words, but it appeals more to the language experience of the child. For example, a book with a fascinating plot is given. The child reads, meets unfamiliar words, the meaning of which he needs to guess with the help of context or illustrations. At the same time, not only reading is encouraged, but also writing your own stories.

The purpose of this approach is to make the reading experience enjoyable. One of the features is that phonetic rules are not explained at all. The connection between letters and sounds is established in the process of reading, in an implicit way. If a child reads a word incorrectly, they do not correct it. The overriding argument is that reading, like learning to speak a language, is a natural process, and children are able to master all the subtleties of this process on their own.

Zaitsev's method. Nikolai Zaitsev defined the warehouse as a unit of language structure. A warehouse is a pair of a consonant and a vowel, or a consonant and a hard or soft sign, or one letter. Warehouses Zaitsev wrote on the faces of the cubes. He made the cubes different in color, size and sound they make. This helps children feel the difference between vowels and consonants, voiced and soft. Using these warehouses, the child makes up words.

The technique refers to phonetic methods, because a warehouse is either a syllable or a phoneme. Thus, the child learns to read immediately by phonemes, but at the same time unobtrusively receives the concept of letter-sound correspondences, since on the faces of the cubes he encounters not only warehouses, but letters “one by one”.

Moore method. Moore begins by teaching the child letters and sounds. He introduces the child to the laboratory, where there is a special typewriter. She pronounces sounds, as well as the names of punctuation marks and numbers, when you press the corresponding key. At the next stage, the child is shown combinations of letters, for example, simple words, and asked to type them on a typewriter. And so on - write, read and print.

Montessori method. Maria Montessori gave children the letters of the alphabet and taught them to recognize them, write and pronounce them. Later, when the children learned to combine sounds into words, she suggested combining words into sentences.

2.2 Techniques for teaching reading

The primary task of the teacher is to provide intensive improvement in the reading of students. Younger students must master holistic reading techniques, i.e. reading with words that contribute to the fusion of the technical side of reading and reading comprehension into a single process, master the so-called tempo reading and, by the end of primary school education, master conscious and expressive reading at an approximate rate of 90-100 words per minute and above.

In pedagogical technologies, no matter how scientifically substantiated and tested they are in themselves, the personal factor always has a great, and sometimes decisive, significance. It is no coincidence that the great teacher V.G. Belinsky noticed that even the oldest (i.e. known) can look and be new if you are a person with your own opinion, approach, and your way of expressing the oldest should give the character of novelty.

When teaching children the skills of conscious reading, the psychological and physiological nature of reading should be taken into account. To do this, the teacher in his work on teaching reading uses sets of exercises. Among the traditional complexes there are those that have already been used by teachers - innovators. For example,

Buzzing reading. Buzz reading is reading when all students read aloud at the same time, in an undertone. Weekly five-minute reading. Each child has a book on the desk (an art book with a bookmark). And any lesson - whether it be reading, Russian, mathematics, work, start with the fact that the children open the book, read for 5 minutes in the buzzing reading mode, mark with a pencil to what point they have read, put a bookmark, close the book. And then there is the usual lesson.

phonetic charging. The purpose of this exercise: the formation of a culture of sound speech, that is, clear articulation, proper breathing, clear pronunciation; development of visual memory; formation of the ability to merge sounds into syllables, get words by adding the missing part of the word to the syllables; the formation of the ability to hear sound, which makes it possible to absolutely correctly write from dictation. Exercises and games for phonetic charging are given in Appendix 1.

When teaching reading, one should take into account the fact that the pace of reading in younger students can slow down such a phenomenon as regression. In practice, the teacher should use exercises that eliminate this phenomenon. (Annex 2)

Games and exercises are replaced by speech exercises. Speech charging develops a clear pronunciation, correct articulation, attention. Expressiveness is a single pace of reading, memory, enriches speech. The material for speech exercises can be tongue twisters, nursery rhymes, quatrains.

Tongue twisters are first read silently, only with eyes without articulation, then silently, but with articulation, loudly but slowly, and finally loudly and quickly three times, each time increasing the pace of reading. (Annex 3)

When teaching reading, much attention should be paid to the use of voice power (loudly, quietly, in a whisper), and the teacher must show an increase or decrease in voice power, tempo with the help of hands (by conducting). (Appendix 4.)

It is advisable to use numerical and alphabetic pyramids. Purpose: fixation of vision on the middle line or number series and reading syllables.

In grades 2 and 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, two tasks are solved: the field of clear, vision expands and the preliminary pronunciation of difficult words. For example, in the tale of G.Kh. Andersen "Five from one pod" we can distinguish the following words that are difficult to read: stale,

cheered up,

blooming,

Working memory plays an important role in the development of reading technique. You can often observe the following picture: a child reads a sentence consisting of 6-8 words, after reading up to 3-4 words, he forgot the first word. Therefore, he cannot catch the meaning of the sentence, cannot link all the words together. In this case, you need to work on the RAM. This is done with the help of the so-called 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 as follows: if the sentence contains only 2 words “Snow is melting” - 8 letters, then the last sentence of the 18th set consists of 46 letters. 6 sentences from one set are written on the board, then one sentence is displayed, the guys read this sentence silently for a certain time and try to remember it. Exposure time - 4 - 7 seconds. After this time, the sentence is erased and the students are invited to write it down in their notebooks. This was followed by exposure, reading, memorization and recording of the second sentence. It takes from 5 to 8 minutes for 6 sentences of one set. It is recommended to move on to the next set only after almost all children have time to remember and correctly write down the displayed sentences. The main condition for carrying out such work is its systematic nature, i.e. visual dictations should be carried out daily.

In order to improve reading technique and consciousness, dynamic reading is introduced in the second half of grade 2. This is a qualitatively new method: not letters, syllables or words are read, but whole groups of words, blocks; The reader becomes, as it were, a co-author of the text. In dynamic reading with the eyes, words are perceived as pictures. (Appendix 5).

In the course of analyzing the methods and techniques of teaching reading, we came to the conclusion that at primary school age, additional classes are not needed to form the skill of conscious reading. Enough reading lessons, which skillfully carried out a selected set of exercises that form this skill.

MBOU "Irtysh secondary school"

Pedagogical readings

"Techniques for teaching semantic reading"

Primary school teacher

Frick N.G.

2016

“These kind people do not even suspect what

Labor and time worth learning to read. I

I myself used it for 80 years and I can’t say everything,

To fully achieve the goal"

I. Goethe

Target: formation of semantic reading skills when working with textual information.

Tasks:

1. Introduce teachers to meaningful reading strategies.

2. To deepen the knowledge of teachers about the methods and techniques of semantic reading.

The global processes of informatization of society - the exponential increase in the amount of textual information every year, the presentation of new requirements for its analysis, systematization and speed of its processing - have placed theorists and practitioners in the field of education with the need to develop new approaches to teaching reading.

Now there is an information explosion and at the same time an information crisis. Contradictions appear between the limited abilities of a person to perceive and process information and the existing powerful flows of information. It is necessary to prepare students for the rapid perception and processing of large amounts of information, mastery of modern means, methods and technologies of work. New conditions give rise to the dependence of the awareness of one person on the information acquired by other people. Therefore, it is no longer enough to be able to independently master and accumulate information, but it is necessary to learn such a technology for working with information when decisions are prepared and made on the basis of collective knowledge. The key to success is the ability to extract information from various sources, present it in an understandable form and be able to use it effectively. Therefore, the problem of teaching reading becomes the most relevant in the light of the modernization of general education.

The Federal State Educational Standard, which reflects the social order of our society, emphasizes the importance of teaching semantic reading, and notes that reading in the modern information society is “metasubject” or the nature and skills of reading are universal learning activities. This means that in each subject, work should be carried out on the formation and development of semantic reading skills. In the 21st century, the problem of reading attracts the attention of theorists and practitioners around the world. The ancient Greeks said: "He is illiterate: he can neither read nor swim." Today, reading, along with writing and computer skills, is one of the basic skills that allow you to work productively and communicate freely with different people.

Reading is a multifunctional process. On the one hand, literate reading skills are necessary when working with a large amount of information. This ensures success for adults in work, and for children in school. On the other hand, reading plays an important role in the socialization of students. And finally, reading performs an educational function, forming a person's evaluative and moral position.

The reading process consists of three phases. The first is the perception of the text, the disclosure of its content and meaning, a kind of decoding, when a common content is formed from individual words, phrases, sentences. In this case, reading includes: viewing, establishing the meanings of words, finding correspondences, recognizing facts, analyzing the plot and plot, reproduction and retelling. The second is the extraction of meaning, the explanation of the facts found by attracting existing knowledge, the interpretation of the text. Here there is ordering and classification, explanation and summation, distinction, comparison and comparison, grouping, analysis and generalization, correlation with one's own experience, reflection on the context and conclusions. The third is the creation of one's own new meaning, that is, the appropriation of acquired new knowledge as one's own as a result of reflection.

Semantic reading is a type of reading that is aimed at understanding the semantic content of the text by the reader. In the concept of universal learning activities (Asmolov A.G., Burmenskaya G.V., Volodarskaya I.A., etc.), semantic reading actions related to:

understanding the goal and choosing the type of reading depending on the communicative task;

definition of primary and secondary information;

formulating the problem and the main idea of ​​the text.

AT scientific literature“semantic reading strategies” are understood as various combinations of techniques that students use to perceive graphically designed textual information and process it into personal-semantic attitudes in accordance with the communicative-cognitive task. The essence of semantic reading strategies is that the strategy is related to choice, functions automatically at the unconscious level and is formed in the course of the development of cognitive activity.

Productive Reading Technology.

Stage 1. Work with text before reading

1. Anticipation (anticipation, anticipation of the upcoming reading).
Determining the semantic, thematic, emotional orientation of the text, highlighting its heroes by the title of the work, the name of the author, key words, illustrations preceding the text, based on the reader's experience.

2. Setting lesson goals taking into account the general (educational, motivational, emotional, psychological) readiness of students for work.

2nd stage
Working with text while reading

Primary reading of the text.

1 Independent reading in the classroom or reading-listening, or combined reading (at the choice of the teacher) in accordance with the characteristics of the text, age and individual abilities of students.
Identification of primary perception (with the help of a conversation, fixing primary impressions, related arts - at the teacher's choice).

2. Rereading the text.

Slow "thoughtful" repeated reading (of the whole text or its separate fragments)

Text analysis. Statement of a clarifying question for each semantic part.

3. Conversation on the content of the text.

Summary of what has been read. Identification of the hidden meaning of the work, if any. Statement of generalizing questions to the text, both by the teacher and by the children.
Appeal (if necessary) to individual fragments of the text.

4. Expressive reading.

3rd stage.
Working with text after reading

1. Conceptual (semantic) conversation on the text.
Collective discussion of the read, discussion. Correlation of readers' interpretations (interpretations, evaluations) of the work with the author's position. Identification and formulation of the main idea of ​​the text or the totality of its main meanings.

2. Acquaintance with the writer. Story about a writer. Talk about the personality of the writer. Working with textbook materials, additional sources.

3. Work with the title, illustrations. Discussing the meaning of the title. Referring students to ready-made illustrations. Correlation of the artist's vision with the reader's idea.

4. Creative tasks based on any area of ​​students' reading activity (emotions, imagination, comprehension of content, artistic

There are a number of developments in domestic and foreign linguididactics on the formation of various reading strategies, the development of which will significantly improve the quality of processing the read text. Mastering strategies occurs mainly in groups or pairs, which allows students to develop not only speech, but also communicative competence.

Target: to form the ability to purposefully read the educational text. Ask questions and lead group discussions.

1. Update.

Reception "Associative Bush" : the teacher writes a keyword or title of the text, students express their associations one by one, the teacher writes down. The use of this technique allows you to update knowledge, motivate subsequent activities, activate the cognitive activity of students, set them up for work.

2. Pupils silently read a small text or part of a text, stopping at the indicated places.

3. The teacher asks a problematic question on what has been read.

4. The answers of several students are discussed in the class.

5. Pupils make an assumption about the further development of the event.

Drafting
question plan

One of the effective methods of working with text, aimed at developing the ability to highlight the logical and consistent structure of the text.

In the course of work, the student conducts a semantic grouping of the text, highlights the strong points, divides the text into semantic parts and titles each part with a key question.

Student Reminder

highlight the main ideas of the text;

check how they relate to each other;

group the text around the main idea (divide it into semantic parts);

determine the number of points of the plan by the number of main thoughts;

formulate each main idea in the form of a question and write it down as points of the plan;

Chamomile Bloom

One of the main methods of comprehending information isposing questions to the text and finding answers to them .

The most successful classification of questions was proposed by the American psychologist and educator Benjamin Bloom.

The students have fun making a daisy, each of the six petals of which has a different type of question written on it. Work can be individual, pair or group. The goal is to use 6 questions to reach an understanding of the information contained in the text, to comprehend the author's position (in fiction and journalistic texts).

When practicing the technique, it is necessary to indicate to students the quality of questions, filtering out uninformative, random ones.

B. Bloom's classification of questions:

Simple questions. Test knowledge of the text. The answer to them should be a brief and accurate reproduction of the information contained in the text.What was the main character's name? Where does the Volga flow?

Clarifying questions. Bring to the level of understanding of the text. These are provocative questions requiring "yes" - "no" answers and verifying the authenticity of textual information.Is it true that... If I understand correctly, then...

Such questions make a tangible contribution to the formation of the skill of conducting a discussion. It is important to teach them to ask them without a negative connotation.

Creative questions. They imply the synthesis of the information received. They always have a particle WOULD or future tense, and the wording contains an element of forecast, fantasy or assumption.What would happen if... What would change if a person had 4 arms? How do you think the fate of the hero would have developed if he had survived?

Evaluation questions . Aimed at clarifying the criteria for evaluating phenomena, events, facts.How do you feel about... ? What's better? Did you do the right thing...?

explanatory (interpretative) questions. Used to analyze textual information. Start with a word"Why" . Aimed at identifying cause-and-effect relationships. It is important that the answer to such a question is not contained in the text in finished form, otherwise it will go into the category of simple

Practical Issues . It is aimed at application, at finding the relationship between theory and practice.

What would I do if I were the hero?

Strategy #2. Reading in pairs - generalization in pairs.

Target: to form the ability to highlight the main thing, to summarize what has been read in the form of a thesis, to ask problematic questions.

1. Students silently read the text or part of the text chosen by the teacher.

2. The teacher puts the students in pairs and gives clear instructions. Each student alternately performs two roles: speaker - reads and summarizes the content in the form of one thesis; the respondent listens to the speaker and asks him two substantive questions. Next comes the role reversal.

3. The teacher invites all students to the discussion.

Strategy #3: Read and Ask

Target: to form the ability to work independently with printed information, formulate questions, work in pairs.

1. Pupils silently read the proposed text or part of the text chosen by the teacher.

2. Pupils get together in pairs and discuss which key words should be highlighted in the read.(Which words appear most often in the text? How many times? Which words are in bold? Why?

If you were to read the text aloud, how would you make it clear that this sentence is the main one? It's about voicing the phrase. There's an unobtrusive but reliable memorization here.)

3. One of the students formulates a question using keywords, the other answers it.

4. Discussion of key words, questions and answers in class. Correction.

Strategy #4: Double entry diary.

Target: to form the ability to ask questions while reading, critically evaluate information, compare what is read with one's own experience.

1. The teacher instructs the students to divide the notebook into two parts.

2. In the process of reading, students should write down on the left side the moments that struck, surprised, reminded of some facts, caused any associations; on the right - write a concise commentary: why this particular moment surprised you, what associations it caused, what thoughts it prompted.

Strategy #5: Read with notes

Target: to form the ability to read thoughtfully, evaluate information, formulate the author’s thoughts in your own words.

The teacher gives the students the task to write in the margins with icons information according to the following algorithm:

This strategy enables the teacher to create a climate that corresponds to active learning activity, and the student to classify information, formulate the author's thoughts in other words, learn to read thoughtfully.

Strategy #6: Reading with an Euler-Venn Diagram

Target: to form the skills of comparison and classification, structuring information.

1. Pupils read the text, carefully analyzing it.

2. The teacher sets the task - to compare two or more objects, write the comparison data in the form of an Euler-Venn diagram.

Strategy number 7. Senkan.

Target : to develop the ability of students to highlight key concepts in what they read, main ideas, synthesize the knowledge gained, and show creativity.

The teacher offers to write a senkan on the keyword of the worked text.

Senkan - "blank verse", a slogan of five lines (from the French Cing - five), in which the main information is synthesized.

Senkan structure.

Noun (subject).

Two adjectives (description).

Three verbs (action).

Four-word phrase (description).

Noun (paraphrasing of the topic).

Given the strategies of modern approaches to reading, we can recommend the following to teachers:

choose the most rational types of reading for students to learn new material;

to form students' interest in reading by introducing non-standard forms and methods of working with text;

anticipate possible difficulties of students in certain types of educational activities;

increase the level of independence of students in reading as they move forward;

organize various activities of students in order to develop their creative thinking;

to teach self-control and self-organization in various activities.

Types of questions and tasks for texts (mathematics).

There are various types of tasks that allow you to develop and test reading skills.

Multiple choice tasks:

1) choosing the correct answer from the proposed options;

2) identification of variants of statements that correspond / do not correspond

the content of the text / not related to the text;

3) establishing the truth / falsity of information in relation to the content of the text.

Matching tasks:

1) finding a correspondence between questions, titles, statements,

plan points, signs, diagrams, diagrams and parts of the text

(short texts);

2) finding words, expressions, sentences, formulas, diagrams, diagrams, etc. that correspond to the content of the text.

3) correlation of these words (expressions) with words from the text.

Tasks for supplementing information:

1) filling in the gaps in the text with sentences / a few words / one

word/formula.

2) addition (completion) of proposals/proofs.

Tasks "to transfer information":

1) filling in tables / diagrams based on what they read;

2) addition of tables/diagrams based on what has been read.

Tasks "to restore the deformed text":

1) the location of the "mixed up" fragments of text in the correct

sequences.

2) “collect” a rule, an algorithm.

3) "find the mistake"

Tasks with answers to questions can have different target settings and, accordingly, vary in degree of complexity. Depending on the purpose and specific content, questions can be divided into three main groups.

1. Search and purposeful extraction of information (“Common understanding

text" and "Identification of information"):

finding factual material - basically questions who (what)? where? when? for what?

definition of the topic;

identifying information that is not explicitly expressed in the text.

2. Generalization and interpretation of the content of the text (“Interpretation of the text”):

finding the given information in the text;

finding data in the text illustrating a certain thought;

using information from the text to confirm your hypothesis;

establishing semantic links between parts of the text or two

(several) texts;

definition of the main thought (idea) of the text;

correlation of a particular detail with the general idea of ​​the text;

interpretation (commenting) of the title of the text;

formulating a conclusion based on the analysis of the information presented in the text.

3. Evaluation of the content and form of the text, reflection (“Reflection of the content” and “Reflection of the form of presentation of the text”):

comparison of the content of the text with one's own opinion;

correlation of text information with own experience;

substantiation of one's point of view on the basis of previously known information and information from the text;

assessment of the statements contained in the text, taking into account their own knowledge and value system;

definition of purpose, role of illustrations;

"prediction" of the algorithm;

"prediction" of events outside the text, based on the information contained in it;

definition of the genre and style of the text;

Bibliographic list:

1. Kuropyatnik I.V. Reading as a strategically important competence for young people // Pedagogical workshop. Everything for the teacher. - 2012. - No. 6

2. Federal state educational standard for basic general education. // [Electronic resource] http://standart edu.ru/catalog.aspx?CatalogId=959.

3. Bondarenko G. I. Development of semantic reading skills in elementary school / G. I. Bondarenko // Primary school plus: before and after // Electronic resource www.school 2100.ru

4.Klimanova L. Teaching reading in primary grades//School 2007

5. Lvov M.R., Goretsky V.G. Sosnovskaya O.V. Methods of teaching the Russian language in primary school. - M.: 2000

6. Formation of universal educational activities in primary school: from action to thought. Task system: teacher's manual / edited by A.G. Asmolov. - M.: Enlightenment, 201

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.

1. 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.

1. 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.

1. 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.

1. Reading "noisy words"

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

1. Reading lines from the covered upper half.
2. 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.

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

1. "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.

1. "Reading behind the speaker".

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

1. "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

1. "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.

1. "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.

1. "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.

1. "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.

1. "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.

1. "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.

1. "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.

1. "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.

1. "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.)

1. "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.

1. "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.

1. 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.

1. Reading quietly and moderately:

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

1. 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 guess. The following exercises contribute to the development of anticipation:

1. 2-3 proverbs are written on the board. We need to finish them.

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

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

1. Read the riddle with the missing words.

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

1. 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).

1. 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 well-read student 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.