Reading lessons for preschoolers. Reading words, sentences and text

Parents who want to teach a child to read should remember the peculiarities of the stage-by-stage formation of a skill and the need to go through all the stages within each alphabetic topic.
(More detailed methodological comments on teaching reading to preschoolers are given in the brochure “Methodological recommendations for the “Game Book Library”: a primer for preschoolers”)

The issue of developing reading skills is far from being as simple as it may seem to some parents and educators. Reading is one of the most difficult human skills. Therefore, before starting classes, we advise you to carefully read the information that will acquaint you with the main stages in the formation of this skill in children.

Naturally, this is a lengthy process. It breaks up into a number of stages (it is unlikely that you have met a child who, after getting acquainted with the letters, immediately began to read and understand (!) texts). Until this point, the child will have to go through several stages:
Stage 1 - Learn and memorize letters;
Stage 2 - Learning to read syllables of varying degrees of difficulty;
Stage 3 - We read and understand the meaning of the read word;
Stage 4 - We read and perceive the words read as part of some semantic whole: phrases, sentences, text.

Stage 1 of learning - Learn and memorize letters;

The first thing to teach a child is the ability to distinguish one letter from another, recognize them in a variety of graphic images and read. It is advisable not to give children the names of consonants in the form in which they are accepted in the alphabet, but to name the consonant letter as it is read (not "ES", but "C"; not "KA", but "K").

If you decide to introduce your child to letters using the electronic alphabet, then first check whether the names of the letters in this alphabet correspond to these recommendations.
What techniques can be used to help a child remember letters better?

Hang a large picture of the letter, with pictures of objects beginning with it, above your baby's bed or table. The letters must be in his field of vision all day.
Walking the streets, constantly fix the attention of the child on the signs of shops. Let him find among the stylized letters those which are already known to him. A very good trick is the associative connection between the graphic image of a letter and the image of an object created from this letter.

Now in stores you can buy various sets of letters made of plastic or soft foam isolon. Try to choose larger letters so that they fit comfortably in the child's palm.
As a rule, these letters have magnets, and it is very convenient to play with them on the refrigerator door or use a special children's board with a metal base. You can use traditional cubes with pictures and images of letters.

Buy "ABC" in pictures. It would be good if in this book small poems were printed for each alphabetic topic. Read them before bed. This will help the baby to remember this letter better, and most importantly, to recognize the sound denoted by the letter, among many other sounds.

It is very helpful to do the following exercise. First you need to cut out the letters from velvet or sandpaper, and then stick them on a sheet of thick cardboard. Ask the child to trace the contours of the letter with his finger, first with his eyes open, and then with his eyes closed. Tactile sensations will contribute to a better memorization of letters. You can sculpt letters from plasticine, clay, from wet sand.
Or you can cut out letters from the dough and bake cookies.
Teach your child to highlight and print those letters that begin the names of his relatives and friends.

Very effective and useful are tasks in the process of performing which the child recreates a holistic image of a letter based on one or more of its parts. For example, the kid should carefully consider the drawing and guess which letters are on the table, i.e. to create a whole from parts.

Very useful for better memorization of letters is the game "Pouch". The child by touch, focusing only on tactile sensations and his ideas about the graphic image of the letters, determines those that you put in the bag.

The order of introducing letters for acquaintance is proposed as follows: a, o, s, n, m, y, t, k, s, l, c, d, p, p, i, h, b, d, e, h, w, i, b, e, w, d, f, u, c, u, x, e, b.

In the first month of training (the most difficult!) children will get acquainted with those vowels that are well remembered (A, O). At the initial stage, acquaintance with consonant letters is determined by acoustic data and the articulatory pattern of sounds denoted by these letters. The main thing at the same time is to make it easier for children to read syllables, such as C + G (NA, SA, MA).
For example, the sounds H, M have a predominant tone of voice, so they will be easy to pronounce in combination with vowels. When pronouncing the sound "C" in an open syllable, the lips take the position characteristic of them when pronouncing the vowel that follows the consonant. In addition, all these letters do not look alike, so it will be easier to remember them.

Stage 2 of training - Learning to read syllables of varying degrees of difficulty;

The main ultimate goal of this stage is to consolidate the connections between the type of syllable and its pronunciation.
It is here, at this stage, that most of the difficulties are born that the child is sometimes unable to cope with throughout his life. This work, which is difficult for children, should be made as accessible and understandable as possible.

The methodology includes several techniques specifically designed to make it easier for children to merge sounds (merger is the reading of syllables such as SA, RU, TI, i.e. syllables in which a consonant is followed by a vowel). However, the most effective, in our opinion, is the way of learning to read confluences by imitation.

The child masters this not theoretically, but purely practically: he sees how another reads and imitates him. Then, through exercises, he masters the mechanism of reading syllables of any complexity.

To make this process as easy as possible, prompts for children are introduced into the reading materials: visual diagrams (subscript arcs and dots).

The bottom line is this: while reading, the child simultaneously runs his hand along arcs and points. arcs they tell the child that two letters need to be read together, smoothly (this corresponds to a smooth movement of the hand); points talk about a short reading of the names of the letters.

This way of learning saves the child from the so-called "pangs of fusion." It can be said with a great deal of confidence that this technique is the simplest and most efficient. As soon as the child learns a few letters (for example, A. O, N, C,), the adult offers him the exercise "Ride down the hill."
The teacher, passing the pointer along the arcs, reads the syllables: “climbing the hill”, - slowly, highlighting the vowels with his voice; "going down the hill," - quickly. First, you should draw the attention of the children to the fact that the arc, as it were, connects two letters, you need to read them smoothly, focusing on the second letter.

Children copy all the actions of an adult (smooth hand movement in arcs will correspond to the smooth pronunciation of a direct syllable and help children at the initial stage). Several times the child "rides on the hill" with an adult, then without him.

Highly effective exercise to automate the reading of syllables of varying difficulty - reading syllabic tables.

This type of work will save children from many difficulties, because. their attention will be focused only on the technical side of the process. They will not be able to remember a set of syllables, so reading them can become multiple. It is very important that the mobility of the articulatory apparatus is also worked out.

It is known that the greater the load experienced by the organs of speech during reading, the greater the effect obtained. In addition, by practicing reading syllable chains of different structures, we prepare children to read words of varying degrees of difficulty.

When getting acquainted with the next table, an adult reads it first. When reading, you need to smoothly draw a pointer along the arcs, focus on stopping the movement of the hand on the points. Tables are read both horizontally and vertically (by rows and by columns). Children can read the syllables in the tables in a whisper or loudly. You can return to reading the tables more than once.

At this stage, exercises to highlight the first syllable read from the names of subject pictures will be very effective.

Not always in the name of the picture the first syllable-fusion is stressed. In this case, the adult must pronounce the word clearly, as it is written, for example: "sa-a-a-rafan", sa-a-a-lyut".

A great help to the child in developing the skill of reading syllables will be provided by board-printed games in which the child is asked to select the appropriate picture for a particular syllable.


Children really like to read syllables in which the graphic images of letters are unusual for children's perception or remind them of familiar objects.

The most common mistake adults make at this stage of learning is trying to tell the child the letters if he had some difficulty reading the syllable (or word).
For example, a mother helps her son to read the word “MUKA” as follows: “Look, the letter “M” and the letter “U”, we read “MU”; the letter "K" and the letter "A", we read "KA". What happened?"

Under no circumstances should this be done! In the future, the child can remember this technique and use it constantly (for example, first saying the letters to himself). And the consequence of this is the formation of an incorrect way of reading (letter by letter), which can be very, very difficult to get rid of, which will slow down the development of high-speed reading skills and lead to errors in writing.

Therefore, it would be right in such situations to show the child the correct reading (syllables, words), and he will repeat after you. Or offer several reading options, and the child will choose the right one. And do not be afraid if you have to resort to such help quite often. Be patient: the time will come (for each child it is individual), and he himself will refuse any help from you.

At this stage of training, the following sets of exercises will be very useful:

Stage 3 of training - We read and understand the meaning of the read word;

So, in the first two stages, through special exercises, we raise the technique of reading syllables to the level at which it becomes possible to assimilate the meaning of the words being read.

This becomes possible only when the rate of reading the word will be close to the rate of pronouncing the word in ordinary live speech.

When syllables are too long in time readable word most children do not have a semantic guess even when the letters are absolutely correctly combined into syllables and the syllables are pronounced in the right sequence (the child, when he finishes reading the last syllable of a word, forgets which syllable he read first?).

In this regard, it becomes clear the great importance of stage 2 in the formation of reading skills. If, as a result of training exercises, an adult manages to achieve his main goal (to teach a child to quickly recognize syllables “by sight”), then combining syllables into words will not cause him great difficulties. Thus, while reading a word, at the same time the child will understand the meaning of what is read. He does not have to repeat the same thing over and over. A quick reaction to a visual image will lead to an increase in the speed and efficiency of reading.

First of all, at this stage it should be recommended to work with columns of words that have the same beginning or end. This exercise automates the reading skill very well and facilitates the reading process itself, because. Relatively new for children in the words they read each time are a few letters, and not the whole word.

In this case, it is important to follow these recommendations:
Words should be read several times: slowly, gradually speeding up the pace, loudly, quietly, etc.
After reading, it is necessary to find out from the child, the meanings of which words are incomprehensible to him and what is common in writing the words of each column.
The adult names the word (adjective), and the child chooses from the columns the one that is appropriate in meaning to the given one.

For example: an adult pronounces the word "electric", and the child must find the right word (lamp) from the first column.

No less efficient! at this stage is the reading of captions to subject pictures.

For children, at first, words may be incomprehensible, the spelling of which is significantly different from the sound. For example, a child will not immediately understand that the word NAIL that he reads means the same object as the sound combination NAIL that he often hears and habitually pronounces. It should take some time for the baby to figure out such features of the Russian language. That is why during this period of the formation of reading skills it is very useful to offer children to read the captions for subject pictures.

Board games for preschoolers can be a great help in performing such exercises. There are a lot of them now. The set of the game should include colorful object drawings and captions to them. The advantages of such visual material are many. First, children can manipulate him. Secondly, adults have a large field for fantasy. You will be able to come up with tasks for the child. But at the same time, one should always remember the main task: while fulfilling the conditions of the game, the child must read the words and correlate them with familiar objects.

For example, offer your child 6 drawings and 5 captions. Let him guess which picture has no caption. Or, conversely, 5 subject pictures and 6 signatures.

Alternatively, give the child the task of laying out the pictures and their captions (4-6 items). Then the child reads and memorizes them. Closes eyes. An adult at this time replaces 1 - 2 pictures, and leaves signatures under them. The child must determine what has changed.

No less effective is the compilation of words from letters and syllables. This exercise develops phonemic perception in children, the ability to analyze and synthesize, increases the amount of short-term memory, concentration.

The general meaning of the exercise is to search for common and distinctive features in various objects, figures. The child himself will control whether this search was successful or unsuccessful. at right decision task, he will be able to form a word (from letters or syllables).

For example, in this case, the child must determine how he can make a word from these syllables. The hint in this example is the size of the board. If the boards and syllables under them are arranged in the desired sequence, then the word "camera" will be obtained.

Many similar exercises are presented on the pages of the primer "GAMEBOOKVOTEKA". You can come up with similar exercises yourself or choose a suitable printed board game.

After the child correctly composes the word, it must be laid out from the letters of the alphabet or printed in a notebook.
The children really like the exercise "The word swirled." In the process of its implementation, you need to read the word, not knowing which letter in this word is the first and which is the last. Children must understand that it is necessary to read without errors and, if possible, quickly, without stopping. Only then will the word itself “emerge”.

Together with your child, mold the letters of a word from plasticine. When he closes his eyes, arrange them in a circle.
Note: at first, you should first introduce the children to those words that will “circle on a saucer”. They must be pronounced according to spelling rules. Words can be: aquarium, library, frying pan, stool, car, TV, vermicelli, crocodiles, astronauts, bicycle, composer, instrument, tape recorder, plumbing, camels, bear cub, snow maiden.

The same task as a game moment can be offered to children at any holiday. But first, mold the letters from the dough and make a circular inscription on the cake or cake.

Quite effective are exercises for solving letter examples and recognizing words in a syllabic chain.

The exercise is performed as follows: first, an adult reads the entire chain of words from beginning to end in one breath. Then the child tries to repeat it. It is not necessary to demand from the child a complete reading of the chain. The main thing is that he strives for this.

The next step is to find (select) words from the chain and write them in block letters in a notebook. It is not necessary to select the words in order. The main thing is that the child sees all the words in the chain.

And don't forget about a very efficient way of shaping writing in a child, it is the formation of words from letters. Start with very simple words, gradually complicate the task. It is better if the child composes words based on visual memory. First, he reads the word several times, then, closing his eyes, pronounces it, and after such preliminary preparation, he composes it from letters.

I would like to once again draw the attention of adults to the fact that when reading all the vocabulary material that you use at this stage, you should use spelling pronunciation, i.e. read the words the way they are spelled!

The listed types of exercises by no means exhaust all types of tasks that are presented in the primer "Game book". Once again, I would like to note that in the process of performing these and other exercises, in parallel with the formation of reading skills, children will develop observation, auditory and visual perception, memory, thinking, and imagination.

At this stage of training, the following sets of exercises will be very useful:

Being a parent seems to be harder than ever today. Society demands more and more from children, and in order to meet the priorities of the new time, family people have to work very hard. They need to fully engage in the comprehensive development of their child. It is important to spend enough time and effort on this, to approach the learning process both in a scientifically sound, and at the same time in a childishly playful way. Taking care of a child through the sleeves is the same as not doing it at all. Indeed, in this delicate issue, not only the result itself is important, but also the learning process, its comfort for the child, the individual interest of the baby in the mechanism of play and learning.

One of the most important stages in the development of any preschooler is the formation of reading skills. Today, there are many methods that help teach this to a child. For example, there is a methodology for teaching preschoolers to read in 15 lessons. Of course, to believe or not to believe that it is possible to effectively and not traumatize the child's psyche to teach him to read in just two weeks is up to you. However, the existence of many qualitative methods is confirmed by practice. In this article, we will look at some of them.

Traditional technique

This teaching method is still one of the most common today. With her help, most of today's adults got the reading skill. Also, it is this technique that is now used in absolutely all schools - it is universal.

According to this, it should be done in stages: first letters, then syllables, later words, and so on. Awareness of the scheme of combining sounds into whole phrases comes to the child gradually, for some it takes more time than others.

Also, a lot depends on the literal age of the child. A one-year-old baby is quite able to remember the letters, but he will not be able to master the skill of reading. To do this, it is necessary to be able to understand the patterns inherent in this process, which is so Small child not able to.

It takes patience. Children often forget what they have just read. The process is new, and sometimes the child sets the pace of the lessons himself.

The main advantage of this method is its reliability. Regardless of the child's ability, he will learn to read anyway.

Zaitsev Cubes

The considered technique helps to learn reading by means of perception of syllables. It actively uses a variety of cubes, as well as colorful tables. According to some reviews, many parents have some difficulties. They are connected with the fact that not everyone is able to decide how it would be correct to use all these teaching aids. Practice has shown that this technique achieves its greatest effectiveness only when interacting in a group. Thus, classes with the help of Zaitsev's cubes in kindergartens and various development centers will help to get the maximum result in the minimum time.

Glen Doman Method

The considered method of teaching a preschooler to read at home implies the skill of perceiving the whole word, and not any of its parts. In the territory Russian Federation this method became known only in the nineties of the last century. Teaching preschoolers according to this method occurs through the use of special aids and the most frequent and high-quality communication with the baby.

Advantages of the Doman technique:

• Suitable for children of all ages, even the smallest.
• Learning to read preschoolers takes place during the game, which allows them to enjoy the attention of their parents and gain new knowledge.
• The system effectively develops memory, provides valuable encyclopedic knowledge.
• Many laureates Nobel Prize were trained using this method.
• Such teaching of reading to preschoolers develops them in a very versatile way.

Disadvantages of the Glenn Doman Method

Like any method of teaching a preschooler to read, the Doman method has its drawbacks. They are as follows:

• It takes a huge variety of cards to achieve the desired effect. This is extremely difficult and time consuming if parents decide to make them themselves. Or you can purchase a ready-made kit, which can be somewhat expensive.
• The method of teaching preschoolers to read recommends showing such cards to the baby every day and more than once. At the same time, the cards that the child has already seen should be replaced in a timely and correct manner. If this is not done or done irregularly, the effectiveness of the technique may be significantly reduced. This becomes a problem if the parents are full-time and therefore have other responsibilities, as well as if there are several children in the family.
• All children are different. Many find it difficult to sit in one place for a sufficient amount of time. Some children simply do not respond to any cards or quickly forget what they learned yesterday. Toddlers may try to take away the chew and spoil it. In such cases, this method of teaching a preschooler to read does not work.
• AT primary school Difficulties may arise in the relationship with the teacher. This often happens to those children who are not taught by traditional technologies.
• This is perhaps the main disadvantage. The kid is not an active participant in the process. Only one sensory system of the child is involved: only the visual one. Although the baby receives knowledge, he does not learn to reason and analyze. This method of teaching reading to a preschooler should be combined with other, more creative ones.

Step by step learning

Consistently teaching children to read takes a lot of time and effort. It would be reasonable to divide it into a number of stages, which will facilitate the process of forming a new skill for the child. You will have to go through the following steps: the process of learning and memorizing individual letters; development of the ability to read syllables, regardless of their size and complexity; learn to understand the meaning of individual words; be able to understand the meaning of the text as a whole.

Letter memorization

At the very beginning, the traditional method of teaching a preschooler to read is based on memorizing letters. To begin with, it is important to learn to distinguish between them and recognize them among other designations. The next step is reading them.

The method of teaching a preschooler to read at home recommends calling the child consonants as they are pronounced (that is, sounds), and not as they are presented in specialized books. This will speed up the process of perception and help the baby understand how to use this information in practice.

Teaching children to read at this stage involves focusing the child's attention on new material. To do this, you can hang out the image of the letters and the objects associated with them in the preschooler's room and throughout the house as a whole. It is also effective to pay attention to familiar signs in the names of signs while walking.

Reading syllables of varying complexity

This stage fully reflects the method of teaching reading to a preschooler according to Zhukova. It is based on the perception of a single syllable as a minimal unit. This helps to recognize and remember the connections that exist between various syllables and how they should be pronounced. At this stage, the baby, as a rule, has many difficulties. In order to help him cope with them, it is necessary to consciously make this stage of training as understandable as possible.

Most preferably, it would be slow and clear, while pronouncing the words as correctly as possible and asking the child to repeat everything after you. Then the baby will get used to the correct reading option.

In no case should a child be taught to pronounce syllables separately or to himself, and only then combine them into a single whole. Unfortunately, such a habit can be fixed in the mind for a long time, and it will be extremely difficult to get rid of it. This is an important nuance of the method of teaching reading to preschoolers. Zhukova also emphasizes this in her writings.

Understanding the meaning of the word read

This stage is the basis of teaching synthetic reading. Its basis is the assimilation of meaning. This is the basis for the method of teaching preschoolers to read according to Starzhinskaya. The considered method is extremely effective and even necessary. After all, it is the understanding of the meaning of what is read that becomes the key to fluent reading in the future. By the time the child reaches this stage, the child has enough skills to learn the meaning of words effectively.

It is important that now everything is read at approximately the same pace with which it is pronounced in ordinary daily speech. If this time is too long, then it becomes incredibly difficult for the child to guess or feel the meaning.

You need to start slowly, gradually accelerating the pace. Each time it is necessary to clarify with the baby, the meanings of which words are unclear to him, what should be explained.

Learning to understand the meaning of the whole text

This stage completes the traditional method of teaching preschoolers. Now it's time to learn to synchronously understand the meaning of everything that the child reads. This takes a lot of time, so parents should be patient and not demand too much from the baby. Understanding content is a long and complex process.

Sometimes a child is able to absolutely correctly read each of the words of a sentence, but cannot understand its meaning. This is due to the presence in the phrase of a complex combination that fully captured all the attention of the baby. And sometimes a preschooler is simply not able to keep in mind all the parts of a sentence at the same time in order to form its meaning. This difficulty can be overcome by rereading the text multiple times.

Another difficulty is trying to guess the meaning of the sentence from the first association. And other children begin to constantly skip or replace letters in words. This is due to the fact that the preschooler perceives some general image of the word, applying it to other similar language units.

You should not force the child to re-read one text over and over again. This forms an incorrect associative chain, creating an aggressively negative attitude of the baby to this process.

It is important to carefully study each stage. How the child will read in the future and how well he writes directly depends on this.

Conclusion

The development of your children is entirely in your hands. Of course, today it is not so easy to find time to spend quality time with a child, but for parents there should be nothing more important. Therefore, the process of research and search for a method of teaching reading that is suitable for your child should be given enough time and attention.

Sometimes there will be failures. They are inevitable. This has happened to every child, and to you too. This does not mean that your baby is developing worse than others or will never learn to read fluently and understand texts clearly. These failures only indicate that the wrong choice of methodology was made, or parents pay insufficient attention to the process, or classes are held irregularly, or the essence of the method does not contribute to the concentration of attention of this particular child. In any case, you should not be angry with the baby, it is absolutely not his fault. Be humble, patient, friendly. It is important to be with the child at the same time. If you are one team, victory is near.

Even today, many people prefer to choose traditional teaching methods that combine the methods of Zhukova and Starzhinskaya, and in general imply a phased formation of skills. Such methods have collected a huge amount of positive feedback, they are simple and reliable. Every child can learn to read with their help. Only the time required for this can differ.

Newer methods, such as Zaitsev's cubes and the Doman method, are not suitable for every child, but this in no way detracts from their effectiveness. To implement each of them, you need a certain amount of props, for example, a certain number of cards, cubes, tables. They are used as visual material for better perception of new information. As a rule, such methods of learning are positively perceived by children, since the game element is obvious in them. The child does not get tired so quickly and is easily involved in the process. A special effect can be achieved if the training takes place in a group. The success of others motivates the child much more than a simple personal interest in this process.

It may not be possible to choose the appropriate technique the first time. Failure is inevitable. However, don't despair. Your child's well-being deserves all your efforts!

Don't expect your child to be taught everything by school. As the mother teaches the baby the first steps, so the basics of reading should be laid from the first years of life. You can’t start studying the alphabet in a “bare” place - instill a craving for literature in your child in advance, before he goes to first grade.

Start with speech development

Before learning to read, a child must learn to talk. And the correctness of speech development directly depends on their environment. The more intelligent the parents, the more attention they pay to the younger generation, the easier it is for the child to develop.

Starting the first communication with adults through cooing, gradually the baby tries to imitate the speech sounds that he hears daily. And if at first these are just separate syllables, then from the age of 2 normal development a child can operate with simple sentences.

Further - more, the baby goes to word forms. And the more actively the parents communicate with the child, the more talkative he will be (in a good way). The main help in the development of the baby's speech will be reading, i.e. books that adults will read aloud to their children.

Cultivate your child's interest in reading

Naturally, a small child cannot read independently. But you can teach him to communicate with literature from the first years of life. It is children's books that form the right speech development baby. The more often the child sees the book in the hands of his parents, the more confidence he has in it, and the faster the desire to learn to read independently appears over time.

Reading should be turned into a kind of ritual - fairy tales, nursery rhymes, lullabies are best perceived before bedtime. The clearer and more correct the pronunciation of an adult during reading, with emotional coloring, the more memorable the phrases heard by the child will be.

And the clearer the baby will have visual images. And this will help in learning to read in the future. After all, the better the child thinks in images, the faster and easier he learns.

Benefits of family reading

And in the future, even magazines and books standing on the shelves (and not in the hands of parents) will be associated with positive emotions and grab the child's attention. In other words, reading books to the baby instills a love of literature for life, giving impetus to the fastest learning to read independently.

In addition, reading for children contributes to their spiritual unity with their parents, bringing joy to everyone. And the child develops a sense of family comfort, which he associates with books. In a family where there is a cult of the book, children develop a craving for reading faster.

Read with children

The best way to prepare your child for independent reading is to read a book while sitting next to the baby. He must see the pages of the book on which the text is written. This will first allow you to visually get used to the letters that involve the world of the sacrament.

The first children's books are not in vain rich in colorful illustrations. With their help, you can perceive what you hear with the images drawn in the pictures. And when the child goes to first grade and begins to put letters into words, familiar phrases will already be perceived figuratively, which will make it easier and faster to learn to read.

While reading a fairy tale or nursery rhyme, try to drive your child's finger letter by letter so that the baby sees exactly which word you are reading. Visual memory in the future will help proper learning.

How to teach a child to read?

The sooner the child is ready for perception, the better - going to the 1st grade, he must master the basics of reading. Even if the baby goes to Kindergarten where they deal with him special technique Parents should also set aside time for joint activities.

How to properly approach the process itself so that learning is easy? You can’t forcefully teach children - everything should happen in game form. When choosing a methodology, the age at which training began should also be taken into account.

But in any case, you should not learn exactly the letters - you should start with the phonetic sound. It will be easier for the child to associate the written symbol with the sound that he is used to hearing.

Learning is easier if each lesson is repeated many times. From learning the sounds to reading the syllables, make sure your baby speaks clearly.

Stages of learning

Then comes the turn of muffled sounds;

Save the sizzling ones for last.

• Repeat each learned sound before you start learning the next one. "Repetition is the mother of learning" - this phrase should become the guiding thread of the entire learning process.
• In parallel with the study of sounds, proceed to the formation of syllables (and the very first may be “ma”, which will be close and sincere to the child). Read the syllable with the baby, as if singing it. The child should have the feeling that the consonant sound, as it were, tends to the vowel. This will help to pronounce sounds in pairs.
• Do not try to immediately form the learned syllables into words. Let the child first understand the very principle of combining vowels and consonants in pairs. Consolidate knowledge on simple syllables, gradually moving on to difficult to pronounce.
• Having taught the child to compose syllables, where the consonant comes first, proceed to a more complex structure, where the vowel is in front (“om”, “ab”, etc.).
• Having mastered the individual syllables, move the children to reading simple words. Start with those that consist of 2 syllables, then - 3 syllables. But the first words that the child will read should be familiar to him and associated with understandable images.

Correct pronunciation is the key to fast learning

Do you know how to teach a child to read quickly? Let him sing each sound, syllable, but do it clearly. When you move on to the pronunciation of words, at first the syllables should be sung separately, with each subsequent time reducing the gaps between them. And in the end, the whole word must be sung in one breath.

But so that reading in children is not associated only with singing, the consolidation of the material should take place already in normal pronunciation, with a clear pronunciation of sounds. At the same time, when you move on to reading sentences, teach your child to make the correct pauses before punctuation marks.

When is the best time to start training?

At what age should children be able to read, many parents ask. This, first of all, depends on how psychologically prepared the child is for learning. But it should definitely be said that studies should not begin immediately before school, when children are going to the 1st grade.

Children can begin to learn at the age of 3 years, if the child himself expresses a desire to do so. But forcibly seating them behind books is not worth it - this can discourage the desire for subsequent training.

The most optimal receptive age to prepare for 1st grade is 5 years. And in parallel with reading, children should be taught writing (so far only in block letters), which will help them consolidate their reading skills.

How to understand that the child is ready?

To understand how to teach a child to read, you should first decide whether the baby is ready for such learning. To do this, first test the degree of development of the child.

Training according to the Nikitin method

The classics of domestic education, the wife of Nikitina, completely departed from the traditional principles of education, instead putting forward their own. They believe that in the classroom children should be given complete freedom of creativity. Only then will they have an interest in learning.

Do not limit the independence of children - they must do all the work themselves. The third rule is the combination of mental activities with exercise(i.e. learning in a playful way).

Involve your child in joint activities - for example, you can prepare workbooks for classes together. And then the baby will perceive the material easier and faster. But the main incentive for successful learning is praise for even the smallest victory. And you should never focus on mistakes.

Here are the basic principles by which the Nikitins taught their children (and they can be applied both to children of 3 years old, and 5, and 7):

• It is impossible to impose a certain training program on a child - he himself chooses in the form of which game he is more interested in.
• You don't have to explain the game to your child. Dress your studies in a fairy tale, where each participant has their own roles.
• At the first stages of the game-learning, adults are active participants. In the future, when the child gets comfortable, he will be able to continue classes on his own.
• Before a learning baby, you always need to unobtrusively set tasks that will become more complicated at each new stage.
• Do not dare to prompt the child - teach him to think for himself.
• If the child finds it difficult to cope with a new task, do not force him - take a step back and repeat the past.
• If you notice that the child has lost interest in the game, or the limit of his abilities has come (temporary), stop learning for a while. Return to school when the baby asks. And he will definitely do it, because. all children love to play.

Nikolai Zaytsev - an innovator of education

Traditional training on the principle of "phonemic-verbal" enslaves the freedom of speech of the trained child and forms complexes in him, slowing down development - this is what the teacher Nikolai Zaitsev thinks.

He developed his own unique technique, more like a game than a lesson. Children move freely around the classroom (room). At the same time, they can jump, run, etc. master educational material can be in any position - in motion or sitting, lying down. And it should start earlier - from about 3 years old.

All manuals are placed on the walls, boards, cabinets, tables. Usually this is a set of cubes made of cardboard. They are different sizes and various colours. On some faces, single letters are depicted, on others - syllables (both simple and complex), on the third - consonants with a soft or hard sign.

Previously, the cubes can be in the form of blanks that the teacher glues together with the children. In this case, special fillers should be placed inside:

• it is better to put sticks (wooden and plastic) in cubes with deaf sounds;
• metal bottle caps are suitable for ringing sounds;
• bells will hide inside the cubes with vowel sounds.

The cubes must be different in size (both single and double). For soft warehouses - small, for hard - large. Color solutions also play a certain role here - each warehouse has its own shade.

In addition to cubes, tables are also used as benefits, where all known warehouses are collected. This allows the child to see the entire volume to be studied. And it makes the job of a teacher much easier.

Another point that makes reading easy enough is writing. It must run in parallel. Before voicing the studied sounds (not letters), the child himself must learn to translate them into signs. You can do this in various ways: drive on a sheet of paper with a pencil, on a table with a pointer, or by laying out cubes.

Various teaching methods

Among teachers, there are constant disputes about how to properly teach a child to read, what method to use in this case. And there are quite a lot of them, and each has both its fans and opponents.

For example, the motto of Masaru Ibuki in education is the well-known phrase "After 3 years it's too late." The Japanese educator bases his methodology on the belief that the most receptive to learning children under the age of 3 years, on the period of formation of brain cells.

Akin to the technique of Pavel Tyulenev, who created his own system "Mir". Its main idea is to have time to reveal the potential of the child. The teacher believes that one should start from the first minutes of birth. In his opinion, children can learn to read and write before they start walking.

But no matter what methods of teaching a child are developed (according to Montessori, Froebel, Lupan, etc.), all teachers agree on one thing - learning should take the form of a game and be based on love for children. Knowing how to teach a child to read quickly, you will succeed.

) is the first book with which literacy begins. In modern life, computer training programs are being introduced everywhere. We have developed a well-illustrated online version of the Primer for children. When developing the Primer, the time-tested developments of the psychological center Adalin were used.

Let's turn to history. The first Russian Primer was printed by the first printer Ivan Fedorov in Lvov in 1574. The primer contained the alphabet, a section on teaching the subjunctive method, grammar rules, spelling, and reading material. The first Moscow manual for teaching literacy - Primer Vasily Burtsov. Published by the Moscow Printing House in 1634. This primer was notable for its particular elegance and simplicity. The book had a small convenient format. Unlike Ivan Fedorov, Burtsov highlighted the letters, syllables and titles of the primer sections in red. The primer used beautiful fonts and graphic design, the construction of each page is clear, well thought out. Compiled primer on the model of Fedorov's alphabets. Additionally, we recommend NEW PRIMER (works on all types of computers, adapted to mobile devices).

New video - primer on youtube. Dear parents and teachers! We present you a novelty - a unique VIDEO-PRIMER. What it is? These are exciting video lessons that will allow your child to learn letters in a playful way, learn to read syllables and simple words. Much attention in the video primer is given to the development of phonemic hearing. The sequence of passage of letters completely coincides with the presentation of material in the primer by N.S. Zhukova. Your child will remember all the letters and will easily learn to read simple words and sentences.

Letters. Letter games. Exercises for repetition and memorization of letters. Exercises and educational games from this section will help you repeat and consolidate the material covered in the Primer. Our educational games will allow a preschooler to memorize the image (writing) of the printed letters of the Russian alphabet, learn to identify sounds in words by ear and select words for a given letter. Exercises and games for repeating and memorizing letters have different level difficulties. Some children cannot complete all the tasks the first time. The task that caused the difficulty can be skipped and returned to ...

Syllables. Lessons in reading syllables. On the pages of our site you will find a large number of materials for teaching children to read syllables and read words by syllables. Unfortunately, in most alphabets and primers that are sold in stores, there are no guidelines on how to learn to read syllables. The first pages of such publications introduce children to letters, and then exercises are given for reading syllables and reading words syllable by syllable. Often exercises for reading syllables and reading by syllables do not have any explanations. But how can a child read a syllable? In our Primer there is a video with guidelines for compiling and reading syllables. There are several types of tasks and exercises in the lessons on reading syllables. In tasks and exercises for lessons, well-known to the child ...

Learning to read words It is recommended to proceed to the lessons on learning to read words after classes in our Primer and on the tasks of the subsections "Games with letters", "Lessons in reading syllables". The ability to read words correctly for a child is not enough. He must understand the meaning of what he read. In the previous exercises of the "Teaching to Read" section, much attention was paid to the sound analysis of words and syllables, the development of phonemic hearing. The tasks of the "Learning to read words" subsection are based on six types of different methods: linking a word to a visual image; linking a visual image to a word; correlation of individual words with groups of visual images, united together in meaning; study of the concepts of part and whole; search for hidden words in the table of letters; replacing a letter in a word to change the meaning of the word.

If your little student already reads two- and three-syllable words more or less well, then you can move on with him to reading simple sentences. But, you must admit that it is very boring to read banal phrases like "Mom washes the frame." How can you make learning to read more fun? What kind of reading game to come up with so that the child himself is interested in learning to read. We suggest you make a special game for him to learn to read. Making a book - a toy for reading is not difficult at all. You will need a spring-loaded notepad, or a regular sketchbook. Notebook (album) pages using...

Teaching reading to preschoolers Learn to read online along with entertaining games from the "Teaching preschoolers to read" section of our website. Here you will find 120 online reading games, divided into 20 lessons for convenience. Online games for learning to read are presented in order of increasing difficulty: first games with letters, then games with syllables, then games with words and games with sentences. Also, the lessons on teaching reading include exercises aimed at developing the skills necessary for teaching reading: phonemic hearing, spatial thinking, attention, memory, visual perception. All training is carried out in a fun way.

The most popular reading in the section

Primer- the first book with which to begin teaching literacy. We bring to your attention the best version of the online Primer in Runet. When developing the Primer, the time-tested developments of the psychological center Adalin were used. The primer contains multimedia interactive...

Materials for classes in the alphabet Not all preschoolers are willing to study the Primer. Suggested materials include 750 cards and forms with interesting and varied tasks. They will definitely help turn the study of the primer into an exciting activity. ...

Development of phonemic hearing In this article, we will tell you about games that prepare a child for learning to read and write. It will be about special exercises on the development of phonemic hearing in preschool children. A preschooler with a well-developed phonemic ear will be much easier to master reading and writing ...

Letters. Exercises and games. Exercises and educational games from this section will help you repeat and consolidate the material covered in the Primer. Our educational games will allow a preschooler to remember the image (writing) of the block letters of the Russian alphabet, teach them to identify sounds by ear and ...

Syllables. Lessons in reading syllables In our lessons on reading syllables, there are several types of tasks and exercises. In assignments and exercises for lessons, words well known to the child are used, consisting of 2-3 syllables. Syllables are made up of two letters, a vowel and a consonant. As a rule, the child does not ...

Learning to read words It is recommended to proceed to the lessons on learning to read words after classes in our Primer and on the tasks of the subsections "Games with letters", "Lessons in reading syllables". The ability to read words correctly for a child is not enough. He must understand the meaning of what he read. In previous...

Games learning to read. Toy book If your little student already reads two- and three-syllable words more or less well, then you can move on with him to reading simple sentences. But, you must admit that it is very boring to read banal phrases like "Mom washes the frame." How can you make learning to read more fun?

Reading lessons The section contains 20 computer online lessons by reading. Each lesson includes 6 reading games. Part of the games is aimed at developing the general abilities necessary for the child to learn to read. Other games teach sounds, letters and syllables, help...

It is not uncommon for younger schoolchildren to study either shaky or roll, because they read very slowly. The low speed of obtaining information affects the speed of the entire work as a whole. As a result, the child sits over a textbook for a long time, and academic performance is at the “satisfactory” mark.

How to teach a child to read quickly and at the same time be aware of what they read (more in the article:)? Is it possible to achieve that reading becomes cognitive process, giving a lot of new information and will not become a "stupid" reading of letters and syllables? We will tell you how to teach a student to speed reading and not lose the true meaning of the lesson. We read quickly, but qualitatively and thoughtfully.

How to start teaching short reading?

Speaking about the classic method of speed reading, we emphasize that the basis in it is a complete rejection of internal pronunciation. This technique is not suitable for younger students. It should start no earlier than 10-12 years. Before this age, children better absorb information that is read at the same speed as when speaking.

Parents and educators can still draw for themselves a number of useful principles and techniques that are included in this methodology. A child's brain at the age of 5-7 years has all the possibilities for full disclosure and improvement - many teachers of venerable schools speak about this: Zaitsev, Montessori and Glen Doman. All these schools begin to teach children to read at this age (about 6 years old), only one Waldorf school known to the whole world begins the process a little later.

All teachers agree on one fact: learning to read is a voluntary process. You can't force a child to read against their will. Help your child find internal forces to master a new skill, parents can through the use of games.

Ready for preschoolers to read

Today on the shelves of stores there is a huge range of manuals for learning to read. Moms and dads, of course, begin this process by learning letters, for which they buy alphabets in the most different types: talking books and posters, cubes, puzzles and much more.

The goal of all parents is extremely important, but it should be remembered that you need to teach right away so that you don’t have to re-teach later. Often, without knowing it, adults teach using the wrong methods, which ultimately creates confusion in the child’s head, which leads to mistakes.

The most common parenting mistakes

• Pronunciation of letters, not sounds. It is a mistake to name alphabetic variants of letters: PE, ER, KA. For correct learning, their short pronunciation is required: P, R, K. An incorrect beginning will lead to the fact that later, when compounding, the child will have a problem in the formation of syllables. So, for example, he will not be able to identify the word: PEAPEA. Thus, the baby cannot see the miracle of reading and understanding, which means that the process itself will become absolutely uninteresting for him.
• Erroneous learning to combine letters into syllables and read words. The following approach would be incorrect:
  • we say: P and A will be PA;
  • spelling: B, A, B, A;
  • analysis of the word only with a glance and its reproduction without taking into account the text.

Learning to read correctly

You should teach your baby to pull the first sound before pronouncing the second - for example, MMMO-RRPE, LLLUUUK, VVVO-DDDA. By teaching your child in this way, you will see positive changes in learning much faster.

Very often, reading and writing disorders take their basis in the pronunciation base of the child. The kid pronounces sounds incorrectly, which affects reading in the future. We advise you to start visiting a speech therapist from the age of 5 and not wait until speech is established on its own.

Classes in first grade

The famous professor I.P. Fedorenko developed his own method of teaching reading, the main principle of which is that it is important not how much time you spend on a book, but how often and regularly you study.

You can learn to do something at the level of automatism even without exhausting long sessions. All exercises should be short-term, but carried out with a regular frequency.

Many parents, unwittingly, put a spoke in the wheel of the child's desire to learn to read. In many families, the situation is the same: “Sit down at the table, here is a book for you, read the first fairy tale and until you finish, do not leave the table.” The reading speed of a child studying in the first grade is very low and therefore for reading one short story it will take him at least an hour. During this time, he will be very tired from mental hard work. Parents use this approach to kill the child's desire to read. more gentle and effective method working on the same text is a portion work on it, for 5-10 minutes. Then these attempts are repeated two more times during the day.

When a child sits down at a book without pleasure, it is important to use a gentle reading regimen in this case. With this method, between reading one or two lines, the baby gets a short break.

For comparison, one can imagine viewing slides from a filmstrip. On the first frame, the child reads 2 lines, then studies the picture and rests. Then we switch to the next slide and repeat the work.

Great pedagogical experience has allowed teachers to apply various effective methods for teaching reading, which can be used at home. Below are examples of some of them.

Exercises

Syllabary speed reading table

This set contains a list of syllables that are repeated many times in one reading session. This way of practicing syllables trains the articulatory apparatus. First, the children read one line of the table slowly (in chorus), then at a slightly faster pace, and in last time- like a short story. During one lesson, one to three lines are worked out.

By studying such syllable tables, children begin to understand the principle by which they are built, it is easier for them to navigate and find the required syllable. Over time, children understand how to quickly find a syllable at the intersection of vertical and horizontal lines. The combination of vowels and consonants becomes clear to them from the point of view of the sound-letter system, in the future it becomes easier to perceive words as a whole.

Open syllables must be read both horizontally and vertically (more details in the article:). The principle of reading in the table is twofold. The horizontal lines display the same consonant with different vowel variations. The consonant is read lingeringly with a smooth transition into a vowel sound. In vertical lines, the vowel remains the same, but the consonants change.

Choral pronunciation of the text

They train the articulatory apparatus at the beginning of the lesson, and in the middle they relieve excessive fatigue. On the sheet, which is issued to each student, a number of tongue twisters are offered. First-graders can choose to work out a tongue twister they like or related to the topic of the lesson. Whispering tongue twisters is also an excellent exercise for the articulatory apparatus.

Comprehensive Reading Program

• repeated repetition of what was written;
• reading in a fast rhythm tongue twisters;
• continuation of reading unfamiliar text with expression.

Joint implementation of all points of the program, pronunciation in a not very loud voice. Everyone has their own pace. The scheme of conduct is as follows:

The read and conscious content of the first part of the tale / story continues with choral reading in an undertone of the next part. The task lasts 1 minute, after which each student makes a mark to which place he has read. Then the task is repeated with the same passage, the new word is also noted and the results are compared. In most cases, the second time shows that the number of words read has increased. An increase in this number creates a positive attitude in children and they want to achieve new successes. We advise you to change the pace of reading and read it as a tongue twister, which will develop the articulatory apparatus.

The third part of the exercise is as follows: a familiar text is read at a slow pace with expression. When children reach an unfamiliar part, the pace of reading increases. You will need to read one or two lines. Over time, the number of lines needs to be increased. You will notice that after a few weeks of systematic training, the child will notice a clear progress.

Exercise Options

1. Task "Throw-serif". When performing the exercise, the palms of the students are on their knees. It begins with the words of the teacher: “Throw!” Having heard this command, the children begin to read the text from the book. Then the teacher says, "Serif!" It's time for rest. Children close their eyes, but their hands remain on their knees all the time. Having heard the “Throw” command again, the students look for the line where they stopped and continue reading. The duration of the exercise is about 5 minutes. Thanks to this training, children learn visual orientation in the text.
2. Task "Tugboat". The purpose of this exercise is to control the ability to change the pace of reading. First graders read the text together with the teacher. The teacher chooses a pace that is convenient for the students, and students should try to keep up. Then the teacher moves on to reading “to himself”, which is also repeated by the children. After a short period of time, the teacher starts reading aloud again, and the children, with the right tempo, should read the same thing with him. You can increase your reading level by doing this exercise in pairs. A better reading student reads “to himself” and at the same time runs his finger along the lines. The neighbor reads aloud, focusing on the partner's finger. The task of the second student is to keep up with the reading of a stronger partner, which should increase the speed of reading in the future.
3. Find a soul mate. The task of schoolchildren will be to search in the table for the second half of the word:

Program for children over 8 years old

1. Search for words in the text. In the allotted time, students must find words that begin with a certain letter. A more difficult option when teaching the technique of speed reading is to search for a specific line in the text. Such an activity helps to improve the visual search in the vertical direction. The teacher begins to read the line, and the children must find it in the text and read the continuation.
2. Insert missing letters. The proposed text is missing some letters. How much? Depends on the readiness level of the children. Instead of letters, there may be periods or spaces. Such an exercise helps speed up reading, as well as help combine letters into words. The child correlates the initial and final letters, analyzes them and makes up a whole word. Children learn to read the text a little ahead in order to choose the right right word, and this skill is usually formed already in children who read well. A simpler version of the exercise for children over 8 years of age is a text with missing endings. For example: Veche ... step ... into the city .... We moved… along the paths… between the garage… and mind you… little… kitty… etc.
3. The game "Hide and Seek". The teacher begins to randomly read a line from the text. Students must quickly orient themselves, find this place and continue reading together.
4. Exercise "Word with an error." While reading, the teacher makes a mistake in the word. It is always interesting for children to correct inaccuracies, because in this way their authority increases, as well as self-confidence.
5. Self-measurement of reading speed. Children, on average, should read about 120 words per minute and even more. It will be easier and more interesting to achieve this goal if they begin to independently measure their reading speed once a week. The child himself counts the number of words read and puts the results on a tablet. Such a task is relevant in grades 3-4 and allows you to improve your reading technique. You can find other examples of speed reading exercises and videos on the Internet.

We stimulate results

Evaluation of positive dynamics is very important. The child will receive a good incentive to further work if he sees that he has already achieved some success. Above the workplace, you can hang a table or graph that would display progress in learning to speed reading and improving the reading technique itself.

It is especially important to pull up reading by the end of the third grade. At this age, the child should read at least 120 words per minute. Speed ​​reading for children is a great option to teach your child to speed up the pace of reading and at the same time understand what they read by reading “silently”.