2016 year

Proper reading - This is reading without distorting the sound composition of words in compliance with the correct stress in words.

Stand outfour qualities Reading Skill:correctness, fluency, consciousness, expressiveness.

Formation of the skill of the right reading

One of the effective methods of developing in children the right reading skill aredaily special exercise i contribute to accurate playback of syllable structures and words that may cause difficulties when reading text.

Material for tasks are the syllable structures of words and whole words.

Types of tasks are selected taking into account the overall level of development in children of reading skills.

The tasks included in this group are intended for those students who allow a large number of errors in the process of reading the text.

Job examples:

Differentiation of similar syllables and words:

la Ra Ma - me house - Tom

lo - rO MO - Mo Dima - Tima

lu -eru Mu. - mu kadushka - coil

2. Reading syllables and words on the likeness:

ma Mo Masha hat

sA with Su. Dasha Pack

la Lo lou Pasha Folder

3. After playing the sludge structures, children read the word either in a syllable breakdown or entirely.

R. tra tram-Wai Tram

4. Reading words, whose writing is characterized by one or two letters or the order of their location:

who is the cat so - that cancer - as

5. Reading related words, differing from each other by one of the morpheme:

forest - lesok.

sheltered - gone

diving - dived

had seen - sEED

6. Reading words having the same console, but different roots:

passed - done - viewed

love - used - took

This exercise takes 4-5 minutes, depending on the volume of the material.

On the board, words are issued in advance:

be-gather be-gay beslay

in addition, in advance, in Bears

under-be-bethy

when-to-mail

7. "The syllable is lost", "the letter is lost." On the board, write words from the text with the lettered letter or syllable.

8. "Whispering at the Ushko." On the board, words are written and closed with stripes.

Strips are removed alternately for a short period of time and return to the place. Pupils should read and whisper in the ear teacher, what word they read. Correctly called the word handed gaming tokens.

9. "Running Tape". Words are written on a paper strip. The tape gradually unfolds. Schoolchildren must have time to read and remember the words (no more than two or three).

Equally important to form the skill of correct reading organizeobserving students for reading each other.

10. Slow reading of the teacher, when students have the ability to follow the book using a bookmark or lead along a finger string. A teacher at any time can check out students and encourage, giving the game chip.

11. Combined reading, when the text highlights the proposals for reading their choir. Before children put the task in time to engage in choir reading.

12. Conjugate reading when the text begins to read the teacher along with students. Then he ships for a while, and children continue to read the chorus.

13. Control of children for reading comrades with the subsequent message of the number and nature of the mistakes made.

Reading lines on the contrary according to . Written read in such a way that the last word turns out to be the first, the last butter - the second, etc. This exercise leads from the usual stereotype of reading from left to right, develops the accuracy of eye movements, warns errors in the grammatical form of the word, pass and rearrange words and syllables.

Task: Read the text out loud, starting with the last word of each sentence.

Sun and wind

Tell a man before who, the wind with the sun hood. The dress of a man with blown the wind became. Oplanted yes, the hat is stronger only the whole person, but swallows the dress and, tears the cap and. Man wind section is not and so. The sun took. The cap moved, the man swung open - she caked up only. The man undressed at all and - the sun caped back.

15. Reading lines on the contrary .

Written read right to left so that each word is voiced by letters in the reverse order. This exercise develops the ability of a strict spong-wing analysis of each word, generates an arbitrary control of the movement of the eye, and also creates prerequisites for eliminating common mirror reading errors.

The task: Read the text out loud, reading the words on the contrary - right to left.

zel Elshop Yajod Olunyalgiv Okshynlos, and LSyatyop Yanthevtsies Agud-Agudar. Rev. In Tenalgsv An Hugudar, Kyasv Yueusteubul. LSOLDROGAZ Agudar, Hell and Alats Yasatijs, non-Ano Evisarka Ogomas Aznlos. Okshinlos and Tirodogue: "IT Avisarka - Othe Advarp, he having zeb Yanen and Marta Wavyb." And Aguda Okylli, IASTYEMS AD, JASTILA. ADGOT OKCHYNLOS TSOLIDRESAR AND BSOLATERPS AZ PARTINE - and IMAGE as an in Olavb.

16. "Enchanted Word."

The first word is usually read, the second (or underlined) is to right left. At first, each second word is emphasized, then the words carrying the basic semantic load.

The task: Read the text out loud, reading the lined words on the contrary.

Raven and Lisitsa

Raven Lybod Meat Cosoux and sat on Overhead.

I wanted to eat meat, she was an alshodop and

he speaks:

- Eh, Norov! Like yurtshop on you

your breath and beauty would only

you mitz to be! And Möhz would be true,

if you had a solot.

Raven Lunizar Roth and Larohasis, which was

urine. The axes fell. Acyl picked up I.

tire:

Ah, nor, if you still have Mu had

to be Möhz.

17. Read only the second half of words. This exercise leads to a sharp decrease in errors when it is correctly read only the beginning of the word, and the end of it is either speculated, or is read with distortions.

Task: Read the text by pronouncing aloud only the underlined part of the word.

Thoughtful brother

At Buzine. sIDate side by side two youngoh porchbia . SSSeat more youngoh , with Pushkoh. , Sustythem from under the peneV . One fightko And confidentbut Reversalzero on the edge of Kaduh.ki. and he began to drink. Drank and all shoesshaft on the other, crossedsia with him. Friendoh with seriouss The view was sitting on the threade. and the riskiVO Kosylsia on Kadushkw. . The beak was reinforceuT. from heats . He firstoh , continentbut Jumpal. on edgeyu Kaduh.ki. , lowered the beak, capturingal. Water and immediate Ronyal its from beak. I understood: he wrote a long time agosia And just riddlingeT. Other, showingaet that there is nothing terriblewow .

These tasks contribute not only to the formation of the skills of the right reading, but also to increasing the pace of the latter, the development of the ability to predict words.

Formation of the skill of fluid reading

Reading fluency is such a tempo that is characteristic of conversational speech and in which the understanding of the readable material is ahead of his pronunciation.

The average speed of human speech depending on the type of nervous system varies within 100-160 words per minute.

At the beginning of the classes should be warm up.

"Workout" is held at the beginning of the classes.

The approximate work technique during the "warm-up" may be as follows:

Students read the text on cards (no more than 1 min), preparing for rapid, smooth reading out loud.

One to three students are caused by loud. They must complete the installation that
gave the teacher.

In the text of each student, the whole class is set by one question - either by the teacher or the reading student.

Pupils evaluate the technique of reading their comrade (with the help of "traffic lights", for example, green color - "5", yellow - "4", red - "3"), commenting on its judgment.

The most common and argumental assessment is issued in the magazine.

For the formation of the faded reading skill, the following set of exercises is offered.

1. Development of the speech apparatus.

The reading skill depends largely on the proper pronunciation and distinguishing sounds of speech. Such tasks are recommended to perform children with sound-proof impairment.

Articulation of vowels, consonants, their combinations. Pumping vowels.

Ayoe, Yoyuyui, Ayoyoyeyeii ...

AO, UA, AY, IO, EA, AU ...

Z-s, w, sh-zhr, s-chh ...

B-in-Mr., P-F-K-T-sh-s ...

Ba-Ba-Bay Boe Be-Bee

In the zia zo zy zy zy zy zy-zy

TRU-TRO-TRU-Three; Bro-Bru-Brie

Reading cleanrs.

Maja Ms. - There are needles at the hedgehog.

Zhu-zhu-zhu - milk we give a hedgehog.

Lo-Lo - on the street warm.

Mou-Mu-Mu - Milk who?

Ko-ko - Drink, Children, Milk.

Reading and clear progressing.

In the morning, cropped on the hillock,

Thrust forty patter.

From the topot of the hoof dust flies on the field.

Egor went through the courtyard with an ax to repair the fence.

Pronounced Voronenka.

As a training exercise in reading fluency (but not to control the technique), you can usereceive the counting of words , read students for a certain period of time.

2. Work on the development of visual memory.

In the process of learning, the child must memorize letters, syllables, words and their sequence to reproduce the word and offer.

The level of readiness depends on the level of development of visual memory. For the development of RAM, and ultimately - to improve the skill of fluid reading and spelling literacy usefulspectatical dictations.

1. Spectatical dictations should be carried out regularly at each lesson of the letter for two or three months (you can repeat this technique twice).

2. The duration of this type of work should not exceed 5 minutes.

3. As a speech material for dictation, one sentence should be used, gradually increasing the total number of letters in it.

4. Offer written on the board (even better - on the card), reads with the installation on its memorization. The amount of time that is discharged to the open exposure at the beginning of work is 20-16 s, at the end of it - 12-8 s.

5. The proposal is closed, and students pronounce it in syllables before recording.

6. If students do not remember the content of the proposal, it opens it again for repeated visual perception.

7. If some students did not remember the speech material, it is offered for a new reading only to them, but already on an individual card.

8. After the end of the work, the offer on the board is open, and schoolchildren are checked by their records.

9. If many children did not remember the proposal from the first presentation or allowed errors in his record, the offer is presented secondly in the next lesson

Reception of photographing cards with speech material.

We start working with the memorization of four letters.

In l about n

For memorization of one letter is given 1.5 seconds.

At the end of the work, the number of letters increase, and the storage time of one letter decrease to 0.5 seconds. Thus, on the memorization of 6 letters give 3 seconds.

Then go to memorize the symbols.

Mo-Ro-Li-CO; Tu-non-Mu ...

Here on the memorization of one letter I give 1 second. Total 8 letters - 8 seconds.

Reception of photographing words.

Lion, poppy, elephant, tiger.

To memorize one letter we give 0.5 seconds. Total 7 seconds to memorize data from four words. We ask the child to exclude in meaning one word and explain.

Training in reading single-colored words of different parts of speech . This technique is necessary to work out attentiveness to reading words.

Water, water, water, waterfall, water supply, watery, flood.

Motherland, native, harmful, parent, give birth.

When reading these words is usedreception of many .

First since the words are read smoothly, choir, together with adults.

Second Once the child is trained to read the words in a warmly slow and in normal pace.

In the third once children read out loud.

Reading words recorded by a pyramid.

For instance:

storm snow

spring winds

hurricanes of streams

play

board

to freeze

3. Development of semantic guesses.

Selling guessing - This is a mental orientation process for the foresight future. It is based on the knowledge of the logic development of events and significantly speeds up the reading process.

Reading words with missed letters .

K. Sh. A S. B. Ka

K. O. O. Il K. R. Va

S. L. VI S. He

B. G. M. T V. R. on

The child is given words from a certain lexical topic. Ripping them, children must say how it is all called in one word.

Reading words with confused letters.

Words with confused letters are solved with a support on the numbers:

Fitlu Pigaso Pact

3 5 1 4 2 3 6 5 2 1 4 3 2 4 1 5

Trees: Nechal, Bud, Mis

Reading stories with missed letters in the end.

Storm.

Thunderstorm Snoka .... A huge lite one ... Slowly smelted ... because of Le ....

Strong wind progress ... in the womens .... Deret ... Zabusheva .... Large cap ... dozh ... sharply quenching ... on the leaves ..., but then the Sun ... again Zasia .... How everything is captive ... around. How smells of earthy ... and gr ...

Reading texts with missed words.

Over the city hung snowy .... In the evening began ... Snow poured large ... Cold wind crawled like wild ... At the end of the desert and deaf ... suddenly the girl appeared. She was Hud and Poor ... She promoted slowly forward, the boots fell off her legs and ... she go.

Receiving gentle reading.

He lies in the fact that the child reads a few lines, after which he is given to rest. For this use illustrated encyclopedias, cognitive children's books with pictures and brief explanations for them. The information received is discussed. Children share their impressions, answer questions about the text.

Daily read speed self-sex .

This technician enhances the child's motivation to read and stimulates interest in achieving a better result. The essence lies in the fact that the child leads the table of the results achieved.

1) Reading with counting words (lines).

Reading the text, the student mechanically considers words (lines). After taking up to ten, it begins to re-assume. Before reading, you can give a task to find answers to the questions posed before reading.

2) search in the text of the specified words.

Before reading, the teacher gives the task to find a certain word in the text and emphasize it.

3) Reading with stripes.

Strip under the string and strip over the string enable the child to speed up the pace of reading.

4) Reading lines with covered bottom (top) halm.

A blank sheet of paper is superimposed on the string so that the top parts of the letters are clearly visible, and the lower sheets were under the sheet. After reading the first line, the sheet shifts down so that the lower part of the second line is covered. Similarly, reading lines with covered top half. This exercise forms the ability to read several words immediately. It is recommended to carry out in pairs: one student reads, the other checks.

5) Rhythmic fixation method.

This exercise is based on a compulsory increase in the speed of moving the view on the rows, which contributes to the formation of the skill of the jumping movement of the view during reading.

view look during reading.

Formation of expressive reading skill

Under expressive reading, the correct, meaningful and emotional (in the right cases) read the artistic work.

Expressive reading implies the work out of the reading certain minimum skills associated with the sponge culture of speech. This minimum includes the following components:tone voice, voice strength, speech timbre, speech rhythm, speech pace (lifting and slowing), pauses (stops, speech breaks), tone melody (increase and decrease in voice), logical and syntagmatic stresses.

All means of intonation are supported by general speech techniques - dicciation, breathing, orpoepically correct pronunciation.

Logic strokes

On the board or on individual cards proposals are written.

Children Tomorrow will go to the movies.

Children tomorrow Go to the movies.

Children tomorrow go to the cinema.

Children will go tomorrow to the cinema.

The teacher asks what intonation should be read suggestions. Students take turns read sentences, trying to focus on the highlighted Word.

On the board or on the cards are written by proverbs. Students are proposed to expressively read the proverbs, observing these logical strokes (words are highlighted by different color or font), and explain the meaning of proverbs.

Motherland, queme For it to stand.

Not nothing in the world is more painful than Motherland our.

Live Motherland serve.

TOT hero, Who for their homeland mountain.

Pause

In addition to logical stress, pauses play a huge role in live speech and reading. The speech pause is a stop that divides the sound stream to separate parts, inside which sounds follow one after another continuously.

The teacher records on the board or distributes sentences on cards, in which pauses are graphically designated. Students are invited to expressively read them and explain the semantic difference of options for these proposals with various pauses.

How surprised | His words | Brother!

How to delight | His father's successes!

Kohl, | My elder brother, loves football.

My older brother Kolya loves football.

My older brother, | Kohl, | Football loves.

a) Exercise "Jump"

This exercise contributes to the development of voice flexibility. The teacher asks the guys to imagine that they were watching the TV competition in height. The athlete's jump is always repeated in slow motion, so jumper movement is smoother. You need to try to draw a vote of the jump line. The voice should freely and easily rise and go down.

b) exercise "Hike"

This exercise is aimed at the ability to distribute the voting force. The teacher says to schoolchildren that when reading should not quickly increase the voice: it is necessary to have enough voices to all lines. Reading each line, you need to imagine that you "walk with the voice" right to the sun, pass the movement upwards.

Hike

Along the path narrow mountain

Together with the Song of Lady, we go hiking,

For the mountain we are waiting for us,

Our rise is increasing, cooler,

Here we follow the clouds,

For the last pass

We fell towards the sun.

c) exercise "Cave"

Exercise promotes vote flexibility , the ability to raise and lower the voice. Students are conveniently sitting, closed their eyes and imagine themselves in the cave. Any sound (word) Gulko is given under the arches of the cave you need to try to reproduce the "sounds", "words" in the cave, going further and further.

Conscious reading skill formation

Consciousness of reading is the main quality, when mastering which the most complete understanding of the information, semantic and ideological sides of the text is achieved.

1) Reading text by closing the last three letters of all lines of text with sheet of paper. It is necessary to read the text, trying to guess invisible parts by meaning. This exercise develops the ability to read on guess.

2) Reading text with the addition of missing syllable, words. Exercise is intended to improve the ability of students to predict the composition of the word and suggestions, which leads to the assimilation of the meaning of the read. Task: Read the text and add the words or word items.

On the rivers, in the plant_, revealed Bel .. Lilies and Yellow ..__ livs. Bucino blooms over the waters ... watering __kushka. Dick__ut__d from the source of their ut__, teaches them on the ___ and catch Mo ___. We fly over the waters__d__y Sin__st ___, and buzzing over the blooming kishka is doing __.

3) search in the text of semantic uncomplications.

The student is proposed text containing semantic errors. The task of the child is to quickly allocate inaccuracies, thereby understanding read. The exercise is aimed at creating the ability to analyze the semantic text structure.

Task: Read the text, allocated inaccuracy and make corrections.

In one house there lived the owners a fluffy cow Murka. The owners loved her very much and often treated with a pair hammer and fried repo. One day, Murka decided to walk - breathe fresh jam and warm up in a frying pan. The cow came out on the porch, fell and satisfied with pleasure. Suddenly, carrot jumped with a long tail jumped out of the porch. Murka deftly caught her and ate. There were fun on the yard: noisy tweeted mischievous brooms, flooded in puddles. Suddenly, a big evil selection came out of the dog office. She saw a cow and began to fly angry. Murka was afraid and ran into the smoke.

4) search for passages from different texts .

Exercise forms the ability to identify the structural and semantic parts of the text.

Task: Find excerpts from different texts: Y. Moritz "Funny Frog" and V. M. Garshina "Frog-traveler".

Restore each of them and read separately.

A fun frog lived in the same river. Up the bottom of her hut stood - Bre-ke-ke! She sat in a swamp, caught mosquitoes and midges, in the spring loudly gnawed together with her girlfriends. The hut was not standing, but then the bottom slept, but it did not change the frogs of the case. And the whole century would have lived safely - of course, in the event that he had not ate her stork. She played the accordion with two hands. She told her two legs in the drum. But one incident happened. The hut tumbled, the frog was having fun, in the green sundress dance - a para-pam!

If we want our children competently and wrote, you need to teach them a semantic reading!

Introduction

I. Psychological and pedagogical substantiation

1.1 Features of training in primary classes

1.2 Psychological approach to understanding the essence of reading

1.3 Psychophysiological characteristics of the reading process

II. Theoretical foundations of learning to read children of primary school age

2.1 Comparative-critical analysis of methods of learning literacy in the history of pedagogy

2.2 Sound Analytics and Synthetic Method of Literacy

2.3 Overview of the methods and principles of learning to read

Conclusion

Bibliography

Applications

Introduction

In order for the child to successfully learn at school, first of all, he needs to master the main training skills: reading, writing and score. It can be said that they are the basis of all education.

Reading is a means of acquiring new knowledge necessary for further training. A student who has not learned to read or does not know how to do this, can not successfully acquire knowledge. After all, the process of school learning always implies an independent work of children, first of all work on the book. Insufficient mastering of reading techniques, and the main thing is to understand the read read, will be accompanied by serious difficulties in academic work, which can lead to failure.

The problem of learning 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 were engaged in questions to the failure of junior schoolchildren and the problem of development of reader's activities: P.P. Blonsky, D.B. Elkonin, N.A. Menchinskaya, L. S. Slavina, S.M. Thrombach, T.G. Egorov, G.N. Kudina, G.A. Zuckerman. These problems were also considered by many foreign researchers M. Cowom, J. Morton and others.

Despite the fact that the diagnostic sections carried out in primary school imply an assessment of the formation of the reading skill not only through a speed criterion (the number of words per minute), but also an assessment of the understanding read, for many teachers, the first criterion is the main one. As psychologist L.V. notes Shibaeva, the reading technique, about which the teacher takes care in elementary school, is considered to be existing, and reading as a full activity, which has the status of cultural value, does not develop. Meanwhile, modern world practice is focused on the criterion of understanding text. Thus, regularly conducted in many countries, the reading skill formation tests are based on reading literacy criteria, which is formulated as "human ability to understand written texts and reflection on them, to the use of their content to achieve their own goals, development of knowledge and opportunities, to actively participate in Life of society. "

The international study of educational achievements of students (PISA) conducted in 2000 on this system recorded a very sad result: in terms of literacy of reading, Russian schoolchildren occupied 27 place. In particular, read at the "highest level" - i.e. "Understand complex texts, to evaluate the information provided, formulate hypotheses and conclusions," only 3% of Russian schoolchildren surveyed were able. Pupils that showed the level below first (includes basic skills: finding in the text of simple information given explicitly, the interpretation of the text in order to determine the main topic), in Russia it turned out 9%, on average by country - 6%.

This circumstance makes it again to return to the development of evaluation criteria for the formation of reading skill.

As a "worker" we offer to use the Criterion "Quality of Reading". Under the quality of reading, we understand the ability to mean sensitively.

From the foregoing was formulated problem Further study: what techniques and methods of learning will contribute to improving the quality of reading children of younger school age.

Object Study is the learning process for reading younger students.

Thing: Features of learning reading younger schoolchildren.

purpose Works: Implementation of targeted work on learning to read children of younger school age using a variety of techniques and methods.

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

1) learn psychological and pedagogical literature on the issue of learning to read children of primary school age;

2) determine the role of reading in the development of children of junior classes;

3) to study the influence of various techniques and methods for the quality of learning reading younger students

4) reveal the level

Hypothesis: We suggested that the quality of reading children of younger school age will depend on the application of the teacher in working on learning to read various techniques and methods.

Research methods.In accordance with the tasks assigned the following research methods:

· The study and analysis of psychological and pedagogical literature on the issue of research;

· Individual conversations with children;

· PSYCHOLOGICAL-PEDAGOGICAL EXPERIMENT (STATE);

· Qualitative and quantitative analysis of the results obtained.

This work is not a deep scientific research, but, nevertheless, it is claiming a small allowance for teaching children of younger school age to read.

Chapter 1. Psychological and Pedagogical Justification Problems of learning to read the younger students

1. 1 Features of training in primary classes

"Junior school age is a period in the life of a child from six to ten years, when he is trained in primary classes." "During this period, the teaching is the main activity in which a person is formed." In primary grades, children start knowledge of the start of science. At this stage, the intellectual and informative sphere of the psyche is predominantly developed. At this stage there are many mental neoplasms, older are improved and developed. "The school period is characterized by the intensive development of cognitive functions, sensory-perceptual, mental, mesmerous, etc.".

Usually a primary school student with hunting is in this educational institution. For students of the first-fourth grades, the desire for the position of the schoolboy is characteristic. . In the first days of study at school, experience gained by a child at home is of great importance. Previously, a small preschooler was the only and unique being, but with admission to school, he falls on Wednesday, where the same "unique and only" is the same. In addition to the need to adapt to the rhythm of school life and new requirements, master the space of the school, master the methods of self-organization and the organization of their time, the younger schoolboy must learn to interact with classmates. But the main task of the younger schoolboy is to successfully study at school.

It is also important to note that at the stage of the younger school age, the child is experiencing the so-called crisis of seven years. The child changes the perception of their place in the system of relationships. "The social situation of development is changing, and the child turns out to be on the border of the new age period." The child is aware of his place in the world of public relations and acquires a new social position of a schoolboy, which is directly related to educational activities. This process radically changes its self-consciousness, which leads to reassessment of values. Study becomes enormous for a schoolboy, therefore, for example, a circuit of the child's failures in this leading activity can lead to the formation of sustainable complexes or even chronic failure syndrome.

The most important personal characteristics of the younger schoolchildren include: gullible submission to authority, increased susceptibility, attentiveness, naive-gaming relationships to many of what he faces. "In the behavior of the student of primary classes, obedience, conformism and imitativeness are visible.

Education at school is a new enough for children and therefore interesting activities, while they face a number of difficulties. Schoolchildren originally, naturally, do not know how to independently formulate training tasks and perform actions to solve them. For the time being, the teacher helps them until time, but they gradually acquire the corresponding skills themselves (it is in this process that their own training activities are formed, the ability to learn). . Children at this age have a fraction of impulsiveness, capriciousness, stubbornness. Volval processes are still not developed enough from younger students. Gradually, the ability to show volitional efforts appears in mental activity and the behavior of schoolchildren. Schoolchildren have arbitrary mental actions, for example, intentional memorization, volitional attention, aimed and persistent observation, perseverance in solving a variety of tasks. Therefore, the value of the evaluation of the results of the schoolboy from adults increases. The educational and educational activities of the schoolchild as a socially and individually meaningful in essentially has a dual stimulation: the inner, when a schoolboy receives satisfaction, acquiring new knowledge and skills, and external when his achievements in knowledge are evaluated by the teacher.

Assessment from the teacher is an incentive for a student. This assessment strongly affects the student's self-esteem. Moreover, the need for evaluation and the power of experiences is much higher in weaker students. The assessment acts as promotion. The assessment of the teacher helps the child over time to learn how to evaluate their work. Moreover, it should be not just an assessment of the result, but also the actions of the schoolchildren chosen by him to solve any particular task. The teacher in the elementary school schools cannot limit it simply in the magazine as an assessment of the student's activities. A meaningful assessment is important here, that is, the teacher needs to explain to the schoolboy, why this estimate is set, to highlight the positive and negative sides of the child's work. In the consequence of the teacher, evaluating the training activities of children, its results and the process, forms the evaluation criteria in children. .

Reading as a goal of learning

The purpose of learning to read as an independent type of speech activity is the formation of skills in students to extract information from the text in the amount that is necessary to solve a specific communicative task. This implies mastering certain types of reading and receiving an understanding of the information contained in the text. More academician L. V. Scherba noted that leading the beginning of the learning of the language (speech) must be meaning, understood by different categories of listening exactly, how I thought speaking.

It is important to know

The following are associated with the formation of meaningful perception. basic skillsunderlying reading:

• predict the content of information but the structure and meaning;
• Determine the topic, main idea;
• divide the text into semantic pieces;
• separating the main one from the secondary;
• evaluate the content of the text;
• Interpret text.

Learning reading in elementary school

dividing them into semantic groups. The learning process of reading begins with the formation of reading skills, i.e. The technical side of reading.

Opinion of a specialist

S. F. Shatilov under the skills of reading understands automated viewer BNO - Recommendant-hearing links of language phenomena with their meaning .

Thus, reading skills provide ability:

• establish graph-phoned compliance;
• establish a correspondence between the words graphically and its hearing-aperture;
• correctly articulately draw up readable units;
• correlate the lexical image of the word, phrase with their meaning;
• relate the grammatical form of the word, phrase with their meaning.

The characteristic feature of the initial stage of learning is that the process of understanding does not occur simultaneously with the process of perception, in other words, an understanding is separated from the perception process. Determined by such a process by the insufficient level of automated reading skills, as a result of which students concentrate their attention to establishing a connection between a graphically readable unit and its hearing-aperture way, the semantic value as a result of this is moved to the background and realize later. Automated ™ technical skills The experienced reader allows him to focus on the semantic side of the content of foreign language text. The task of learning, thus, is to establish a direct connection between graphically and its semantic value.

So, reading skills are the basis that ensures an understanding of the information laid in a written message.

Training in the technical side of reading is associated with a number of difficulties of a linguistic and psychological nature caused by both the specifics of perceptual and semantic processing of information in the process of reading and the features of the language under study.

Linguistic difficulties Dependes on the peculiarities of the foreign language of the foreign language and are due to the instability between the grapeless communications, which are caused by the differences between the spelling and phonetic systems of a foreign language. As an example, the divergence of the pronouncement of the same letter in various letters.

The instability of the links can cause interlentist and internalized interference. So, when reading students, it is necessary to overcome the difficulties associated with the coincidence of the design of some letters that transmit different sounds in their native and studied language: x, T, P, p\u003e U. with the need to distinguish between the letter of the alphabet, for example, b.and d.

In turn, psychological difficulties caused:

• the lack of students in the speech memory of students sufficiently strong hearing-the-engine images that are available from younger students when teaching reading in their native language;
• instability and situationality of educational and educational motives;
• Small field of view;
• Insufficient level of development of mental processes (memory, attention, etc.). Thus, the rigorous memory, which contributes to deduction within a short time of the time of those parts of the sentence (or syntagma), which, with further combination, lead to understanding the readable;
• unjustified regressive eye movements.

The minimum unit of learning to read is the word that

and allows students to master the reading technique - by visiting the graphic image of the word - according to the rules of reading or by memorizing the very image of the word and correlating it with the meaning.

In the domestic methodology, there are various approaches to solving the problem of learning to read at the initial stage and various teaching methods are used, the basis of which the following criteria are based on:

• 1) the original language unit, based on learning (letter, sound, whole word, sentence, text);
• 2) the view of the leading activity of students (analysis, synthesis).

Combining these criteria allows you to get the following classification of learning methods to read:

• 1) Analytical: sound, sound-letter method, syllable;
• 2) synthetic: the method of whole words, the method of whole proposals;
• 3) analytical synthetic (mixed).

Consider as an example, using a mixed learning method for reading words organized by a specific reading rule.

First method Includes reading words according to the sample (by a training card) using sound-lettering, allowing students to independently withdraw the reading rule. The learning card includes a keyword with the letter or lettering and the picture illustrating the keyword, which illustrates the keyword, the sound form of which was superior. Thus, the oral ahead forms reading skills on a familiar material. After reading the word following the teacher (by a speaker) or independently, a sound-letter analysis, which can be carried out using a split alphabet. For example, the teacher utters the word and asks how many sounds in this word, then shows (writes) the keyword and asks to relate the number of letters with the number of sounds. After that, with the help of a split alphabet, the letters corresponding to the sounds are placed in empty cells. In the process of this work, students independently either with the help of a teacher are withdrawn the rule of reading of the letter.

Further, students learn to read the same type containing the rule studied. In this case, the independent reading of students is preceded by listening to the exemplary reading of words and reading for the speaker. Famous domestic scientists - Methodists G. V. Rogova, I. N. Vereshchagin, N. V. Langov emphasize that it should be about reading, and not imitating speaker speech 1.

Second way Spends reading words organized by the rule of reading, represented by sound, letter and keyword. At the first stage, the teacher in a game form introduces students with the rule of reading. We give as an example the options for entering the reading rules.

• Today, our friends with you decided to go to the valley of letters. Each vowel letter there was a beautiful flower, and each consonant is a pattern laid out of precious stones. Suddenly Mickey noticed that when two flowers bloom around the stone in the form of the letter S, the stone turns into a bee and begins to buzz ... Z-Z-Z.
• In the meadow, unusual flowers are growing near the lake. They are amazing that the word is written on each of them. All words, like flowers, are very similar - they have the same sound [AI]. You will know this sound for two letters - ow. or oI - at the beginning or the middle of the word. Circle these letters and read: [AI]. Read now all the word.

Interesting is a way to familiarize students with reading rules, submitted to the "English through situations", in which schoolchildren in the affordable and fascinating form are familiar with the reading rules. For example: "Guys, you noticed that all the letters" say ", except the letter" E ". She is silent, but this letter is commander. The commander is silent, but behind the letter "I" always watches. Watch that the letter "G correctly called its name."

• Find how many times the word_ is found.
• Sudoku. Find the missed word in each line, write it and read the words horizontally, vertical and diagonal.

• Make up the letters depicted in the figure, word and read it.
• Insert the missing letter and read the word.
• Put a tick when you hear the sound of the word.
• Mickey now read words. Repeat after him and indicate, in what order they were uttered.
• "Collect chamomile." Choose the petals in which the letter_

reads like sound_, and collect the chamomile as quickly as possible. Read words written on petals.

Mickey with Minnie decided to compete and remember how

more words in which the letter_chits like sound_.

Read the words that Mickey remembered (highlighted in green) and Minni (highlighted in red). Who has won?

Find a word in a row, leaning on a highlighted word, circle and read them.

"Photographic": look at the words in the column and we define whether there is an excess word in it. Read words.

Use of games when teaching the technical side of speech.

We give as an example several games that can be successfully used in the formation of reading skills.

"Monster Gluton". Read the words and fill the cells.

Comment. Prepare a set of cards with words or suggestions. Students take turns pull the card with a word or offer and read it. If the word (proposal) is read correctly, they place it in an empty cell if the word or sentence is written incorrectly, then return it to the stack with cards. Wins the one who will fill empty cells.

• Cube. Each of the students throws a cube and takes from the box the corresponding number of cards. If the student read the word correctly, then leaves the card to myself if I made a mistake, then the card returns to the box. At the same time, one of the students reminds the rule of reading (you can read the word chorus). Wins the one who has more cards with words.
• BOURN, BAM, CHIPE ET CHANCE. To organize this game, you must prepare cards with words and cards that are printed by the following words: "Boum", "You", "CH1R", "CHANCE". Students take turns pull cards and read words. If the word is read correctly, the student leaves the card if the word is written incorrectly, the card returns to the box. If the student pulls the card with the word "to you", then he returns it to the box and skips the move if the student pulls the card with the word "boum", then returns two cards to the box with words if the student pulls the card with the word "CH1R", then takes himself a card with the word among another student, and finally, if the student pulls the card with the word "Chance", he leaves it in his own in order to replace it with her "Boum" card and "you" and to have the right at the same time Pull the extra card. Wins the one who has more cards.
• 2. Tasks for expanding the vertical and horizontal field of view and an increase in the read speed. These tasks suggest an increase in the number of elements (letters in the word, words in the sentence) and may have either the form of a rectangle stretched vertically or the shape of a rhombus.

At the word level:

• AU / EAU lettering and read words.
• On the path of our travelers, there was a small barrier. Help them go down the steps of the stairs as quickly as possible.
• Read the words from top to bottom as quickly as possible, focusing the look on a straight line.

The optimal read speed should correspond to the collaboration rate - 120-150 words per minute. To achieve such results you need:

• increase the read frequency;
• expand the angle of peripheral vision;
• increase stability of attention;
• improve the RAM;
• improve the articulation apparatus.

In pedagogy, special techniques and techniques for training the technical side of reading are used.

Buzzing reading

The more often the child reads, the better it will have it. For training techniques of reading catastrophically, little lessons only in the lessons. To achieve a good result, it is recommended to spend five minutes of reading at each lesson throughout the school day.

Such five minutes are organized at the beginning of the lesson. Schoolchildren in the desks should have books for additional reading. According to the teacher's sign, children begin to read in the "buzzing" mode of reading. This technique implies that all children read at the same time. Moreover, it is necessary to do it in a low voice, so as not to interfere with each other. Each child reads in its pace. After 5 minutes, reading stops and then there is a regular lesson, for example mathematics, drawing or environmental education.

No control or discussion of the content read is carried out. This technique is used only to increase the time for daily reading. Thus, at least 30 minutes spent on training, whereas in normal mode each schoolboy reads a total of about 5 to 10 minutes for the entire school day.

Work with syllables tables

To increase the read speed, it is important to train the child to perceive the syllable as a whole, as the basis for reading the word. For such exercises, special syllables tables are needed. You can use the didactic material for learning to read according to the N. Zaitsev technique or create such tables yourself.

Children are offered various tasks:

• read a line or column with a specific letter;
• arbitrary reading syllables;
• find in the table specified syllable;
• message to show the word in the table.

First, there are tables with simple syllables, and then go to a more complex consisting of three to four letters. You can buy colorful tables in the classroom store as cards, posters or books-compilations. For example, Pretorova, Nefedova: The fastest way to learn to read. Slave tables.

Receptions for expanding angle view

In the process of reading, the number of signs that fall into the field of view of the child is important. To expand the angle of peripheral vision, it is recommended to offer children the following exercises.

Tables Shulte

Schulte tables contain numbers from 1 to 30, which are located in chaotic order. Schoolchildren need to find in 30 seconds and specify each number in order. After a few days, another version of the table should be suggested.

• See Online Schulte Table Generator.

Find a word

The essence of this exercise is similar to the previous one. On a sheet of paper, you need to write several different, not very long words. The task for schoolchildren is to search for words as soon as possible on a sheet of words that the teacher will call alternately.

Pyramids words

For such exercises, the words are written in the column, starting with the word with the least number of letters. Each word is divided into two parts, which are recorded at some distance from each other. On each subsequent line, this distance increases.

The first is the last

For this exercise, you can use any text. Children need to read only the first and last syllable in each line.

Reading frame

It is necessary to prepare a strip of cardboard with a slot, the height of which is slightly larger than the height of the letters in the textbook. The width should be small, about 3 - 4 letters. In the process of reading, the child moves this frame in the text. After a certain time, the frame width must be gradually increased.

Over time, children remember many words that are often found in the texts, and perceive them as a whole. They no longer read such words, but called immediately. Such skill noticeably saves time when reading, so this skill must be purposefully developed.

Reception "Lightning"

The use of "Lightning" admission is as follows. Children at a very short time show the word, and they must have time to read it. For this exercise, you can prepare cards or create a presentation in which words appear and disappear after a couple of seconds.

The same set of words should be used for several days in a row until students remember them all. Then offer another selection of words. For a better effect, you can not just give schoolchildren to read the word, but also ask you to write it after it disappears.

Reception "Tug"

Reception "Tug" is used to increase the reading rate. As a lead, a teacher or a student with. He reads the text, and the rest should try to manage to read him. Such an exercise can be carried out for the whole class or in pairs.

To monitor the reading process by all students you can make sudden stops and ask for the guys to show the last read word in the text. Another way is to do while reading an error. Those who read "in the tug" must notice them and correct them.

Reception "Hidden Letters"

Improving reading techniques contributes to the development of the ability to predict the words, and not read them erect. For this you can offer such tasks:

• words with blots - the word is written on the card, some of which is closed by a stain;
• words with missing letters - on the card the word in which there are no few letters;
• the cut word - a card with a written word is cut along and offered to children to read the word or upper, or at the bottom of it (the word can not be cut into parts, but to close it half a ruler);
• a more complex version of this exercise is to predict the missing word. For him, it is possible to use winged expressions, phraseological units, famous phrases from fairy tales or poems, riddles with a rhymed guess.

Reception "Speaking"

Directly to increase the speed of reading, you can offer a small text to read it at a patter pace. You need to read the text several times in a row, gradually accelerating. The student needs to be explained that when performing this exercise, it is not necessary to monitor the expressiveness of reading, but with usual reading this rule does not work.

Reception "Repeated Reading"

This technique also involves multiple reading text. Children for reading is given 1 minute. Then you need to calculate the number of words that they will have time to read for the allotted time. After that, this task is performed a couple more times.

The results will gradually improve, and this will allow the child to believe that it can read faster. When students read the text for the last time, the temporary limitation is not installed. Thus, they will go to reading unfamiliar text and will read it in a faster pace.

Reception "Day - Night"

In the process of reading, it is necessary to maintain a concentration of attention and be able to navigate well in the text. To train these skills, schoolchildren are invited to read in compliance with commands. As soon as the teacher says: "Day!" - Children start reading. Hearing the "Night!" Team Everyone closes your eyes. Then the word "day!" Sounds again. After that, you need to find my eyes in the text on which they stopped, and continue reading.