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Reading methods in elementary school. Methods and techniques for teaching reading to children of primary school age

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Question 1. Formation of reading accuracy junior schoolchildren

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

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

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

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

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

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

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

3. Evaluation of what you read. The ability not only to read a book, but also to think critically about its contents is, as we know, not always observed.

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

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

To form reading as an academic skill, it is necessary to keep this circumstance in mind. It is also important to consider the features cognitive activity children. Children 6-7 years old have not yet developed logical thinking, it is visually effective in nature and requires reliance on practical actions With various items and their substitutes - models. Then, gradually thinking acquires a visual-figurative character, and, finally, logical thinking arises. abstract thinking. These stages of development of the cognitive activity of a primary school student leave an imprint on the nature of learning.

Modern methodology understands reading skill as an automated skill in voicing printed text, which involves awareness of the idea of the perceived work and the development of one’s own attitude to what is being read. In turn, such reading activity presupposes the ability to think about the text before reading, during reading and after finishing reading. It is this “thoughtful reading”, based on perfect reading skills, that becomes a means of introducing a child to a cultural tradition, immersing himself in the world of literature, and developing his personality. At the same time, it is important to remember that reading skill is the key to successful learning both in primary and secondary education. high school, as well as a reliable means of orientation in the powerful flow of information that modern man has to face.

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

Accuracy is defined as reading smoothly without distortion affecting the meaning of what is being read.

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

Consciousness of reading in recent methodological literature is interpreted as an understanding of the author’s intention, awareness artistic means, helping to realize this plan, and understanding your own attitude to what you read.

Expressiveness is the ability, through oral speech, to convey to listeners the main idea of a work and one’s own attitude towards it.

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

Working on reading accuracy is an important area of work to develop reading qualities.

Correct reading is reading without errors or distortions. Currently, the special methodological literature identifies the main techniques that contribute to the formation of correct reading in students. These include:

· sound-letter analysis of words;

· reading tables with difficult words;

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

· reading short texts not related to the work being studied in class, written on the board;

· choral reading of a difficult part of the story;

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

· reading by guess;

· training reading with tasks of various types (selective reading, finding part of the text for an illustration, etc.).

However, the listed exercises do not always ensure the development of reading quality in full. Practitioners are well aware that even with systematic work on this quality of reading, children with intellectual disabilities make a number of mistakes: distortion of the meaning of a word, replacing some words with others, failure to observe stress, sentence boundaries, repetition of individual words and syllables, etc.

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

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

* the teacher corrects errors in the endings of words himself, without interrupting the student’s reading;

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

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

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

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

2) application when reading works of art the principle of multiple reading proposed by M.I. Omorokova and described by V.G. Goretsky, L.F. Klimanova.

This principle is to constantly direct the child, when analyzing the text, to reread passages that are important in terms of meaning, and thereby not only ensure insight into the idea of the work, but also achieve correct and fluent reading.

Long-term observations of the development of reading skills in children allow us to identify several groups typical mistakes allowed by students to read.

1. Distortion of sound-letter composition:

omissions of letters, syllables, words and even lines;

· rearrangement of reading units (letters, syllables, words);

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

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

2. The presence of repetitions.

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

3. Violation of the norms of literary pronunciation.

Among errors of this type, several groups can be distinguished:

1) errors are actually spelling errors; Among them, incorrect stress is the most common type. Such errors are associated with ignorance of pronunciation norms or ignorance of the lexical meaning of the words that are being read;

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

Reading units are spoken in strict accordance with spelling, not pronunciation. The teacher must keep in mind that “spelling reading” is a mandatory period for developing a skill. The sooner a student learns to synthesize all the actions of the reading process (perception, pronunciation, comprehension), the sooner he will abandon “orthographic reading.” Therefore, work that helps the child comprehend what he reads will also help eliminate “orthographic reading”;

3) intonation errors, which are incorrect logical stresses, semantically inappropriate pauses. It is easy to see that such mistakes are made by the reader if he does not understand what he is reading. However, from small child The reading process requires not only intellectual, but also physical effort, so the cause of intonation errors in a little reader may be lack of training in breathing and the speech apparatus.

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

1) imperfection of visual perception;

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

H) shortness of breath;

4) ignorance of spelling norms;

5) ignorance of the lexical meaning of the word;

6) “guess” caused by the subjective type of reading.

To develop reading accuracy, you can use various exercises:

Exercises for developing reading accuracy include several subgroups.

The first subgroup is exercises to develop attention and memory.

1. Name the pictures - 5 objects (the number gradually increases).

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

2. Describe the item (show and remove).

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

4. Select words with a given sound (reading quatrains, sentences, text).

5. Choose the names of products that correspond to this sound, from which you can prepare lunch.

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

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

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

9. Repeat the tongue twister, sentence, text.

10. Memorizing quatrains.

The second subgroup is exercises with words.

1. Reading words that differ by one letter.

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

2. Reading words whose spelling contains the same letters.

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

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

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

doll, mom, dad, paw, spoon.

4. Reading "reversals".

The lion ate the oxen. Go find a taxi, go.

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

6. Preliminary syllabic reading of words with complex syllabic or morphemic composition.

Thus, the reading process consists of two interconnected sides - semantic and technical, covering visual and sound-auditory-speech-motor mechanisms. And although this process is single, the formation and formation of its constituent sides proceeds in different ways, passing through a number of stages from initial to higher.

Question 2. Prepare a lesson plan on the Russian language in grade 3 “Noun”

Lesson objectives:

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

2. Develop students' spelling awareness.

3. Foster a culture of speech.

Lesson type: combined

During the classes

I. Organizational moment:

Now check it out, my friend.

Are you ready to start the lesson?

Is everything in place, is everything in order,

Pen, book and notebook.

Is everyone sitting correctly?

Is everyone watching carefully?

Is everyone ready to listen?

Think and remember?

II. Calligraphy.

III. Working on new material:

U. Guys, I’ll read you a fairy tale. Listen carefully, and then find the same noun in this fairy tale, but with different endings. Of course, you know what ending is?

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

U. Correct. Well, listen.

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

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

Let us now write these words in a column and ask questions about them.

U. What did you pay attention to when cheating?

(The form of the word changes.)

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

(Only the ending changes.)

U. What is the ending for?

(Endings are used to connect words in a sentence..)

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

What two groups are nouns divided into?

(Animate and inanimate.)

Which nouns are animate and which are inanimate?

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

W. That's right! So, the following questions can be asked about animate nouns: WHO? WHOM? TO WHOM? BY WHOM? ABOUT WHOM?

The following questions can be asked about inanimate nouns: WHAT? WHAT? WHAT? HOW? ABOUT WHAT?

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

(Changed nouns according to questions.)

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

(Children's answers are listened to.)

U. Changing nouns according to questions is called declension or changing according to cases.)

Read the definition of “declension”.

U. There are a total of 6 cases in the Russian language: nominative, genitive, dative, accusative, instrumental, prepositional.

In the nominative case there are nouns that answer the questions WHO? WHAT? (daisy, moth), in the genitive - nouns that answer the questions WHO? WHAT? (daisies, moth), in the dative - nouns that answer the questions WHO? WHAT? (daisy, moth), in the accusative - those that answer the questions WHO? WHAT? (daisy, moth), the instrumental contains nouns that answer the questions WHO? HOW? (daisy, moth), questions of the prepositional case - ABOUT WHOM? ABOUT WHAT? (about a daisy, about a moth).

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

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

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

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

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

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

Cases were once asked:

Why do you need nouns?

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

And how exactly?

We point out the relationship between action and place (walking through the forest, sitting on a chair), action and tool (hitting with a hammer, drawing with a pencil), action and object (reading a book, picking berries) and so on.

U. Now let’s write down in columns in order the names of the cases and the questions for them that resulted from declension of words butterfly And chamomile.

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

For example,

bring (to whom?) to grandmother,

remember (who?) the puppy,

hung (on what?) on the wall.

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

IV. Fizminutka:

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

What is the subject?

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

U. Guys, many people, in order to make it easier to pronounce a word, use helper words. These helper words are friendly with cases.

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

U. I will now read you poems where many words appear in different cases. By memorizing these verses, you will quickly remember the cases.

The twist of fate is so amazing:

We are studying the nominative case.

Hanging on a branch (what?) -- cheesecake!

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

(What?) is flying towards us from the sky - toy!

The nightingale whistles (who?) -- girlfriend!

Snotting on a pine tree (who?) -- pig!

Told everything (who?) -- liar!

They created such an amazing world!

Well, let's remember the nominative case!

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

I from home ran away,

I until the evening walked.

From the tree Sigal into the snowdrift,

No lessons dreamed of living.

For a collection snowflakes

I collected with my tongue.

Dancing around the fire

And he jumped around the yard.

Do I need to do homework?

I don't care about that!

Here I am standing at the blackboard

And I sigh with sadness,

But the GENTIVE case

I won’t remember, even if I kill you!

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

V. Consolidation of new material. Independent work.

Make a table.

Using the table compiled, children conclude:

What do we call declination?

How many cases are there in Russian?

What case are nouns in their initial form?

Name the questions of indirect cases.

VI. Vocabulary work. Vocabulary work:

U. Determine in what case the nouns are?

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

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

VII. Homework:

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

VIII. Lesson summary:

What did you do in class?

What new did you learn?

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

How many of you have difficulty declension of nouns?

List of used literature

1. Klimanova, L. Teaching reading in primary grades / L. Klimanova // School. - 1999. - No. 18. - P.15-16.

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

3. Omorokova, M.I. Improving the reading of junior schoolchildren / M.I. Omorokova. - M., 1997. - 116 p.

4. Svetlovskaya, N.N. Methods of teaching reading: what is it? / N.N. Svetlovskaya // Primary school. -2005. -No. 2. -P.34-36.

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Buzzing Reading

The more often a child reads, the better he will get at it. To train reading techniques, there is catastrophically little practice only in the classroom. To achieve good results, it is recommended to spend five minutes of reading in each lesson throughout the school day.

Such five-minute meetings are organized at the beginning of the lesson. Schoolchildren should have books on their desks for additional reading. At the teacher's signal, children begin to read in "buzz" reading mode. This technique implies that all children read at the same time. Moreover, this must be done in a low voice so as not to disturb each other. Each child reads at his own pace. After 5 minutes, the reading stops and the usual lesson continues, for example, mathematics, drawing or natural history.

There is no control or discussion of the content of what is read. This technique is used only for the purpose of increasing the time for daily reading. Thus, at least 30 minutes are spent on training, whereas in normal mode each student reads for a total of about 5 - 10 minutes for the entire school day.

Working with syllable tables

To increase reading speed, it is important to train the child to perceive a syllable as a whole, as the basis for reading a word. For such exercises, special tables of syllables are required. You can use didactic material to teach reading according to N. Zaitsev’s method or create such tables yourself.

Children are offered various tasks:

read a line or column with a specific letter;
arbitrary reading of syllables;
find the indicated syllable in the table;
Show the word in the table syllable by syllable.

First, tables with simple syllables are used, and then move on to more complex ones, consisting of three or four letters. You can buy colorful tables in the educational literature store as cards, posters or collection books. For example, Uzorova, Nefedova: The fastest way to learn to read. Syllable tables.

Techniques for expanding your angle of vision

In the process of reading, the number of characters that fall into the child’s field of vision matters. To expand the angle of peripheral vision, it is recommended to offer children the following exercises.

Schulte tables

Schulte tables contain numbers from 1 to 30, which are arranged in a chaotic order. Students need to find and indicate each number in order in 30 seconds. After a few days, you should offer another version of the table.

See Online Schulte Table Generator.

Find the word

The essence of this exercise is similar to the previous one. On a piece of paper you need to write several different, not very long words in random order. The task for schoolchildren is to find words on a sheet of paper as quickly as possible, which the teacher will name one by one.

Word pyramids

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

First - last

You can use any text for this exercise. Children only need to read the first and last syllable of each line.

Reading frame

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

Over time, children remember many words that appear frequently in texts and perceive them as a whole. They no longer read such words, but name them right away. This skill significantly saves time when reading, so this skill needs to be purposefully developed.

Technique "Lightning"

The use of the Lightning technique is as follows. Very good for children a short time They show the word, and they must have time to read it. For this exercise, you can prepare flashcards 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 the students remember them all. Then offer another selection of words. For a better effect, you can not just let schoolchildren read the word, but also ask them to write it after it disappears.

Reception "Tug"

The “Tug” technique is used to increase the pace of reading. The leader can be a teacher or a student. He reads the text, and the rest should try to keep up with him. This exercise can be done for the whole class or in pairs.

To control the reading process of all students, you can make sudden stops and ask the children to show the last word read in the text. Another way is to make mistakes while reading. Those who read “in tow” should notice them and correct them.

"Hidden Letters" Technique

Improving reading technique is facilitated by developing the ability to predict words rather than read them letter by letter. To do this, you can offer the following tasks:

words with blots - a word is written on the card, part of which is covered by a blot;
words with missing letters - there is a word on the card in which several letters are missing;
cut word - a card with a written word is cut lengthwise and children are asked to read the word either along the upper or lower part (the word can not be cut into pieces, but cover half of it with a ruler);
more difficult option This exercise is to predict the missing word. You can use it for idioms, phraseological units, famous phrases from fairy tales or poems, riddles with rhymed answers.

"Patter" technique

To directly increase reading speed, you can offer your child a short text to read at the pace of a tongue twister. You need to read the text several times in a row, gradually speeding up. It is necessary to explain to the student that when performing this exercise there is no need to monitor the expressiveness of reading, however, during normal reading this rule does not apply.

"Re-reading" technique

This technique also involves reading the text multiple times. Children are given 1 minute to read. Then you need to count the number of words they can read in the allotted time. After this, this task is performed a couple more times.

The results will gradually improve, and this will allow the child to believe that he can read faster. When students read the text last time, no time limit is set. Thus, they will switch to reading unfamiliar text and read it at a faster pace.

Reception "Day - Night"

During the reading process, you must maintain concentration and be able to navigate the text well. To practice these skills, students are encouraged to read following commands. As soon as the teacher says: “Day!” - Children start reading. Hearing the command “Night!” everyone closes their eyes. Then the word “Day!” sounds again. After this, you need to find with your eyes the place in the text where you stopped and continue reading.

Reading as a learning goal

The purpose of teaching reading as an independent form speech activity is to develop in students the ability to extract information from a text to the extent necessary to solve a specific communicative task. This involves mastering certain types of reading and techniques for understanding the information contained in the text. Academician L.V. Shcherba also noted that leading principle of language acquisition (speech) there must be a meaning, understood by different categories of listeners in exactly this way, as the speaker intended.

It is important to know

The following are associated with the formation of meaningful perception: basic skills underlying reading:

predict the content of information based on structure and meaning;
determine the topic, the main idea;
divide the text into meaningful chunks;
separate the main from the secondary;
evaluate the content of the text;
interpret the text.

Teaching reading in elementary school

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

Expert opinion

S. F. Shatilov understands reading skills as automated visual-speechmotor-auditory connections of linguistic phenomena with their meaning .

Thus, reading skills provide the ability to:

establish grapheme-phoneme correspondences;
establish a correspondence between the graphic image of a word and its auditory-speech-motor image;
correctly formulate readable units in articulation;
correlate the lexical image of a word or phrase with its meaning;
correlate the grammatical form of a word or phrase with its meaning.

A 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, understanding is separated from the process of perception. This process is due to an insufficient level of automated reading skills, as a result of which students concentrate their attention on establishing a connection between the graphic image of the readable unit and its auditory-speech-motor image, while the semantic meaning is relegated to the background and is realized later. Automated™ technical skills of an experienced reader allow him to focus on the semantic side of the content of a foreign language text. The task of teaching, therefore, is to establish a direct connection between a graphic image and its semantic meaning.

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

Teaching the technical side of reading is associated with a number of linguistic and psychological nature, conditioned both by the specifics of perceptual and semantic processing of information during the reading process, and by the characteristics of the language being studied.

Linguistic difficulties depend on the characteristics of the subject being mastered foreign language and are caused by instability between grapheme-phoneme connections, which are caused by differences between the orthographic and phonetic systems of a foreign language. An example is the discrepancy in the pronunciation of the same letter in different letter combinations.

The instability of connections can cause interlingual and intralingual interference. Thus, when reading, students have to overcome difficulties associated with the coincidence of the outline of some letters that convey different sounds in their native and target languages: x, t, p, p>y with the need to distinguish letters of the alphabet that are similar in style, for example b And d.

In its turn, psychological difficulties caused by:

the absence in the students’ speech memory of sufficiently strong auditory-speechmotor images that younger schoolchildren have when learning to read in their native language;
instability and situational nature of educational and cognitive motives;
small field of view;
insufficient level of development of mental processes (memory, attention, etc.). So, great importance for reading, it has operative memory, which helps to retain for a short period of time those parts of a sentence (or syntagma) that, when further combined, lead to understanding what is being read;
unjustified regressive eye movements.

The minimum unit of learning to read is the word, which

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

In the domestic methodology there are different approaches To solve the problem of teaching reading at the initial stage, various teaching methods are used, the division of which is based on the following criteria:

1) the original language unit that forms the basis of learning (letter, sound, whole word, sentence, text);
2) type of leading activity of students (analysis, synthesis).

Combining these criteria allows us to obtain the following classification of methods for teaching reading:

1) analytical: sound, sound-letter method, syllabic;
2) synthetic: method of whole words, method of whole sentences;
3) analytical-synthetic (mixed).

Let us consider as an example the use of a mixed method of teaching word reading, organized by a certain rule reading.

First way includes reading words according to a model (according to a training card) using sound-letter analysis, allowing students to independently deduce the reading rule. The training card includes a key word with the letter or letter combination being studied highlighted in it using color and a picture illustrating the key word, the sound form of which has been previously learned. Thus, oral anticipation forms the skill of reading on familiar lexical material. After reading the word after the teacher (speaker) or independently, a sound-letter analysis follows, which can be carried out using a split alphabet. For example, the teacher pronounces a word and asks how many sounds there are in this word, then shows (writes) a key word and asks to match the number of letters with the number of sounds. After this, using the split alphabet, the letters corresponding to the sounds are placed in empty cells. In the process of this work, students independently or with the help of the teacher deduce the rule for reading letter combinations.

Next, students learn to read words of the same type containing the rule being studied. At the same time, independent reading of students is preceded by listening to an exemplary reading of words and reading after a speaker. Well-known domestic methodologists G.V. Rogova, I.N. Vereshchagina, N.V. Yazykova especially emphasize that we should be talking specifically about reading, and not imitating the speaker’s speech 1 .

Second way involves reading words organized by a reading rule represented by a sound, a letter, and a keyword. At the first stage, the teacher introduces students to the reading rule in a playful way. Let us give as an example options for introducing reading rules.

Today our friends decided to go to the valley of letters. Each vowel there was a beautiful flower, and each consonant was a pattern laid out from precious stones. Suddenly Mickey noticed that when two flowers bloomed around the stone in the shape of the letter S, the stone turned into a bee and began to buzz... Z-Z-Z.
Unusual flowers grow in a clearing near the lake. They are amazing because each of them has a word written on it. All words, like flowers, are very similar - they have the same sound [ai]. You recognize this sound by two letters - ow or oi - at first or the middle of a word. Circle these letters and read: [ai]. Now read the whole word.

An interesting way to introduce students to the rules of reading is presented in the textbook “English through Situations”, in which schoolchildren are introduced to the rules of reading in an accessible and fun way. For example: “Guys, have you noticed that all the letters “speak”, except for the letter “e”. She is silent, but this letter is commander. The commander is silent, but always watches the letter “i”. Makes sure that the letter “G” says its name correctly.

Find how many times the word_ appears.
Sudoku. Find the missing word in each line, write it and then read the words horizontally, vertically and diagonally.

Make a word from the letters shown in the picture and read it.
Fill in the missing letter and read the word.
Check the box when you hear the sound in the word.
Mickey will now read the words. Repeat after him and indicate in what order they were said.
"Pick a chamomile." Choose the petals that contain the letter_

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

Mickey and Minnie decided to compete and remember as much as possible

more words in which the letter_is read as a sound_.

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

Find the words in the line based on the highlighted word, circle and read them.

“Photo Eye”: look at the words in the column and determine whether it contains superfluous word. Read the words.

Using games to teach the technical side of speech.

Let us give as an example several games that can be successfully used in developing reading skills.

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

A comment. Prepare a set of cards with words or sentences. Students take turns drawing a card with a word or sentence and reading it. If the word (sentence) is read correctly, they place it in an empty cell; if the word or sentence is read incorrectly, they return it to the pile of cards. The first one to fill in the empty cells wins.

Cube. Each student rolls the dice and takes the appropriate number of cards from the box. If the student reads the word correctly, he keeps the card; if he makes a mistake, the card is returned to the box. At the same time, one of the students reminds the reading rule (you can read the word in unison). The one with the most word cards wins.
Bourn, Bam, chipe et chance. To organize this game, you need to prepare cards with words and cards on which the following words are printed: “BOUM”, “YOU”, “CH1PE”, “CHANCE”. Students take turns drawing cards and reading the words. If the word is read correctly, the student keeps the card; if the word is read incorrectly, the card is returned to the box. If a student draws a card with the word “YOU,” then he returns it to the box and skips a turn, if a student draws a card with the word “BOUM,” then he returns two cards with words to the box, if a student draws a card with the word “CH1RE,” then takes a card with a word from another student, and finally, if a student draws a card with the word “CHANCE,” then he keeps it so that he can replace the “BOUM” and “YOU” cards with it and have the right to draw an additional card. The one with the most cards wins.
2. Tasks to expand the vertical and horizontal field of vision and increase reading speed. These tasks involve increasing the number of elements (letters in a word, words in a sentence) and can have either the shape of a rectangle, elongated vertically, or the shape of a rhombus.

At the word level:

Circle the letter combinations au/eau and read the words.
There was a small obstacle on the way of our travelers. Help them go down the stairs as quickly as possible.
Read the words from top to bottom as quickly as possible, focusing your eyes on a straight line.

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

Formation of a stable desire to read literature (motivational side of reading activity).
Improving students' reading skills: creativity, accuracy, fluency, expressiveness (the technical basis of the reading process).
Formation of the ability for a full (adequate and comprehensive) perception of the text (the content side of reading: immediate emotional response, thoughtful perception, comprehension of the text, the author’s intention and one’s own attitude to what and how it is written).
Development in various ways creative interpretation of literary text.
Training in practical skills of text transformation: determining the main and secondary, finding key words, titling, etc.

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

About some techniques for teaching reading skills in elementary school.

Experience shows that those students who read a lot read quickly. In the process of reading, working memory and stability of attention are improved. Mental performance, in turn, depends on these two indicators. It is impossible to read out loud for a long time, since reading loudly as a means of extracting information is irrational. When you read silently, your reading speed increases significantly. At the same time, scientists and practitioners agree that most students have a reading speed of 120 words per minute. Then the question arises: how to reach this level? How to teach a child to read consciously and correctly, develop the skill of working with different types of texts, and determine the level of reading comprehension? How to lead students to generally understand the meaning of the text? How to make a reading lesson and the reading process a joy for students? Probably every teacher has thought about this question and everyone is trying to solve the problem of improving reading skills.

We know that a developed reading skill includes at least two main components:

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

It is well known that both components are closely interrelated. At the same time, in the first stages of developing reading skills, great importance is attached to reading technique, and in subsequent stages, to understanding the text.

I used some techniques to improve reading skills using the method proposed by Zaika, Zaitsev, and used the “Help” manual by the author Dzhazhal. We have developed our own system of working with children in reading lessons. What is this technique?

These are cards for each child.
Reading techniques.

Reading lines backwards.

What is written is read from right to left so that each word, starting from the last, is spelled out in reverse order. This exercise develops the ability to strictly analyze each word letter by letter. For example: ball rush.

Reading words one at a time is normal and vice versa.

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

Reading only the second half of words.

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

Reading "noisy words"

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

Reading lines with the top half covered.
Separating words from pseudowords.

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

This exercise develops the ability to quickly identify the meaning of what you read.

Reading upside down text.
Reading sentences from bottom to top.
"Peekaboo".

"Imaginary word."

During reading, the teacher pronounces a word incorrectly, the children interrupt reading and read the word with corrections. This type of reading is attractive to children because they have the opportunity to correct the teacher himself, which increases their own authority and gives them confidence in their abilities.

"Reading after the announcer."

The speaker can be their teacher, and a student who reads well.

"Reading in chorus."

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

Working on cards includes individual work for each child in reading lessons. This work is very effective during the primer period, when children are just starting to read. The card consists of a set of words, but as you learn, the words become more complicated, and the task for each card also becomes more complicated.

For example: card No. 1. Lesson topic: “The letter m and the sound [m].

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

Exercise:

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

Card No. 2. Lesson topic: “The letter s and the sound [s].”

Exercise:

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

Card No. 3. Lesson topic: “The letter w and the sound [w].”

Exercise:

read the words, find unfamiliar words;
read words that begin with the letter w;
read the words where the letter w is in the middle of the word;
read the words that denote animals, plants, names, surnames, professions;
read the words in diminutive form;
read the words in the plural, in the singular;
find words with the same root;
read the words denoting the actions of the object;
write down words with the combination shi.

Card No. 4. Lesson topic: “Unstressed vowels.”

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

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

Exercises to develop reading skills

“Start with the same letter.”

A well-known game in which several people take turns calling words starting with the same letter, for example “M”. This game enriches and replenishes lexicon child.

"Which? Which? Which?"

This exercise develops imaginative thinking and helps enrich the child’s speech. The teacher names a noun of feminine, masculine or neuter gender, and the child selects epithets for the word. For example: "grass". Green - soft - high, etc.

"Guess the letter."

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

For example, the intended letter “T”. Fragment of a possible dialogue:

Heron?
-No.
-Bus?
-Eat.

It is advisable that children find a given letter, offering as few options as possible.

"Five words."

Children choose a word in advance. Then each of the players selects 5 words, starting in turn with each of the letters that make up the original word. For example, we chose the words “rose”. Five words could be like this:

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

"Ladder".

Children choose in advance the letter with which the words will begin. The game is to write a “ladder” of words starting with this letter within a certain time. The first word must be two-letter, the second - three-letter, etc.

For example:

Berry

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

"Read-turn."

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

“Learning to remember words.”

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

For example:

//////

The same exercise, but using verbs.

"Making proposals."

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

For example:

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

"Learning to fantasize."

Take one word, for example, “button”. Take turns offering options for where and for what this item can be used.

For example:

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

"Snowball".

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

"Guess the words."

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

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

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

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

All these problems are solved in class during articulatory gymnastics, which does not take much time and effort. It is carried out at the beginning of the lesson and at the end of the lesson as physical education breaks for 5-7 minutes. At the same time, much attention is paid to working on the tempo of speech, voice and breathing.

Speech warm-up techniques.

Reading in a whisper and slowly:

Yes, yes, yes, water is running from the pipe.
Do-do-do-there's a nest in the tree.
Hey, hey, hey, we went for the berries.
Doo-doo-doo, I’m going home with my mom.
Ta-ta-ta-our class is clean.
Tu-tu-tu-we bring beauty ourselves.
Yat-yat-yat-pirates stand level.
Yut-yut-yut-we love comfort very much.
Lo-lo-lo-it's warm outside.
Lu-lu-lu-chair is in the corner.
Ol-ol-ol-we bought salt.

Reading quietly and moderately:

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

Reading loudly and confidently:

burn-steam-fry
door-beast-worm

Using onomatopoeia games, for example:

In the poultry yard.

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

A good effect in working on articulation comes from exercises with tongue twisters, riddles, counting rhymes, proverbs, games with words: “Finish the word”, “The syllable is lost”, “Guess which letter is missing”, “Hen with chickens”. Here, for example, is how the games are played.

Game "Hen and Chicks". Work begins with reading the poem from the table.

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

Then, using this table, work is carried out on the development of speech: come up with names for the chickens, write stories about them.

Game "Duplo".

This is an oak tree, and there is a hollow in it,
Where did the letter O live?
This letter is a vowel.
But friendly with consonants,
The acorn "El" fell into the hollow,
We read it together...(lo).
The acorn "En" fell into the hollow,
We read it together...(but).

In order to increase reading technique and awareness, a non-traditional method of teaching reading is used - the dynamic reading method. Dynamic reading is when not letters, syllables or words are read, but entire groups of words, blocks: this is reading only with the eyes.

Therefore, you need to start working on speed reading with the development of visual memory and attention.

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

In 1st grade the following tasks are given:

Find the “photograph” of the extra letter: a, o, b, y, i.
Find the extra syllable: bo, but, ro, we, ko, lo.
Find the extra word:

Tables are very good at developing a field of clear vision (or “field of vision”). The table is made by the children themselves or their parents. Each student has a card, with syllables or letters written in each cell. Here are some of them.

Table No. 1.

Table No. 2.

A	TO	WITH	ABOUT	T	P	WITH	D	AND
B	M	U	Z	Y	YU	U	H	SCH
IN	R	I	L	E	N	WITH	F	E
Sh	G	X	Y	A	AND	C	N	I

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

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

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

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

Moreover, the words cheered up, blossomed are well suited for the development of the articulatory apparatus, and the word felt for practicing spelling correct pronunciation.

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

The following exercise is also carried out:

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

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

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

The time is ___________ ____________.
Finished the job - ____________ _________.

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

Read the riddle, filling in the missing words.

Look, the house is standing
To the brim with water___________.
In this house the residents are
All are skilled ____________.

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

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

Children really like reading texts with missing letters and missing words.

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

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

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

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

Gradual build-up of words.

Bomb
bombardier
bomber

Articulatory reading (without voice), reading in a whisper slowly, loudly slowly, loudly quickly.
Reading words written in equal-sized font (Raked, FUCKED, COAST).
Dividing words into syllables by vertical and horizontal lines.

Work on the text in reading lessons, the following exercises are used: reading “echo”, reading “canon”, reading “sprint”, reading “reconnaissance”, reading with word counting. Reading “echo” (at the first stage of learning to read and write): a student who reads well begins to read one word from a sentence, and a student who reads poorly begins to read the same word. Target: The strong one feels responsible, and the weak one is more confident in himself, because he has already heard the word. At a later stage of reading, the strong and weak change roles. Target: a strong student gives his all expressive reading, and the weak one has time to read the next word. He is more confident again.

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

Reading "sprint": several students begin to read small passages of text at the same time - at speed. In addition to reading speed, they need to pay attention to expressiveness and error-free reading.

Reading with word counting means that students maximum speed while counting the words of the text to themselves, they must simultaneously understand its content, and after counting the number of words, name this number and answer the questions posed to the text before reading. Goal: to load students' ears with extraneous work - counting words. In this case, children are deprived of the opportunity to pronounce the text to themselves. They learn to read only with their eyes. In this case, use this reminder:

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

All these exercises are carried out using an unfamiliar text, then the text is read aloud and the usual work on expressiveness, retelling, etc. is carried out.

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

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

reading after the announcer;
reading in pairs;
reading at a faster pace;
buzzing reading;
five minutes;
self-metering reading speed,

then this is the best foundation for improving reading technique.

Diagnostics and diseases. Medicines from A to Z

Reading methods in elementary school. Methods and techniques for teaching reading to children of primary school age

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

Question 1. Formation of reading accuracy junior schoolchildren

Question 2. Prepare a lesson plan on the Russian language in grade 3 “Noun”

List of used literature

1. Klimanova, L. Teaching reading in primary grades / L. Klimanova // School. - 1999. - No. 18. - P.15-16.

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

3. Omorokova, M.I. Improving the reading of junior schoolchildren / M.I. Omorokova. - M., 1997. - 116 p.

4. Svetlovskaya, N.N. Methods of teaching reading: what is it? / N.N. Svetlovskaya // Primary school. -2005. -No. 2. -P.34-36.

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