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

Reading as a learning goal

The goal of teaching reading as an independent type of speech activity is to develop in students the ability to extract information from 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.

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.

Learning to read 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 difficulties of a linguistic and psychological nature, caused both by the specifics of perceptual and semantic processing of information in 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 native and target language: 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 turn, psychological difficulties caused by:

the absence in the students’ speech memory of sufficiently strong auditory-speech-motor images that they have junior schoolchildren when learning to read 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 value for reading, it has a working memory that facilitates the retention for a short period of time of those parts of a sentence (or syntagma) that, when further combined, lead to an understanding of 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 domestic methodology, there are various approaches to solving the problem of teaching reading at the initial stage and 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 reading words organized according to a specific reading rule.

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 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, students’ independent reading 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. Every vowel was there beautiful flower, and each consonant is a pattern made of 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 the beginning 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 (in green) and Minnie (in red) remembered. Who 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 if there is an extra word in it. 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.

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.

Any mother of a preschooler, even if he is not yet a year old, is already looking at various methods of teaching reading. Indeed, some of them allow you to achieve results in absolutely at a young age. What are the benefits of early methods, as well as what disadvantages they have, read our article.

Sound (phonetic) method

This is the system of teaching reading that we were taught in school. It is based on the alphabetical principle. It is based on teaching the pronunciation of letters and sounds (phonetics), and when the child accumulates sufficient knowledge, he moves first to syllables formed from the merging of sounds, and then to whole words.

Advantages of the method

This method is usually used to teach reading in schools, so the child does not have to “relearn.”
Parents understand this teaching principle very well, since they themselves learned this way.
The method develops the child’s phonemic hearing, which allows him to hear and identify sounds in words, which contributes to their correct pronunciation.
Speech therapists recommend this particular method of teaching reading, since it also helps children get rid of speech defects.
You can teach your child to read using the sound method in any convenient place; some exercises can even be done on the street. The baby will be happy to play word games both at home, and in the country, and on the train, and in a long line at the clinic.

Disadvantages of the method

This method is not suitable for supporters early development children who want their child to learn to read fluently before the age of five or six. Since learning to read in this way is a rather long process that requires a certain level of development of the child, starting to study with this method too early is simply pointless.
Usually at first the child does not understand what he read, since all his efforts will be aimed at reading and parsing individual words. Reading comprehension will have to be given special attention.

Zaitsev's cube training method

This method involves teaching reading based on warehouses. A warehouse is a pair of a consonant and a vowel, or of a consonant and a hard or soft sign, or one letter. Learning to read using Zaitsev's cubes takes the form of a fun, active and exciting game of cubes.

Advantages of the method

In a playful way, the child immediately remembers the wording and combination of letters. He does not stammer and quickly masters reading and the logic of constructing words.
Zaitsev's cubes contain only those combinations of letters that are fundamentally possible in the Russian language. For example, in his system there are no combinations or ZHY. Therefore, the child will be immediately and for the rest of his life protected from the stupidest mistakes (for example, he will never spell “zhyraf” or “shyn” incorrectly).
Zaitsev's cubes allow you to teach a child to read even from the age of one. But even five-year-olds are not too late to start. The system is not tied to a specific age.
If a child does not keep up with the pace of modern school programs, Zaitsev’s system can become a kind of “ambulance”. The author himself claims that, for example, a four-year-old will begin to read after just a few lessons.
Classes do not take much time, they are conducted casually.
Zaitsev's cubes affect many senses. They develop an ear for music, a sense of rhythm, musical memory, fine motor skills, which in itself greatly influences the development of intelligence. Thanks to multi-colored cubes, children develop spatial and color perception

Disadvantages of the method

Children who have learned to read “according to Zaitsev” often “swallow” endings and cannot figure out the composition of a word (after all, they are used to dividing it exclusively into clauses and nothing else).
Children have to be retrained already in the first grade, when they begin to undergo phonemic analysis of words. A child may make mistakes when parsing sounds.
There are no combinations of ZHY or SHY on the cubes, but there are combinations of a consonant with the vowel E (BE, VE, GE, etc.). This means that the child gets used to this combination as possible in the language. Meanwhile, in the Russian language there are almost no words in which the letter E is written after a consonant (except for “sir”, “mayor”, “peer”, “ude”, “plein air”).
Zaitsev's benefits are quite expensive. Or parents must make the cubes themselves from pieces of wood and cardboard blanks, which is as many as 52 cubes. At the same time, they are short-lived, the baby can easily crush or chew them.

Training using Doman cards

This method teaches children to recognize words as whole units, without breaking them down into components. This method does not teach letter names or sounds. The child is shown a certain number of cards with clear pronunciation of words several times a day. As a result, the child perceives and reads the word immediately, and learns to read very quickly and early.

Advantages of the technique

The ability to teach reading almost from birth. All training will be a game for him, an opportunity to communicate with his mother, learn something new and interesting.
The baby will develop a phenomenal memory. He will easily remember and analyze a huge amount of information.

Disadvantages of the technique

The complexity of the process. Parents will have to print a huge number of cards with words, and then find time to show them to the child.
Children trained using this method later experience difficulties with school curriculum. They are more likely to have problems with literacy and word comprehension.
Often, children who had no problem reading words on posters at home could not read the word if it was written differently.

Maria Montessori Method

In the Montessori system, children first learn to write letters using inserts and outline frames and only then learn the letters. Didactic material consists of letters cut out of rough paper and pasted onto cardboard signs. The child names the sound (repeats after the adults), and then traces the outline of the letter with his finger. Next, children learn to add words, phrases, and texts.

Advantages of the technique

There are no boring exercises or tedious lessons in the Montessori system. All learning is play. Entertaining, with bright, interesting toys. And the baby learns everything - reading, writing, and everyday skills - while playing.
Children who learn to read using the Montessori method very quickly begin to read smoothly, without dividing words into syllables.
The child immediately learns to read independently and silently.
Exercises and games develop analytical thinking, logic.
Many Montessori materials not only teach reading, but also develop fine motor skills - important element general development of intelligence (for example, games with a rough alphabet contribute to this).

Disadvantages of the technique

Classes are difficult to do at home, as they require enormous amounts of time to prepare classes and expensive materials.
Cumbersome materials and aids: you will have to buy or make yourself a lot of frames, cards, books and other elements of the learning environment.
The technique is designed for classes in a kindergarten group, and not at home.
Mom in this system plays the role of an observer, not a teacher.

Methodology of Olga Soboleva

This method is based on the “bihemispheric” work of the brain. When learning a new letter, a child learns it through a recognizable image or character. The main goal of the method is not so much to teach people to read, but to teach them to love reading. All classes are built in the form of a game, so learning to read is unnoticed and exciting. The method has 3 streams of information: for visual, auditory and kinesthetic learners. Mechanical memorization is minimized, as an associative memorization technique is used.

Advantages of the technique

As a result of this method of reading, the number of errors in children decreases, and speech becomes more free and colorful, expanding vocabulary, interest in creativity is activated, fear of the need to express thoughts in writing disappears.
Rules, laws, exercises are performed as if jokingly and involuntarily. The child learns to concentrate and relax, as this is useful for learning new information.
The technique very well develops imagination, fantasy, teaches you to think logically, develops memory and attention.
You can start learning almost from birth.
Suitable for children with different channels of information perception.

Cons
There is no usual system for parents who need everything to be clear and consistent. More suitable for “creative” children.

INTRODUCTION

I. Psychological and pedagogical substantiation of the problem of teaching reading to primary schoolchildren

1.1 Features of training in primary school

1.2 Psychological approach to understanding the essence of reading

1.3 Psychophysiological characteristics of the reading process

II. Theoretical foundations teaching reading to young children school age

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

2.2 Sound analytical-synthetic method of teaching literacy

2.3 Review of methods and principles of teaching reading

Conclusion

List of used literature

Applications

INTRODUCTION

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

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

The problem of teaching reading is one of the most important problems pedagogical process and it has always attracted the attention of psychologists and teachers. Many domestic authors have dealt with the issues of underachievement of younger schoolchildren and the problem of developing students’ reading activity: P.P. Blonsky, D.B. Elkonin, N.A. Menchinskaya, L.S. Slavina, S.M. Trombach, T.G. Egorov, G. N. Kudina, G. A. Tsukerman. These problems were also considered by many foreign researchers: M. Cole, J. Morton and others.

Despite the fact that diagnostic tests carried out in elementary school involve assessing the development of reading skills not only through the speed criterion (number of words per minute), but also assessing reading comprehension, for many teachers the first criterion is the main one. As noted by psychologist L.V. Shibaev, the reading technique, which the teacher takes care of in elementary school, is considered established, but reading as a full-fledged activity that has the status of cultural value does not develop. Meanwhile, modern world practice is focused on the criterion of understanding the text. Thus, tests of reading skills regularly carried out in many countries are based on the criterion of reading literacy, which is formulated as “a person’s ability to comprehend written texts and reflection on them, to use their content to achieve one’s own goals, develop knowledge and capabilities, and for active participation in the life of society.”

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Report on the topic: “Methods and techniques for improving productive reading skills in elementary school.”

A set of exercises.

Optimal reading technique S.G. Shvaiko, I.T. Fedorenko - Palchenko offers the most effective reserves for teaching reading. They were worked out by teachers creative groups, teachers of basic schools, were experimentally tested for applicability in mass settings and for usefulness.

Not the duration, butfrequency training exercises . Human memory is structured in such a way that what is remembered is not what is constantly before the eyes, but what flashes: that is, that is not. This is what creates irritation and is remembered. Therefore, if we want to master some skills, bring them to automatism, to the level of skill, then we should not carry out long, time-consuming exercises at all; We must do exercises in short portions, but with great frequency. For example, if a first-grader who does not read well is forced to read the entire fairy tale at home. This is an hour and a half of very difficult work. It would be much better if home training was carried out in three portions of 5 minutes each. The child reads a short paragraph and retells its contents. After an hour or two, another portion. One more serving before bed. The effectiveness of such training is much higher than training for an hour and a half at a time.

Buzzing Reading one of the main elements in learning to read. Now this element is generally recognized and is used in many schools by almost all teachers. What is buzz reading? This is the kind of reading when all students read out loud at the same time, in a low voice, so as not to disturb their friends, each at their own speed, some faster, some slower.

Daily five-minute reading sessions. Any lesson - be it reading, singing, drawing, mathematics - begins with the children opening a book, reading in buzz reading mode for 5 minutes, closing the book, and then the usual lesson continues.

Let's see what the daily five-minutes do. Five minutes per lesson, four lessons a day, six days a week. A weekly workout is 120 minutes.

Obviously, if the training time has increased 60 times, from two minutes to 120 minutes, then without any methodological tricks something good will come out, there will undoubtedly be a positive effect.

Good results givesreading before bed. The point is that latest events days are recorded by emotional memory and those eight hours when a person sleeps, he is under their impression. The body gets used to this state. An example of this pattern.

Even 200 years ago it was said: “Student who lives by science, learn the psalter for the coming sleep,” i.e.

If a child does not like to read, then it is necessarygentle reading mode . In fact, if a child does not like to read, this means that he has difficulties in reading. It is difficult for him to read, that is why he does not like to read.

The gentle reading mode is a mode when the child reads one or two lines and then gets a short rest. This mode is automatically obtained if the child is viewing filmstrips: he read two lines under the frame, looked at the picture - he rested. The next frame - I read two lines again, looked at the picture again... We can fully recommend this teaching method to parents whose children are reluctant to read.

It would be good to combine watching filmstrips before bed.

Numerous experiments show that even in the 5th grade, a child who does not like to read can be introduced to reading with the help of filmstrips, using a gentle reading mode.

The development of reading technology is hampered due to underdevelopedRAM. What does it mean? You can often see this picture. The child reads a sentence consisting of 6-8 words. Having read to the third or fourth word, I forgot the first word. Therefore, he cannot grasp the meaning of the sentence, cannot link all the words together. In this case, it is necessary to work on RAM. This is done using the so-calledvisual dictations , the texts of which were developed and proposed by Professor I.T. Fedorenko. Each of the 18 sets proposed by Professor I.T. Fedorenko contains six proposals. The peculiarity of these sentences is this: if the first sentence contains only two words “The snow is melting” - 8 letters, then the last sentence of the eighteenth set already consists of 46 letters. The length of sentences increases gradually, one to two letters at a time. The working time for all sets is approximately two months. Thus, in two months, operative memory develops so much that the child can already remember a sentence consisting of 46 letters, i.e. of eight to nine words. Now he easily grasps the meaning of a sentence, it becomes interesting for him to read, and therefore the process of learning to read goes much faster. What is the best way to conduct visual dictations? Six sentences from one of the sets are written on the board and covered with a sheet of paper. After one of the offers is highlighted, i.e. the sheet of paper is moved down, the guys read this sentence silently for a certain time (it is indicated for each sentence) and try to remember it. The sentence exposure time is usually short, ranging from 4 to 7 seconds. After the time has passed, the teacher erases the sentence and invites the students to write it down in their notebooks. This is followed by exposure, reading, and memorization of the second sentence. 6 sentences from the set usually take from 5 to 8 minutes in a Russian language lesson. Only after almost all the children have time to memorize the text and write it independently can they move on to the next set. Visual dictations should be written daily. This main condition must be observed without fail.

There are three exercises in the system of I.T. Fedorenko and I.G. Palchenko. This:repeated reading, reading at the pace of a tongue twister, expressive reading with a transition to an unfamiliar part of the text. All three of these exercises are carried out not individually, but collectively, i.e. All students read at the same time (each at their own pace), but in a low voice, so as not to disturb their comrades. It is done practically this way. After the beginning of a new story has been read by the teacher and consciously and meaningfully understood by the children, the teacher suggests that everyone begin reading at the same time and continue it for one minute. After a minute has passed, each student notices which word he has already read. Then follows a re-reading of the same passage of text. At the same time, the student again notices which word he has read and compares with the results of the first reading. Naturally, the second time he read a few words more. Increasing the pace of reading causes positive emotions students, they want to read again. The following exercises of the Fedorenko-Palchenko system are intended for the development of the articulation apparatus:reading at a tongue twister pace . When reading at the pace of a tongue twister, you should not pay attention to the expressiveness of reading, but it is necessary to increase the requirements for the clarity of reading the endings of words. The endings of words should not be “swallowed” by students; they should be clearly pronounced. The exercise lasts no more than 30 seconds. Then you need to stop the students and start the third exercise, addressing the guys like this: “Now, guys, please read the text again, but a little slower, but beautifully, expressively.” The children read the familiar part of the text to the end, and the teacher does not stop them. They move on to an unfamiliar part of the text. And here a small miracle occurs. This miracle lies in the fact that a child who has read the same passage of text several times and has already developed an increased reading pace, when moving to an unfamiliar part of the text, continues to read it at the same increased pace. Its capabilities do not last long (half a line, a line), but if you carry out three such exercises daily in reading lessons, then, in the end, the duration of reading at an increased pace will increase. After two to three weeks, the child’s reading will noticeably improve.

Dynamic reading – high quality new method: not letters, syllables or words are read, but entire groups of words, blocks; the reader becomes, as it were, a co-author of the text. Dynamic reading is reading with your eyes. You can start working in any class at any time. The only condition is to work every day. Where to start? First of all, we identify factors that interfere with fast reading:

Regression – recurrent eye movements.

Small field of view, i.e. clear field of vision in a line without pupil movement.

Inability to find the main thing in the text (pass redundant information through a “filter”, quickly find what you need).

Insufficient use of semantic conjecture.

Articulation. When reading slowly, words are spoken out mentally. The hearing aid (ears) is involved in the reading process. Some people move their lips or whisper when reading. The reader, thus, not only sees, but also pronounces and even hears the word, and the speed of speaking is four times less than the speed of thought. This means that this also slows down reading.

From this we can conclude that dynamic reading helps to overcome these difficulties. But how to do this, using what techniques and methods?

Dynamic reading - This is reading only with your 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” of various kinds of pictures, cards, objects. In one second, students must remember everything that is shown in the picture - “take a photo.” One second can be measured by saying the number twenty-one to yourself. For example, the teacher shows an illustration for a fairy tale. Children must remember in 1 second everything that is depicted on it and say what the fairy tale is called. Then after the commands “Get ready! Attention!" The command “Take a photo!” is given.

Reading lines backwards according to words. What is written is read in such a way that the last word is the first, the penultimate second, etc. This exercise takes the child away from the usual stereotype of reading from left to right, develops the subtlety of eye movements and is preparatory for subsequent exercises.

Reading lines backwards letter by letter. 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, and also creates the prerequisites for eliminating fairly common errors in “mirror” reading (when, for example, the word ball is read as rush and the child does not notice the error; now, having “tested with his own hands” and straight, and reverse word order and having clearly realized their difference due to the transfer of reverse reading from the rank of a random operation to the rank of a conscious, purposeful action, the child will no longer allow them).

Reading only the second half of words. When reading, the first half of each word is ignored and only the last is spoken; for this name: -nie -only -roy -viny -ov; the mental line of division runs approximately in the middle of the word; absolute accuracy is not necessary. This exercise emphasizes for the child the end of a word as an essential part of it, requiring the same accurate perception as the beginning, and develops the skill of letter-by-letter analysis. It leads to a sharp 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.

Reading lines with the bottom half covered . A blank sheet of paper is placed on the line so that the upper parts of the letters are clearly visible, that is, open to the eye, and the lower parts are not visible and are located under the sheet. After reading the first line, the piece of paper is moved down so that the lower part of the second line is covered, then the third, etc. You can also cut an old book or newspaper into lines, and then cut off its lower part in each line. The child is invited, despite such deformation, to still try to read the text. You can start by covering only the bottom of a quarter of the line, gradually increasing the coverage to half or even more. Note that on initial stages training, this exercise is performed more easily and with great interest if a text with which the child is already somewhat familiar is used; at subsequent stages, unfamiliar texts are more suitable.

Reading lines with the top half covered. The exercise is similar to the previous one, only in this case a blank sheet of paper is placed over the text so that the top of the line is covered and the bottom is open. You only need to read the lower parts of the letters. After the first line is read, the blank sheet is moved down, covering the top half of the second line, etc.

I’ll tell you a secret: this exercise is tricky! The fact is that any intelligent child will quickly notice that when the top line is read in half letters, at this time the bottom, next one, is open in its entirety, and will realize that it is much more profitable to have time to quickly read it while it is open, so that then, when it is closed, it is easy to display the finished result! If at the same time the child does not have time to read a word or forgets it, then and only then will he have to reconstruct it in halves. Many children quickly switch to this strategy, and this is exactly what is needed.

This exercise creates a strong motivation for play, requiring quick reading, fluent grasping of several words at once (to have time to read at all costs while the line is open), as well as reading not aloud, but silently (since this must be hidden), and in In case of failure, it specifies external supports (visible lower parts of letters), which can be used to clarify what was not fully seen or to correct an incorrectly read word. This exercise is also extremely important for the formation of verbal-logical memory (its volume, since it is necessary to retain several words at once, its strength, since what is retained must be retained for several seconds, and its resistance to interference - such retention must be combined with reading another line). If an adult notices that a child is trying to act this way, then this must be facilitated in every possible way, unnoticed by the child: hesitate a little, moving the blank sheet down, not notice the inclusions that the child brings from the bottom line to the top, etc.

The listed advantages of this exercise (despite its extreme simplicity) give reason to believe that it is one of the most powerful in the described complex and more time should be spent on it than on others.

Classification of words into groups . 8-16 cards are given, each with one word printed on it. It is indicated that the words represent lost objects and now you need to quickly put them in their places. It is said, for example, that the left side of the table is the kitchen and objects that belong in the kitchen (pot, fork) should be placed there, and the right side is kindergarten and the kids (Nina, Petya) should be placed there. While looking through the cards, the child should sort them into groups. Depending on the child’s level of preparation, you can offer him a layout into 2, 3 or 4 groups, and before the layout, these groups can either be indicated or not. Of course, words must be selected in advance so that they are easily classified.

This exercise is extremely important for the development of reading skills, since in it, almost for the first time in a child’s life, reading appears not as an end in itself (read – and that’s it, the goal is achieved), but as a means to achieve another goal (lay out the cards correctly). This leads to the fact that the child, in the course of his own actions, begins to clearly understand one of the main meanings of reading - obtaining information to regulate his actions - and becomes convinced that mistakes are inadmissible (an error here acts not just as an unwanted inaccuracy, but as the direct cause of absurd actions, ridiculous actions when, for example, a piece of kitchen utensil is brought to kindergarten instead of a child!). This exercise also relieves the tension associated with the child’s fixation on reading, which previously arose due to repeated reproaches for mistakes - after all, here the child does not need to read, i.e. perform an activity that is unpleasant for him, but he just needs to lay out the cards, and reading in this case is an unnoticeable, fleeting process, just one of many moments of the layout process that are not specifically emphasized.

This exercise acquires particular value when the need for a strictly letter-by-letter analysis of words is introduced into it. This is achieved by introducing into the classified material pairs of words that are similar in spelling, but different in meaning (for example, when divided into two groups: transport and berries-fruits, these are pairs: car-raspberry, bus-apricot; into groups: boys and girls are pairs of names: Masha-Misha, Tonya-Tolya, Vitya-Vika, etc.), as well as very long words (like bicycle).

Saying each word twice . The sentence (short at first - of two or three words, then gradually the length increases) should be read so that each word is pronounced twice, for example: Twice double utterance utterance... . This exercise helps the child understand the meaning of the perceived and spoken text. The fact is that a word read slowly, syllable by syllable (especially if it is long), is not a word of living speech. This is just a certain sound formation, little similar to a continuously spoken word of living speech, and therefore it is difficult for a child to recognize it, much less extract meaning from it. In order for the initially read word, stretched out into syllables, to be recognized as a natural, living word, it should be repeated in one piece. Due to such double pronunciations of each word, the child forms their natural auditory images, which contributes to insight into their meaning.

Application of the “dialogue with text” method.

Dialogue with the text occurs as a result of active reading of textual information in order to understand the “mysteries” of the text, discern the position of the author, and understand one’s attitude towards this position. This method is known in hermeneutics - the science of interpreting texts. Psychologists who used the “slow reading” technique (the text is presented sentence by sentence) described that an experienced reader, when working with a book, “talks” with it: he has questions, various assumptions, the correctness of which he checks with the text. This dialogue often begins when one becomes acquainted with the title of the work, and ends with an independent search for answers to questions that remain unanswered in the text. The dialogue with the text flows so quickly that it is not realized by an experienced reader. If we talk about purposefulUsing this method for educational purposes, it can be divided into several types of operations: 1) searching for incomprehensible things in the text and formulating questions; 2) probabilistic prediction of answers to a question or further content of the text; 3) self-control (checking your assumptions in the text). If the reader knows the above operations, then he enters into a conversation even with the shortest text.

Methodical techniquesBloom's Cube

The remarkable American educator Benjamin Bloom is usually referred to as the author of the famous “Taxonomy of Learning Objectives.” But he is also the author of several pedagogical techniques. One of them is "Bloom's Cube".

The beginnings of the questions are written on the sides of the cube:

“Why”, “Explain”, “Name”, “Suggest”, “Invent”, “Share”

The teacher (or student) rolls the dice. It is necessary to formulate a question to educational material along the edge on which the cube lands.

Using the Schulte table.

(exercises to increase the field of vision)

Record the time, the child begins to search for numbers in the table from 1 to

30, while

showing them. With frequent use of these tables, the time is reduced, the count

can be done in reverse order, i.e. from 30 to 1.

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 reference words, title, 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 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 aloud for a long time, because reading out loud 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.
"Game of Hide and Seek"

"Imaginary word."

During reading, the teacher pronounces the 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 during 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 in the process of learning 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 plural, V 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
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 a child's vocabulary.

"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..."; “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 on 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 midline words are divided that need to be read from the board and which, when independent work above the text are difficult to understand. Thus, in one type of work two tasks are solved: expanding the field of clear vision and preliminary reading of difficult words, so that the perception of the text is more complete, more conscious. For example, in a fairy tale for 3rd grade by G.Kh. Andersen's "Five from One Pod" is suitable for such work difficult words, which are read with the eyes from top to bottom with constant fixation of 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 has been read, the next syllable is read and closed by moving the bookmark with the left hand in the direction indicated by the arrow. This eliminates 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, GRAIR).
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, at maximum speed, counting the words of the text to themselves, must simultaneously understand its content, and after counting the number of words, name this number and answer the questions posed to the text before reading. 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: