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Methods of teaching reading in primary school. Improving reading skills in primary school

To help children become readers, learning to read is designed with implementation of the following tasks:

  • Formation of a stable desire to read literature (motivational side of reading activity).
  • Improving students' reading skills: creativity, correctness, fluency, expressiveness (the technical basis of the reading process).
  • Formation of the ability for full-fledged (adequate and comprehensive) perception of the text (the content side of reading: direct emotional response, pondering perception, comprehension of the text, the author's intention and own attitude to what is written and how).
  • Mastering different ways creative interpretation of a literary text.
  • Teaching practical skills in transforming text: determining the main and secondary, finding key words, heading, etc.
  • identify words and expressions in the text, the meaning of which is not clear, and realize the need to clarify their meaning;
  • use footnotes and school explanatory dictionary;
  • determine the emotional nature of the text;
  • highlight supporting (the most important for reading comprehension) words;
  • determine the motives of the heroes' behavior by choosing the correct answer from a number of proposed ones;
  • to be aware of the author's and own attitude towards the characters;
  • formulate the topic of the text;
  • find the main idea formulated in the text;
  • reading by role;
  • be able to use such means of intonational expressiveness as logical stress, strength and emotional coloring of the voice, tempo-rhythm, logical and psychological pauses;
  • be able to make a detailed description of the characters and their relationships, referring to the text;
  • be able to retell in detail, partially, selectively, creatively (from another person and according to a modified plan);
  • graphic and verbal illustration, mastering the technique of verbal drawing not only of the plot fragment of the text

Some techniques for teaching reading skills in primary school.

Experience shows that those students who read a lot read quickly. In the process of reading, working memory and attention span are improved. Mental performance in turn depends on these two indicators. It is impossible to read aloud for a long time, since loud reading as a means of extracting information is irrational. When reading "to oneself", the reading speed increases significantly. At the same time, scientists and practitioners agree that the reading speed of 120 words per minute is quite accessible to most students. Then the question arises: how to reach this level? How to teach a child to read consciously and correctly, to form the skill of working with different types of texts, to determine the level of reading comprehension? How to lead students to understand the meaning of the text in general? How can you make reading lesson and reading enjoyment 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 the formed reading skill includes at least two main components:

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

It is well known that both components are closely related. At the same time, at the first stages of the formation of the reading skill, great importance is attached to its technique, at the subsequent stages - to understanding the text.

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

  • These are cards for every child.
  • Reading techniques.
  1. Reading lines in reverse.

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

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

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

  1. Reading only the second half of words.

This exercise leads to a decrease in extremely common mistakes, when only the beginning of a word is read correctly, and the end is either conjectured or read with distortions. For example: -nie, -lko, -roy.

  1. Reading "noisy words"

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

  1. Reading lines from the covered top half.
  2. Separation of words from pseudowords.

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

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

  1. Reading upside-down text.
  2. Reading sentences from bottom to top.
  3. "Peekaboo".
  1. "Imaginary word".

The teacher pronounces the wrong word during reading, the children interrupt reading and read the word with corrections. This type of reading is attractive to children in that they have the opportunity to correct the teacher himself, which raises their own authority and gives confidence in their abilities.

  1. "Reading for the announcer."

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

  1. "Reading in chorus".

All students work here on equal terms: both fast reading and slow reading.

Flashcard work includes the individual work of each child in reading lessons. This work is very effective during the alphabetical 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 difficult.

For example: card number 1. Lesson topic: “Letter m and sound [m].

Read quickly and clearly words in columns. Speak clearly!

The task:

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

Card number 2. Lesson topic: "The letter s and the sound [s]".

The task:

  • read words, find unfamiliar words;
  • read words that start with the letter c;
  • read the words where the letter c is at the end of the word, in the middle;
  • read 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 mean animals, plants, parts of the face;
  • read words with a doubled consonant;
  • read words where all consonants are soft;
  • write out the words with an unstressed vowel.

Card number 3. Lesson topic: "The letter w and the sound [w]".

The task:

  • read words, find unfamiliar words;
  • read words that begin with the letter w;
  • read the words where the letter sh is in the middle of the word;
  • read the words that mean animals, plants, names, surnames, professions;
  • read words in diminutive form;
  • read the words in plural, at singular;
  • find the same root words;
  • read the words denoting the actions of the subject;
  • write out the words with the combination shi.

Card number 4. Topic of the lesson: "Unstressed vowels."

job nettle alcove jar
guys feeder swamps wood
toys snowflake tickets a complaint
barbed whiskered sweets greedy
the Bears thanks beard goat
cow riddle chatterbox stairs
chamomile den pin ribbon
cabbage lamb newspaper skier
plate velvet carnation cosmonaut
cheerful whitewash animal ships
ducklings beluga solar traffic lights
shirt beret butterfly agreement
  • read words that begin with b, etc.
  • find words that mean animate objects, inanimate objects;
  • find words, where -ch-, for paired consonants in the middle of a word;
  • find an adjective;
  • find words in diminutive form;
  • find words in the plural, in the singular;
  • find a word that can be both a noun and a verb;
  • find words that mean animals, plants, names, insects, professions;
  • find words with suffix -ushk-
  • find words with an unstressed vowel at the root that you can check;
  • find vocabulary words;
  • make up the phrase adjective + noun;
  • find words where vowels have two sounds;
  • write in two columns the words with unstressed vowels in the root: 1 column - checked, 2 - dictionary words.

Reading exercises

  1. "Start with the same letter."

A famous game in which several people take turns calling words starting with the same letter, for example "M". This game enriches and replenishes vocabulary child.

  1. “Which one? Which one? What kind?"

This exercise develops imaginative thinking, helps to enrich the child's speech. The teacher calls the noun feminine, masculine or neuter, and the child picks up epithets for the word. For example: "grass". Green - soft - high, etc.

  1. "Guess the letter."

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

For example, the conceived letter "T". Fragment of a possible dialogue:

Heron?
-No.
-Bus?
-There is.

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

  1. "Five words".

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

  • radio, record, cancer, rocket, wound;
  • nut, autumn, window, mark, father;
  • winter, link, snake, sight, castle;
  • pharmacy, alley, army, astra, arch.
  1. "Ladder".

Children choose in advance the letter with which the words will begin. The game consists in writing a "ladder" of words starting with this letter in a certain time. The first word must be two-letter, the second three-letter, and so on.

For instance:

  • Berry

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

  1. "Read-turn".

Choose a sentence in 1.5-2 lines. Read the first word, then read it again. Repeat the first word quickly, read the second, repeat the first two or three, etc. For example: "At one ..."; "At one peasant ..."; “One peasant had ...” etc. Such an exercise will allow the child to move from reading by syllables to reading in words and to understand the content of the text much better.

  1. "Learning to remember words."

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

For instance:

  • //////

The same exercise, but using verbs.

  1. "Making proposals".

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

For instance:

  • The kitten is drinking milk.
  • They write with a pen on paper.
  • The car drives along the road.
  1. "Learning to dream."

Take one word, for example "button". Take turns suggesting options for where and for what this item can be used.

For instance:

  • (Teacher: for attaching paper to the board).
  • (Pupil: draw a circle; put on a chair, etc.)
  1. "Snowball".

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

  1. "Guess the words."

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

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

  • hammer nail; screw-…
  • roof house; book-…
  • bird egg; plant-…
  • square-cube; a circle-…
  • good is better; slow-…
  • fire-fire; water-…
  • grain barn; money-…
  • human child; dog-…
  • day Night; winter-…

To improve reading skills, it is very good to use speech warm-ups in reading lessons. During the warm-up, include exercises for the correct pronunciation of sounds, for practicing diction, for the development of the vocal apparatus (we pronounce it quietly, loudly, in a whisper), the tempo of speech (we pronounce it quickly, moderately, slowly). The difficulty of the warm-up depends on the age and fitness of the children. In grade 1, the warm-up includes reading combinations of the trained sound by 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, and, e, e; p-a, o, y, s, and, e, e-reading of words containing the trained sound; reading words consisting of one syllable; reading short texts with a trained sound, reading tongue twisters.

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

Receptions of speech warm-up.

  1. Reading in a whisper and slow:
  • Yes, yes, yes, water is running out of the pipe.
  • To-to-to-tree nest.
  • Dy-dy-dy-we went for berries.
  • Doo-doo-doo-with mama I'm going home.
  • Ta-ta-ta-in our class cleanliness.
  • Tu-tu-tu-we direct the beauty ourselves.
  • Yat-yat-yat-pirates are level.
  • Yut-yut-yut-we love comfort very much.
  • Lo-lo-lo-it's warm outside.
  • Lu-lu-lu-chair stands in the corner.
  • Ol-ol-ol-we bought salt.
  1. Reading quietly and moderately:
  • arch-arts
  • arta-arda
  • arla-archa
  • arsa-arzha
  1. Reading loudly and confidently:
  • smoke-steam-heat
  • 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 in the window ... To, to, to!
And how Petya the cockerel
Early early in the morning
We will sing ... Ku-ka-ke-ku!

A good effect in working on articulation is brought by exercises with tongue twisters, riddles, counting rhymes, proverbs, word games: “Read the word”, “The syllable is lost”, “Guess which letter is missing”, “Hen with chickens”. For example, how the games are conducted.

The game "Hen with Chickens". Work begins with reading a poem using a table.

The chicken went out for a walk
To pinch fresh grass,
And behind her are the little chickens.
- Chick, chick, chick! Here! Here!
I found you a letter!
The cheerful A came running, the children read ... (on).
Perky came running Oh, children read ... (but).
The stubborn Wu came running, the children read ... (well).
The good-natured E came running, the children read it ... (not).

Then, according to 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 the letter O settled,
This letter is a vowel.
But I am friendly with consonants
The acorn "El" fell into a hollow,
We read it together ... (lo).
The acorn "En" fell into a hollow,
We read it together ... (but).

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

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

This is facilitated by the so-called "photographing": various kinds of pictures, cards, objects. Students must in one second remember everything that is shown in the picture, that is, "take a picture". For example, an illustration for a fairy tale is shown. Children should remember everything that is depicted on it in a second and say what the fairy tale is called. Before showing the picture, it is necessary to warn the children that they must look very carefully. Then the command is given: “Get ready! Attention! Taking pictures! "

In the 1st grade, the following tasks are given:

  • Find "take a picture" of the extra letter: a, o, b, y, and.
  • Find an extra syllable: bo, but, ro, we, co, lo.
  • Find an extra word:

The field of clear vision (or "field of view") of the table is very well developed. The table is made by the children themselves or their parents. Each student has a card, syllables or letters are inscribed in each cell. Here are some of them.

Table # 1.

Table No. 2.

AND TO FROM ABOUT T P FROM D AND
B M Have Z Th YU Have H U
AT R I L E H FROM F E
Sh D X S AND F C H I

The exercises are performed while standing or sitting. The student reads to himself, pointing with a pencil letters. A memo is used when working with the table.

  • As soon as possible, name all the letters in order, indicating them with a pencil.
  • Try to remember the location of two or three 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 children are already free to fix the syllable, it increases: 55 mm, 60 mm, etc. Systematic work with such tables makes it possible to develop in children peripheral vision, which is so necessary for the development of the field of vision.

In grades 2-3, when reading voluminous works, the middle line divides the words that need to be read from the blackboard and which, when working on the text on their own, are difficult to understand. Thus, in one type of work, two tasks are solved: expanding the field of clear vision and preliminary reading of difficult words, so that the perception of the text is more complete, more conscious. For example, in a fairy tale for the 3rd grade G.H. Andersen's "Five from one pod" are suitable for such work difficult words that are read with the eyes from top to bottom with constant fixation of the midline:

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

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

The following exercise is also carried out:

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

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

  1. There are 2-3 proverbs written on the board. We need to finish them.
  • Business time is ___________ ____________.
  • Finished business - ____________ _________.
  1. Parts of the proverbs are written in two columns. Pupils are connected with arrows so that they fit each other in meaning.
  1. Read the riddle by substituting the missing words.

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

  1. For preliminary reading at the stage of preparation for independent perception of the text, children are offered not the whole word, but the word written in quasi-writing.
  • for ____ ___ ro ___ ____ to (frost)
  • le ____ n ___ ___ ___ th (forester).
  1. Children really like reading text with missing letters, with missing words.

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

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

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

To overcome repetitions and achieve full visual perception, you need to carefully study the text and choose words that are difficult to understand and read. Before independent reading, the words are written on the board, the children read, then they find the word in the text and read them in the sentence. Special 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 the word.

Bomb
bombardier
bomber

  • Articulatory reading (without voice), reading in a whisper slowly, loudly slowly, loudly quickly.
  • Reading words written in equal-size font (Raked, got mad, teterevochek).
  • Division of words into syllables by vertical and horizontal lines.

Working on the text in reading lessons, the following exercises are used: reading "echo", reading "canon", reading "sprint", reading "exploration", reading with word count. Reading "echo" (at the first stage of learning to read and write): one word from a sentence begins to read a well-read student, and a poor reading student reads the same word next. Goal: 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 in the reading, the strong and weak change roles. Goal: a strong student gives all his strength expressive reading, and the weak has time to read the next word. He is again more confident in himself.

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

Reading "sprint": small passages of text several students begin to read at the same time - at speed. besides the speed of reading, they need to watch for expressiveness and infallibility.

Reading with word count means that students at maximum speed, counting the words of the text to themselves, must simultaneously understand its content, and after the end of counting the number of words, call this number and answer the questions posed to the text before reading. Purpose: to load students' ears with extraneous work - word counting. 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 the memo:

  • Press your lips and teeth together.
  • Read only with your eyes.
  • Read as quickly as possible, count the words of the text to yourself.
  • Answer the questions of the text.

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

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 out loud, expressively, confidently using anticipation.

If at each lesson you use the following techniques and methods as:

  • reading behind the speaker;
  • reading in pairs;
  • reading at an accelerating rate;
  • buzzing readings;
  • five minutes;
  • self-measurement of reading speed,

then this is the best foundation for improving reading technique.

Introduction

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

1.1 Features of training in primary grades

1.2 Psychological approach to understanding the essence of reading

1.3 Psychophysiological characteristics of the reading process

II. Theoretical Foundations of Teaching Reading for Primary School Children

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

2.2 Sound analytical-synthetic method of teaching literacy

2.3 Overview of methods and principles of teaching reading

Conclusion

Bibliography

Applications


Introduction

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

Reading is a means of acquiring new knowledge necessary for further learning... A student who has not learned to read or is poorly able to do so cannot successfully acquire knowledge. After all, the process school education always assumes independent work children, especially work on the book. Insufficient mastery of the reading technique by students, and most importantly the ability to understand what has been 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 of the pedagogical process and it has always attracted the attention of psychologists and teachers. Many Russian authors have dealt with the problems of the academic failure of primary schoolchildren and the problem of the development of the reading activity of students: P.P. Blonsky, D.B. Elkonin, N.A. Menchinskaya, L.S. Slavina, S.M. Trombach, T.G. Egorov, G.N. Kudin, G.A. Zuckerman. These problems were also considered by many foreign researchers M. Cole, J. Morton and others.

Despite the fact that diagnostic snapshots conducted in primary school imply an assessment of the formation of reading skills not only by means of a speed criterion (number of words per minute), but also an assessment of reading comprehension, for many teachers the first criterion is the main one. As the psychologist L.V. Shibaeva, the reading technique, which the teacher takes care of in elementary school, is considered to be established, and 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, regularly held in many countries tests of the formation of reading skills are based on the criterion of reading literacy, which is formulated as “a person's ability to comprehend written texts and reflect on them, to use their content to achieve their own goals, develop knowledge and opportunities, for active participation in life of society ".

Conducted in 2000 by this system international research educational achievement students (PISA) recorded a very sad result: in terms of reading literacy, Russian schoolchildren ranked 27th. In particular, read on “ the highest level"- ie “Understand complex texts, evaluate the information provided, formulate hypotheses and conclusions”, only 3% of those surveyed were able to russian schoolchildren... Students who showed a level below the first (includes basic skills: finding simple information in the text, given explicitly, interpreting the text in order to determine the main topic), in Russia turned out to be 9%, on average across countries - 6%.

This circumstance forces us to return to the development of criteria for assessing the formation of reading skills.

As a "worker" we propose to use the criterion "quality of reading". By reading quality, we mean the ability to read meaningfully.

From the above, it was formulated problem further research: what techniques and teaching methods will improve the quality of reading of primary school children.

Object learning is the process of teaching younger students to read.

Subject: Features of teaching reading for younger students.

goal work: the implementation of purposeful work on teaching reading to children of primary school age using a variety of techniques and methods.

To achieve this research goal, the following were formulated tasks:

1) Study the psychological and pedagogical literature on the problem of teaching reading for children of primary school age;

2) Determine the role of reading in the development of primary school children;

3) To study the influence of various techniques and methods on the quality of teaching reading for primary schoolchildren

4) Reveal the level

Hypothesis: We assumed that the quality of reading of primary school children will depend on the use of a variety of techniques and methods by the teacher in teaching reading.

Research methods.In accordance with the tasks set, the following research methods are used:

· Study and analysis of psychological and pedagogical literature on the research problem;

· Individual conversations with children;

· Psychological and pedagogical experiment (ascertaining);

· Qualitative and quantitative analysis of the results obtained.

This work is not deep scientific research, but, nevertheless, pretends to be a small guide to teaching children of primary school age to read.


Chapter 1. Psychological and pedagogical substantiation of the problem of teaching reading for younger students

1. 1 Features of teaching in primary grades

"Younger school age is the period in a child's life from six to ten years old, when he is studying in primary school." "During this period, teaching is the main activity in which a person is formed." In elementary grades, children begin to learn the beginning of the sciences. At this stage, the intellectual and cognitive sphere of the psyche is mainly developing. At this stage, many mental neoplasms appear, old ones are improved and developed. "The school period is characterized by intensive development of cognitive functions, sensory-perceptual, thinking, mnemonic, etc."

Usually an elementary school student willingly goes to this educational institution... For pupils of the first and fourth grades, it is characteristic to strive for the position of a student. ... In the early days of school, the experience a child has at home is of great importance. Previously, the little preschooler was the only and unique creature, but when he enters school, he finds himself in an environment where around him the same “unique and unique”. Besides having to adjust to the rhythm school life and new requirements, to master the space of the school, to master the methods of self-organization and organization of his time, the younger student must learn to interact with classmates. But the main task junior student is to be successful in school.

It is also important to note that at the stage of primary school age, the child is going through the so-called crisis of seven years. The child's perception of his place in the system of relationships changes. "The social situation of development is changing, and the child is on the border of a new age period." The child realizes his place in the world of social relations and acquires a new social position of the student, which is directly related to educational activities. This process radically changes his self-awareness, which leads to a reassessment of values. Learning acquires tremendous importance for the student, therefore, for example, the chain of failures of the child in this leading activity at this stage can lead to the formation stable complexes or even chronic academic failure.

The most important personal characteristics of a younger student include: trusting submission to authority, increased sensitivity, attentiveness, a naive, playful attitude to much of what he encounters. " primary grades obedience, conformity and imitation are visible.

Education in school is a fairly new and therefore interesting activity for children, while they also face a number of difficulties. Initially, schoolchildren, of course, do not know how to independently formulate educational tasks and perform actions to solve them. For the time being, the teacher helps them in this, but gradually they acquire the appropriate skills themselves (it is in this process that they develop independently carried out educational activities, the ability to learn). ... Children at this age have a share of impulsiveness, moodiness, stubbornness. Volitional processes are not yet sufficiently developed in younger schoolchildren. Gradually, the ability to show volitional efforts appears in the mental activity and behavior of schoolchildren. Schoolchildren form voluntary mental actions, for example, intentional memorization, volitional attention, directed and persistent observation, persistence in solving various problems. Therefore, the importance of assessing the results of a student's activity by adults increases. The educational and cognitive activity of the student, as socially and individually significant, essentially has dual stimulation: internal, when the student receives satisfaction, acquiring new knowledge and skills, and external, when his achievements in cognition are evaluated by the teacher.

Assessment by the teacher is an incentive for the student. This assessment also strongly affects the student's self-esteem. Moreover, the need for assessment and the strength of experiences are much higher in weaker students. Evaluation acts as a reward. Teacher assessment helps your child learn to evaluate their own work over time. Moreover, this should be not just an assessment of the result, but also of the student's actions themselves, of the method chosen by him for solving a specific problem. A teacher in the elementary grades of school cannot limit himself to just a mark in a journal as an assessment of the student's performance. A meaningful assessment is important here, that is, the teacher needs to explain to the student why this particular assessment was given, to highlight the positive and negative aspects of the child's work. Subsequently, the teacher, evaluating learning activities children, its results and process, forms the assessment criteria for children. ...

INTRODUCTION

I. Psychological and pedagogical substantiation of the problem of teaching reading for younger students

1.1 Features of teaching in primary grades

1.2 Psychological approach to understanding the essence of reading

1.3 Psychophysiological characteristics of the reading process

II. Theoretical Foundations of Teaching Reading for Primary School Children

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

2.2 Sound analytical-synthetic method of teaching literacy

2.3 Overview of methods and principles of teaching reading

Conclusion

Bibliography

Applications

INTRODUCTION

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

Reading is a means of acquiring new knowledge necessary for further learning. A student who has not learned to read or is poorly able to do so cannot successfully acquire knowledge. After all, the process of schooling always presupposes the independent work of children, primarily work on a book. Insufficient mastery of the reading technique by students, and most importantly the ability to understand what has been 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 of the pedagogical process and it has always attracted the attention of psychologists and teachers. Many Russian authors have dealt with the problems of the academic failure of primary schoolchildren and the problem of the development of the reading activity of students: P.P. Blonsky, D.B. Elkonin, N.A. Menchinskaya, L.S. Slavina, S.M. Trombach, T.G. Egorov, G.N. Kudina, G.A. Tsukerman. These problems were also considered by many foreign researchers M. Cole, J. Morton and others.

Despite the fact that diagnostic snapshots conducted in primary school imply an assessment of the formation of reading skills not only by means of a speed criterion (number of words per minute), but also an assessment of reading comprehension, for many teachers the first criterion is the main one. As the psychologist L.V. Shibaeva, the reading technique, which the teacher takes care of in elementary school, is considered to be established, and 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, regularly held in many countries tests of the formation of reading skills are based on the criterion of reading literacy, which is formulated as “a person's ability to comprehend written texts and reflect on them, to use their content to achieve their own goals, develop knowledge and opportunities, for active participation in life of society ".

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Reading as a learning goal

The purpose of teaching reading as an independent species speech activity is the formation of students' skills to extract information from the text in the volume that is necessary for solving a specific communicative task. This presupposes the mastery of certain types of reading and techniques of understanding the information contained in the text. Academician L.V. Shcherba noted that the leading beginning of language acquisition (speech) should make sense, understood by different categories of listeners in this way, as the speaker intended.

It is important to know

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

  • predict the content of information in terms of structure and meaning;
  • define a topic, main idea;
  • divide the text into semantic pieces;
  • to 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 teaching reading begins with the formation of reading skills, i.e. the technical side of reading.

Expert opinion

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

Thus, reading skills provide the ability to:

  • establish grapheme-phonemic correspondences;
  • to establish a correspondence between the graphic image of the word and its auditory-speech-motor image;
  • correctly articulate readable units;
  • to correlate the lexical image of a word, word combinations with their meaning;
  • correlate the grammatical form of the word, word combinations with their 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 the insufficient level of automated reading skills, as a result of which students concentrate their attention on establishing a connection between the graphical image of the unit being read and its auditory-speech-motor image, the semantic meaning as a result of this is relegated to the background and is realized later. The automated ™ technical skills of an experienced reader allows 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 the graphic image and its semantic meaning.

So, reading skills are the foundation that provides an understanding of the information contained in a written message.

Teaching the technical side of reading is associated with a number of linguistic and psychological difficulties due to both the specifics of the perceptual and semantic processing of information in the reading process, and the peculiarities of the language being studied.

Linguistic difficulties depend on the characteristics of the mastered foreign language and are caused by the instability between grapheme-phonemic connections, which are caused by differences between spelling and phonetic systems foreign language. As an example, we can cite the discrepancy in the pronunciation of the same letter in different letter combinations.

Instability of connections can cause interlanguage and intralingual interference. So, 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, n, p\u003e y with the need to distinguish between letters of the alphabet that are similar in outline, for example band d.

In its turn, psychological difficulties caused by:

  • the absence in the speech memory of students of sufficiently strong auditory-speech-motor images that younger students have when learning to read on native language ;
  • instability and situationality of educational and cognitive motives;
  • small field of view;
  • underdeveloped mental processes (memory, attention, etc.). So, the operative memory is of great importance for reading, contributing to the retention for a short period of time of those parts of the sentence (or syntagma) that, when they are further combined, lead to an understanding of what is being read;
  • unjustified regressive eye movements.

The minimum learning unit for reading is a word that

and allows students to master the technique of reading - 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 various approaches to solving the problem of teaching reading on initial stage and various teaching methods are used, the division of which is based on the following criteria:

  • 1) the initial linguistic unit underlying the teaching (letter, sound, whole word, sentence, text);
  • 2) the type of students' leading activity (analysis, synthesis).

Combining these criteria makes it possible to obtain the following classification of methods of teaching reading:

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

Consider as an example the use of a blended method of teaching reading words organized according to a specific reading rule.

The first way includes reading words from a sample (according to a learning card) using sound-letter analysis, which allows students to independently derive a reading rule. The training card includes a keyword highlighted in it using the color of the letter or letter combination being studied and a picture illustrating the keyword, the sound form of which was previously learned. Thus, oral lead forms the skill of reading on familiar lexical material. After reading the word, the teacher (speaker) either follows the sound-letter analysis independently, which can be carried out using the split alphabet. For example, a teacher pronounces a word and asks how many sounds are in the given word, then shows (writes) a keyword and asks to correlate the number of letters with the number of sounds. After that, 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 a teacher deduce a rule for reading letter combinations.

Further, students learn to read the same type of words containing the learned rule. At the same time, students' independent reading is preceded by listening to an exemplary reading of words and reading behind the speaker. Well-known domestic scientists-methodologists G.V. Rogova, I.N. Vereshchagina, N.V. Yazykov emphasize that it should be about reading, and not imitating the speaker's speech 1.

Second way involves reading words organized according to the reading rule represented by sound, letter and keyword. In the first stage, the teacher in game form introduces students to the reading rule. 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 made of precious stones. Suddenly Mickey noticed that when two flowers bloom around the S-shaped stone, the stone turns into a bee and begins to buzz ... Z-Z-Z.
  • Unusual flowers grow in the meadow near the lake. They are amazing in that each of them has a word written on it. All words, like flowers, are very similar - they have the same sound [ai]. You will recognize this sound by two letters - ow or oi - at the beginning or the middle of a word. Circle these letters and read: [au]. Now read the whole word.

An interesting way to familiarize students with the rules of reading, presented in the manual "English through situations", in which in an accessible and entertaining way, students are introduced to the rules of reading. For example: “Guys, you noticed that all the letters“ speak ”except the letter“ e ”. She is silent, but this letter is the commander. The commander is silent, but he is always watching the letter “i”. He makes sure that the letter "G calls its name correctly".

  • Find how many times the word_ occurs.
  • Sudoku. Find the missing word in each line, write it and then read the words horizontally, vertically and diagonally.
  • Make a word out of the letters shown in the picture and read it.
  • Insert the missing letter and read the word.
  • Check the box when you hear the sound_in the word.
  • Mickey will read the words now. Repeat after him and indicate in what order they were pronounced.
  • "Collect a chamomile." Choose the petals in which the letter_

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

Mickey and Minnie decided to compete and remember how

more words in which letter_ is read as sound_.

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

Find words in a 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.

The use of games in teaching the technical side of speech.

Let's take as an example several games that can be successfully used in the formation of 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 word or sentence card 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 stack of cards. The winner is the one who fills in empty cells first.



  • Cube. Each student rolls a die and takes the corresponding number of cards from the box. If the student read the word correctly, then he keeps the card for himself, if he made a mistake, then the card is returned to the box. In this case, one of the students resembles the reading rule (you can read the word in chorus). The winner is the one with the most word cards.
  • Bourn, Bam, chipe et chance. To organize this game, it is necessary 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 words. If the word is read correctly, the student keeps the card with him, if the word is read incorrectly, then the card is returned to the box. If a student draws out a card with the word "YOU", then he returns it to the box and skips a move, if the student draws a card with the word "BOUM", then returns two cards with words to the box, if the student draws a card with the word "CH1PE", then takes a card with a word from another student, and, finally, if a student pulls out a card with the word "CHANCE", then he keeps it so that he can replace the cards "BOUM" and "YOU" with it and have the right to draw out an additional card. The one with the most cards wins.
  • 2. Tasks to expand the vertical and horizontal field of view and increase the speed of reading. These tasks involve an increase in the number of elements (letters in a word, words in a sentence) and can have either the shape of a vertically elongated rectangle or a diamond shape.

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 on a straight line.

The optimal reading speed should correspond to the rate of speaking - 120 - 150 words per minute. To achieve these results, you must:

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

In pedagogy, special techniques and techniques are used to train the technical side of reading.

Whirring reading

The more often a child reads, the better they will be at it. To train reading techniques, there are catastrophically few lessons only in the classroom. To reach good resultIt is recommended that you spend five minutes of reading in each lesson throughout the school day.

Such five minutes are organized at the beginning of the lesson. Students should have books on their desks for additional reading. At the teacher's signal, the children begin to read in the “buzzing” reading mode. This technique assumes that all children read at the same time. Moreover, this must be done in an undertone, so as not to interfere with each other. Each child reads at their own pace. After 5 minutes, the reading stops and then the usual lesson continues, for example, mathematics, drawing or natural history.

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

Working with syllable tables

To increase the reading speed, it is important to train the child to perceive the syllable as a whole, as the basis for reading a word. For such exercises, special syllable tables are required. Can be used didactic material for teaching 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 specified syllable in the table;
  • show word by word in the table.

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

Techniques for widening the angle of view

In the process of reading, the number of signs that fall into the child's field of vision matters. To widen 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. Schoolchildren need to find and indicate each number in order in 30 seconds. A few days later, another version of the table should be proposed.

  • 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 the sheet as quickly as possible, which the teacher will name in turn.

Pyramids of words

For these 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.

The first is the last

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

Reading frame

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

Over time, children memorize many words that are often found in texts, and perceive them as a whole. They no longer read such words, but call them immediately. This skill significantly saves time when reading, so this skill needs to be purposefully developed.

Reception "Lightning"

The use of the "Lightning" technique is as follows. Children are shown a word for a very short time, 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 by themselves after a couple of seconds.

The same set of words must be used for several days in a row until the students memorize them all. Then suggest another set of words. For the best effect, you can not just let the students read the word, but also ask them to write it after it disappears.

Reception "Tug"

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

To control the reading process by 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 and correct them.

Hidden Letters Technique

Improving reading technique is facilitated by the development of the ability to predict words, and not to 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 with a spot;
  • words with missing letters - on the card a word in which several letters are missing;
  • cut word - a card with a written word is cut along and the children are asked to read the word either along the top or bottom of it (the word can not be cut into pieces, but half of it can be closed with a ruler);
  • a more difficult version of this exercise is to predict the missing word. For it you can use idioms, phraseological units, famous phrases from fairy tales or poems, riddles with rhymed answers.

Reception "Patter"

Directly to increase the reading speed, you can offer the child a small text to read it at the pace of a tongue twister. You need to read the text several times in a row, gradually accelerating. The student needs to be told that during this exercise it is not necessary to monitor the expressiveness of the reading, however, this rule does not apply in normal reading.

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 that they will have time to read in the allotted time. After that, this task is performed a couple more times.

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

Reception "Day - Night"

In the process of reading, it is necessary to maintain concentration and be able to navigate well in the text. To train these skills, students are encouraged to read in accordance with the 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 that, you need to find with your eyes the place in the text where you left off, and continue reading.