The development of reading skills is traditionally assessed according to the following parameters: method, speed, reading accuracy and reading comprehension.
The main criteria for assessing reading skills and the requirements for reading students in each grade are contained in the curriculum in primary school, according to which the teacher determines the compliance of the child’s individual reading indicators with regulatory requirements.
In the process of its formation, reading goes through a number of stages, which are associated with the method of reading available at each stage. The reading method is the most important indicator of the development of reading skills. T. G. Egorov identified four successive stages in the formation of reading skills, correlated with the reading method: mastery sound-letter notations; syllabic-analytical stage; the formation of holistic reading techniques; synthetic reading. V. G. Goretsky and L. I. Tikunova identify productive and unproductive ways of reading. K not productive ways they include: letter-by-letter and three-letter syllabic reading, and productive - smooth syllabic, smooth syllabic with integral reading individual words and reading whole words.
In accordance with the program requirements, by the end of the first grade, children should master fluent syllabic reading, by the end of the second - synthetic reading with the transition to syllable-by-syllable reading of difficult words, and in the third and fourth grades - fluent synthetic reading of whole words and groups of words. In practice, it turns out that many children already in the first grade read whole words fluently, and at the same time in the fourth grade there are students who read analytically, that is, syllable by syllable, or are just moving on to synthetic reading.
Reading speed is determined by the number of words a child reads in one minute. The program contains approximate reading speed indicators: first grade - 25-30 words/min; second grade - 30-40 words/min (end of the first half of the year), 40-50 words/min (end of the second half of the year); third grade - 50-60 words/min (end of the first half of the year), 65-75 words/min (end of the second half of the year); fourth grade - 70-80 words/min (end of the first half of the year) and 85-95 words/min (end of the second half of the year).
This definition of reading speed, while justified in conditions of time shortage, in our opinion, does not allow us to fully assess reading comprehension, since in one minute some children manage to read only 3-4 sentences from the proposed text and, therefore, cannot answer questions on the content of the entire text. Such an examination procedure does not make it possible to identify such important components activities, such as task orientation, workability, etc. When examining formed reading skills, there should be no time restrictions. The child’s activities should take place in comfortable conditions.
Many authors argue that reading speed and method are interrelated indicators of reading skill. A. N. Kornev believes that “reading speed can also be used as a characteristic of the reading method without much error.” Our own experience practical work at school does not allow me to fully agree with this statement. We have examples when, at a sufficiently high reading pace, corresponding software requirements(96 words/min), a fourth-grader exhibited abrupt syllable-by-syllable reading and, conversely, when synthetically reading a student of the same fourth grade recorded speed of only 76 words/min, which is significantly lower regulatory requirements. And such examples are not isolated. In this matter, we are of the opinion that each person has his own tempo characteristics, which are quite universal for all types of activity, including intellectual ones (A. N. Bershtein, A. R. Luria, etc.). As a rule, for a child with a slow gait, measured movements and speaking slowly under normal (non-experimental) conditions a slow reading pace will be characteristic. To demand a fast pace from him means to create for him extreme conditions activities.
Studying correctness technical side Reading tests involve identifying the presence or absence of reading errors. Reading without errors is called correct. Error analysis includes their qualitative and quantitative interpretation. However, this procedure is often limited to only counting the number of errors. This is due to objective diagnostic difficulties. Reading is a momentary process that has no material substance. In the short time that a child is reading, it is almost impossible to identify, classify and record all the mistakes made (especially since during the same time it is necessary to determine the method and speed of reading). The program contains instructions for assigning grades for reading depending on the number of errors made, but it does not stipulate in what volume of text this number of errors can be made. It is quite obvious that 3 errors when reading 30 words is not at all the same as 3 errors when reading a text of 100 words.
Studying reading comprehension, according to current practice, is possible in several ways: retelling the text read, answering questions about the content individual parts and the entire text as a whole, as well as an explanation of the meanings of individual words of the text. All of these methods are aimed at identifying only errors in understanding the meaning plan and, as some researchers point out, none of them is sensitive enough to detect violations of reading comprehension. V. G. Goretsky and L. I. Tikunova ask questions aimed at clarifying the understanding of the content of individual parts and the entire text, the meaning of words, and the ability to determine the content of each text they selected to test reading techniques. main idea. But, unfortunately, the developers do not provide any indication of how many incorrect answers indicate insufficient understanding and how many indicate a complete misunderstanding of what was read. Perhaps this is due to the fact that after the texts there is different quantity questions (from 1 to 6) and their level of difficulty is also different.
Analysis of the procedure for assessing the semantic side of reading allows us to conclude that this procedure is subjective in nature, since it depends on the chosen diagnostic method and the experience of the researcher. The authors did not present standardized procedures for assessing the semantic and technical aspects of reading skills.
Reading disorders in children
The history of the study of reading disorders in children begins in 1896, when Morgan and Kegg in their report described a 14-year-old teenager with a persistent inability to learn to read, despite a sufficient intellectual level and preservation of the sensory sphere. The authors explained these difficulties by visual memory impairments, which cause errors in recognizing visual stimuli (letters), and called this condition “word blindness.”
In the 20th century, in connection with the spread of universal education for children, a systematic study of the specific learning difficulties of schoolchildren began, the central place among which was given to reading disorders. A period of massive research into reading disorders in children and identification of the causes of this disorder has begun. Since the 60s of the XX century in foreign pedagogical science Dyslexia began to be seen not as an isolated defect, but as a component of an underlying learning disability.
Today there are different approaches to understanding the nature of reading disorders. At the same time, the views of domestic and foreign authors differ significantly. Foreign researchers use the term “dyslexia” to designate a whole range of learning problems, including in addition to reading impairments also impairments in writing, spelling, counting, recognition of musical signs, etc. . Moreover, in their opinion, these problems can manifest themselves not only in the learning process, but also in everyday life.
In the United States, the most common definition of dyslexia is set out in “The Education for All Handicapped Children Act (Public Law 94-142)” (1968) and refined by the scientific committee of the Orton Dyslexia Society (1994). In accordance with this definition, dyslexia is classified as “specific learning difficulties” that arise from disturbances in basic mental processes. Dyslexia is predominantly defined as a language disorder of organic origin, characterized by difficulties in decoding single words, usually reflecting immature phonological processes. It is especially noted that “specific learning difficulties” do not include conditions caused by primary visual, hearing or motor impairments, mental retardation, emotional disorders, or unfavorable sociocultural or economic living conditions.
Scientists from the British Dyslexia Association (Great Britain) further expand the concept of “dyslexia”, highlighting additional symptoms in the structure of this disorder. They define dyslexia as a neurological condition of organic origin, the symptoms of which can manifest as isolated or complex violation reading, writing, spelling, writing, counting and music notation. The overall picture of this condition may also include deficiencies in motor functions and regulatory processes.
Domestic researchers use the term “dyslexia” to designate a range of problems associated only with the process of mastering the skill of reading. Violations of writing (and even more so of counting and other academic skills) are considered separately. Although it should be noted that among domestic scientists, the understanding of the nature of dyslexia is sometimes very different.
In domestic speech therapy, two classifications of speech disorders are used: clinical-pedagogical and psychological-pedagogical. The clinical and pedagogical classification is rooted in the classification of A. Kussmaul (1877), compiled by him from the standpoint of a clinical approach based on the symptoms of speech disorders. The modern clinical and pedagogical classification divides all speech disorders into two large groups: oral speech disorders (which, in turn, are divided into disorders of the pronunciation side of speech: dysphonia, bradilalia, tachylalia, stuttering, dyslalia, rhinolalia, dysarthria - and systemic disorders speech: alalia, aphasia) and disorders of written speech. Dyslexia and dysgraphia constitute a group of written language disorders. Clinical and pedagogical classification does not imply special identification of speech disorders childhood and speech disorders in adults.
In the 20th century, it became clear to physiologists, teachers, psychologists, and linguists that the classification and typology of speech disorders in children should be built taking into account other principles of analysis than in clinical classification. R. E. Levina (1968) experimentally and theoretically substantiated new principles for the analysis of speech disorders in children. She proposed a classification of speech disorders in children with primarily intact hearing, vision and intelligence. The fundamental principle for constructing this classification was a unified pedagogical approach to children with disabilities. speech disorders of different etiologies. The specificity of this classification lies in the identification of the main groups of deviations in the formation structural components child’s speech: phonetics, phonemics, vocabulary, grammar, coherent speech - which became the object of correctional influence on speech therapy classes in preschool and school institutions. Speech disorders according to the psychological and pedagogical classification are divided into two groups: violations of the formation of linguistic means of communication (phonetic, phonetic-phonemic and general underdevelopment of speech) and violations of the use of means of communication in the process speech communication(stuttering). As you can see, written speech disorders are not classified as a separate group in this classification. They are considered as symptoms of phonetic-phonemic or general underdevelopment speeches as their delayed manifestations.
As for the definition of dyslexia, in our country there is also no consensus on resolving this issue. The most commonly used definition is given by R.I. Lalaeva, according to which “dyslexia is a partial disorder of the process of mastering reading, manifested in numerous repeated errors of a persistent nature, due to the immaturity of the mental functions involved in the process of mastering reading, with intact hearing and vision , intelligence and regular training» .
Despite the diversity existing definitions dyslexia and approaches to understanding this disorder, almost all researchers both in our country and abroad exclude from this group children with intellectual and sensory impairments, as well as cases of pedagogical neglect.
In this work, we use the term “dyslexia” only to denote reading impairment in children with primarily intact intelligence, hearing and vision and with regularity schooling. We use the terms “dyslexia” and “reading disability” interchangeably.
Due to the fact that there are different approaches to understanding the etiology and pathogenesis of dyslexia, information about its prevalence should be assessed differently. According to domestic and foreign researchers, the prevalence of dyslexia among primary schoolchildren ranges from 3% to 25%. As for international data, the highest prevalence of dyslexia is in English speaking countries, where 10-15% of the population suffers from these disorders. In Belgium, in a study of first-graders, reading disorders were noted in 4% of children. In Germany, 5-7% of children in any age group have a reading disability. The incidence of dyslexia in Italy ranges from 1.34% to 5.04%. In the Netherlands and Finland, about 10% of children have reading difficulties. In Russia in last decades Data on the frequency of reading disorders in children have not been published, but scattered information in the works of individual authors indicates that 20-25% of secondary school students have pronounced problems in reading development.
The ambiguous understanding of dyslexia by researchers and the uncertainty of diagnostic criteria are obviously the reason for the discrepancy in data on the prevalence of this disorder in different countries. Note that the natural differences in information about the prevalence of specific reading disorders in different countries are due to the unequal proximity of the pronunciation of words and their letter designation, that is different systems writing. So, if it prevails phonetic principle writing (in German, Czech, Spanish, Russian), dyslexia is less common. If the conditional dominates, traditional principle spelling of words (in English, French and other languages), specific reading disorders are more common, since the acquisition of reading skills in in this case the process is psychologically more complex.
It is interesting, however, that even within the same country there are discrepancies in the prevalence of reading disabilities. For example, according to A. N. Kornev, only 3.5% of secondary school students suffer from dyslexia. According to L.A. Benko, B.A. Boguslavskaya and our own data, there are much more such children - up to 25%. Analysis of this shows that the reason for the discrepancy is different understanding of the nature of dyslexia. Thus, A. N. Kornev believes that there are two independent directions in the problem of reading disorders: clinical and pedagogical. According to clinical direction, of which the scientist is a representative, dyslexia is always a syndrome that includes, in addition to a persistent inability to master the skill of reading, a number of symptoms: visual-spatial impairments, immaturity of laterality, etc. Overcoming these disorders requires complex medical-psychological-pedagogical correction and is very difficult. The frequency of such cases, according to the researcher, does not exceed 3.5%. Pedagogical direction This problem is associated with the study of difficulties that arise in the process of learning to read, which, as a rule, are caused by the immaturity of certain reading operations. Helping children with these reading difficulties comes down to: pedagogical techniques formation and automation of all reading operations. The prevalence of such cases among younger schoolchildren is much higher: 20-25%.
We will return to the discussion of the problem of the prevalence of reading disorders in the following chapters, but for now we will consider the symptoms of reading disorders in children associated with the peculiarities of the development of its technical and semantic aspects.
In domestic speech therapy, symptoms of dyslexia include a slow pace of reading, a reading method that does not meet program requirements, the presence of a large number of persistent reading errors, and impaired reading comprehension. Let's take a closer look at each of the highlighted symptoms.
Reading speed impairment is diagnosed by a slow reading pace, which is manifested in non-compliance with program standards.
According to V.G. Goretsky and L.I. Tikunova, violations in the formation of the reading method are evidenced by unproductive methods, to which the authors include letter-by-letter, sonorous and abrupt syllable-by-syllable reading, which has a persistent character.
In general, a violation of the reading method is manifested in a discrepancy between the level of mastery of reading skills at which the child is located and his reading experience. An indicator of a violation of the reading method can be the letter-by-letter or sonorous reading of words - “bookkeeping” - by children with at least one year of reading experience. When reading letter by letter, the child names all the letters of the word in isolation: rama - re, a, me, a. Sound reading involves the isolated naming of all sounds that make up a word: sleep - [s], [o], [n]. Elements of letter or sound reading can also occur in syllabic reading, reflecting disturbances in the formation of the reading method. In cases where a child’s reading experience is two, three or more years, we can say that syllable-by-syllable reading indicates a violation of the reading method.
Impaired reading accuracy manifests itself in a large number of different errors. When it comes to the symptoms of dyslexia, this aspect is perhaps the most controversial. R. E. Levina identified the following errors that characterize reading impairment: insertion of additional sounds, omission of letters, replacement of one word with another, repetition, addition, omission of syllables. R.I. Lalaeva divides all reading errors into five groups, and this classification simultaneously takes into account violations of both the technical and semantic aspects of reading. The first group of errors includes substitutions and mixtures of sounds when reading: replacements and mixtures of phonetically similar sounds, substitutions of graphically similar letters. The second group of errors is a violation of the fusion of sounds into syllables and words. The third group is formed by distortions of the sound-syllable structure of a word, where the author includes omissions, additions and rearrangements of consonant and vowel letters and syllables. The fourth group is reading comprehension disorders. The author identifies agrammatisms in the fifth group of errors.
A study of errors in children's acquisition of reading skills was carried out by B. G. Ananyev and T. G. Egorov. In their works, researchers noted that knowledge of the mechanisms of error occurrence helps to understand the process of mastering reading and to highlight the most significant and difficult operations for students. We considered it appropriate to analyze possible difficulties in detail and identified the following types of reading errors:
§ Errors in guessing reading are noted by almost all researchers. This type of error is the most common and occurs in the reading of all children, especially in initial stages mastering this skill. Errors in guessing reading are described, manifested in the replacement of words based on their optical similarity: motherworts - “pimples”, clap - “fuss”; based on their semantic similarity: aspen - “pine”, friends - “acquaintances”. The occurrence of these errors is explained by an incorrect semantic guess, which arose on the basis of snatching individual letters from a word or due to the semantic proximity of words.
§ Errors in reading endings. The nature of these errors also lies in semantic guesswork, in an attempt to predict the ending of a word without reading it to the end. This group includes errors in reading endings expressing the categories of number, gender, tense, if they are made by the child when reading the dependent word in a phrase, while the main word that determines the form of the dependent word has not yet been read and its form is not known to the child. In these cases, the error mechanism is due to incorrect guessing rather than mismatching. As a rule, after reading the entire phrase, the child notices the error and corrects it independently.
§ Mixtures of letters denoting sounds that have acoustic-articulatory similarities. These errors are more often observed in the first stages of mastering reading when establishing sound-letter connections. Mixtures of letters denoting vowel sounds (travka - “trovka”), consonant sounds that have acoustic and articulatory similarities are distinguished (in terms of sonority-voicelessness: slab - “blita”; hardness-softness: letter - “pismo”, loves - “lubit” ; affricates: sheep - “sheep”; affricates: sheep - “oats”; hissing: let’s go - “ate”). According to G. M. Sumchenko, these types of errors occur in children regardless of whether they have speech disorders. However, children with speech impediments make more such mistakes at the elementary sound-letter level. At the same time, even in children with speech impairments, reading errors often do not correlate with their existing sound pronunciation impairments. Some researchers identify mixtures of letters denoting consonant sounds that are similar in place or method of formation.
§ Permutations of letters and syllables. This type of error manifests itself in a violation of the order of the units that make up the word: hand - “kura”, nose - “dream”, window - “onko”.
§ Omissions and additions of letters denoting both vowels and consonants. These errors are also traditionally highlighted by all researchers.
§ Incorrect placement of stress is a fairly common mistake. Most researchers associate its appearance with difficulties in mastering mobile stress, which requires the child to be sensitive to the rhythmic structure of the language. According to L.I. Rumyantseva, the most stress errors are made when reading iambic (hand, path), dactyl (letter) and anapest (depth).
§ Agrammatisms. This type of error traditionally refers to the following cases: changing the number and case endings nouns; incorrect agreement in gender, number and case of noun and adjective; misuse endings of nouns in combination with numerals; change in the number of pronouns; changing the number, type, tense of verbs; changing the gender of past tense verbs; omissions, confusion of prepositions and conjunctions; violations of sentence structure: omissions, additions, rearrangements of words. It seems to us that agrammatism can be called a distortion grammatical form dependent word in a phrase when the main word that defines its form has already been read. If an error is made in a dependent word when the form of the main word is not yet known, then these errors are caused by a semantic guess and are akin to errors in guessing reading. Such cases should be attributed to errors in reading endings.
§ The mixing of optically similar letters is manifested in the mixing of letters that have a similar visual image (ch - n, y - x, e - o, t - g, p - n, o - yu, etc.). These errors are highlighted by most researchers.
§ Repetitions of letters, syllables and words. Although some authors point out the pathological nature of repetitions, most of them still agree that repetitions are a natural phenomenon in the initial stages of reading automation, helping to update the word read syllable by syllable in its entirety and clarify its meaning.
A violation of the semantic aspect of reading is evidenced by a lack of understanding of the meanings of individual words of the text, phrases, distortion of factual data, and inability to highlight the main idea of the text. . Misunderstanding of what is read may be due to violations of correct reading (omissions, additions, rearrangements, mixing of letters), since incorrect reading makes it difficult to establish a connection between the sound image of a word and its meaning. However, violations of understanding are also observed with technical correct reading. This indicates the absence of a direct relationship between the technical and semantic aspects of reading. If the reading is technically correct, but reading comprehension is grossly impaired, the reading is called “mechanical.”
As noted above, difficulties in understanding text may be a consequence of the immaturity of the components of the child’s speech and cognitive development. L. S. Tsvetkova identifies a violation of understanding associated with a narrowing of the volume of speech-auditory memory, which makes it difficult to update the correct meaning of a word, and violations caused by the inability to establish cause-and-effect relationships in the text.
Pedagogical practice recent years indicates that students primary classes represent an extremely inhomogeneous group, which is associated with their individual psychophysical characteristics, and with different starting capabilities due to those educational programs, according to which the child was trained in preschool period. All these factors cannot be taken into account when developing uniform program requirements. For some children, program standards turn out to be too low, for others they are unacceptably high. The teacher does not have the necessary information about what reading should be like normally and what indicates a violation of this skill. With the exception of individual studies (B. G. Ananyev, B. A. Boguslavskaya, A. N. Kornev, L. V. Sokolova and some others), we did not find population data on the holistic qualitative and quantitative characteristics of reading in primary schoolchildren. This is also due to the lack of a formalized system for studying reading in domestic practice, which makes the procedure for assessing this skill very subjective.
However, such formalized, maximally objective procedures for assessing reading skills have been developed and tested by foreign researchers. These are: Gates-MacGinitie Reading Test, Gates-McKillop Diagnostic Reading Test, Strenford Diagnostic Reading Test (cited no: 95. P. 40). These methods are based on determining the discrepancy between the “reading age” and the child’s “passport” age, which is identified based on the results of reading one of the standard texts. The “reading age” of a child is determined by the totality of all analyzed reading parameters, then it is found out what average age in the population of children these reading characteristics correspond to. A lag of the individual “reading age” from the normative values by 2 years or more indicates that the child has a reading disorder or dyslexia.
A similar standardized method for studying reading skills (SMINCH) was developed based on the methodology of Z. Matejchek A. H. Kornev. Oka is as follows. The child reads one of two standard texts. Then the number of correctly read words in the first minute is counted. Using a special formula, the reading technique coefficient is calculated:
KTC - reading technique coefficient;
M is the number of words read correctly in the first minute;
m - similar average in children of the same age is normal. This indicator is converted into a relative indicator, which reflects the ratio absolute indicator the child being examined and age norm. This technique takes into account the assessment of reading speed and accuracy. The reading method and reading comprehension are examined separately, which is tested using test questions.
The proposed methodology, however, does not allow us to take into account those fairly common cases when a child makes not one, but several errors in one word, as well as those cases when a child misses a word or an entire line.
Creation and widespread dissemination of any standardized methodology for assessing maturity mental function or skill, in our opinion, faces certain difficulties. And first of all, with the fact that such a technique requires the calculation of all age standards, which must be obtained from large samples of children.
M 
municipal budgetary educational institution
"Basic secondary school No. 17"
N.G. Antipina
Reading Skill Development
among younger schoolchildren
Polysayevo 2015
Introduction………………………………………………………………………………..3
1. Reading process…………………………………………………………….4
2. Components of reading skill……………………………………………....6
3.Exercises for developing reading skills……………………………11
4. Types of working with text…………………………………………….….28
5. Conclusion……………………………………………………………...31
6. References……………………………………………………….32
Introduction
People stop thinking
Denis Diderot
French philosopher
writer
Reading, according to many outstanding Russian scientists, psychologists and teachers, plays a huge role in education, upbringing and human development.
Reading is also what is taught to younger schoolchildren, through which they are brought up and developed; it is also what students use to learn most educational subjects.
Mastering full reading skills for students is the most important condition successful schooling in all subjects.
Reading is one of the main ways of comprehensive development of schoolchildren, acquisition of information during extracurricular time.
Reading refers to written forms of speech activity, because it has to do with letters and their visual perception. There is no other way to read unless you have specifically learned to read it.
Reading process
Reading is one of the complex psychophysiological processes and is carried out through the interaction of a number of mechanisms or factors, including decisive role play: visual, speech motor, speech auditory, semantic.
Reading begins with visual cognition of the graphic elements of the text, i.e. letters, their combinations, words, etc. with their physical properties (size, design, color) they excite impulses in the visual-nervous system that enter special centers of the brain.
In order to competently manage the work on developing reading skills, you need to understand that reading is a type of activity that is characterized by two interconnected aspects: one of them “finds its expression in the movement of the eyes and speech-sound-motor processes,” the other “in the movement of thoughts, feelings and intentions of the reader, caused by the content of what is being read.”
Reading includes the following components: visual perception, pronunciation and comprehension of what is read. As the reader masters the reading process, there is an increasing rapprochement, an increasingly subtle interaction between these components. " The ultimate goal The development of reading skills is, therefore, the achievement of that synthesis between the individual aspects of the reading process, which characterizes the reading of an experienced reader... The more flexible the synthesis between the processes of comprehension and what is called a skill in reading, the more perfect the reading proceeds, the more accurate and expressive it is.”
Scientist N.A. Rybnikov presented the act of reading as a cluster of personal human properties, qualities and special actions and operations: “...perception of visual letter elements, representation, since the reader must remember what was read and the content associated with what was read; intelligence, since when reading, the connection between the material read is comprehended; will, since reading is a spontaneous activity; feeling, since the reader can emotionally perceive the content; motor skills, since reading is accompanied by speaking to oneself and out loud, etc.” He stated: "All this complex process is carried out from the point of view of a definitely set goal, according to which certain points from this complex complex are brought to the fore. Where this process turns out to be adequate to the goal, we also have the correct final result, i.e. correct reading."
Components of Reading Skills
Reading is a type of speech activity in which the following components interact: perception graphic form words; converting it into sound, i.e. pronouncing a word syllable by syllable or entirely, depending on the level of mastery of reading techniques; reading comprehension (words, phrases, sentences, text)
Reading skill is a complex of skills and abilities. This is, first of all, the ability to understand the meaning of the text, read words correctly, read expressively, focusing on punctuation marks and content, not forgetting the pace of reading.
Reading skill can be represented in general view with this scheme:
Each of the components that make up reading skills is first formed, practiced as a skill, and through exercises gradually rises to the level of skill, that is, it is carried out without tension, automatically.
In general, reading skill consists of two sides - semantic, which is ensured by the process of understanding what is being read, and technical, subordinate to the first and serving her.
Leading place in this complex occupies semantic side, that is, consciousness, understanding readable text. The semantic side of reading is the reader’s overall understanding of:
meanings of words used in the literal and figurative sense;
the main meaning of the entire content of the text
In other words, consciousness– understanding of the author’s intention, awareness artistic means, helping to realize this plan, and understanding your own attitude to what you read.
Technical side(reading technique) includes other components of reading skill: reading method, accuracy, expressiveness, speed (pace, fluency) of reading. Each of the components that makes up the overall reading technique has its own characteristics.
Reading method - an important component of reading technique that affects its other aspects. There are five main ways of reading:
Reading methods
Productive
Unproductive
1. Letter by letter 1. Smooth syllabic
2. Jerky 2. Smooth syllabic with integral
syllabic reading of individual words
3. Reading whole words and
groups of words
It is necessary to practice productive ways of reading.
Right is defined as smooth reading without distortion affecting the meaning of what is being read.
Correct reading is expressed in the fact that the student avoids or, conversely, allows:
omissions;
permutations;
additions;
distortions;
repetition of letters (sounds), syllables, words;
correctly or incorrectly emphasizes words;
ending errors.
Expressiveness – the ability, through oral speech, to convey to listeners the main idea of a work and one’s own attitude towards it.
Expressive reading includes the ability to correctly use pauses, make logical emphasis, find the right intonation, read loudly and clearly.
Fluency – This is the reading speed that determines reading comprehension. This speed is measured by the number of words read per unit of time.
Let's look at another definition. “Fluent reading is reading without difficulty.”
This definition also deserves attention, because it emphasizes the freedom to quickly recognize letters and reproduce them in reading and in sound design. Reading speed depends on the way you read and understand.
There are indicative indicators for reading speed (according to V.G. Goretsky)
| Half year | I half of the year | II half of the year |
| 25 – 30 words per minute |
||
| 30 – 40 words per minute | 40 – 50 words per minute |
|
| 50 – 60 words per minute | 65 – 75 words per minute |
|
| 75 – 85 words per minute | 85 – 95 words per minute |
If the result is lower, this is a signal of deficiency. With methodically correct work on teaching reading, every primary school student is able to not only achieve the designated speed indicators, but also exceed them.
There are five stages in the development of reading technology:
I – initial (0 – 10 words per minute);
II – development short term memory(10 – 50 words per minute);
III – improving attention and expanding the reading field (50 – 80 words per minute);
IV – confident reading adapted texts(80 – 120 words per minute);
V – fluent reading of any texts (more than 120 words per minute)
Exercises to develop reading skills
How to teach children to read quickly, expressively and at the same time correctly and consciously? This question worries many teachers. I also encountered the problem of improving reading techniques in my work. The process of improving reading technique is extremely difficult. To make this process more successful for students, I include various training exercises:
Psychological exercises
The beginning of working with the book is the “Pose” and “Relax” exercises. The “Pose” exercise instills the ability to sit correctly while reading, hold a book, and when tired, support your head with one hand (when reading the left page - right hand and vice versa). The relaxation phase provides maximum rest by releasing tension from the entire muscle. At the command “Relax!” the eyes of the readers look up from the text and close, hands with unclenched fingers fall to their knees, the body leans back, the head drops, complete silence is established, relaxation lasts 20 - 30 seconds. During the relaxation phase, you need to quietly repeat several times: “You feel good, your whole body is relaxed, you are resting...”. Then the relaxation phase is interrupted by the command “Pose!”, after which the students take the correct position and begin reading again.
Exercises to develop vigilance.
To develop students' vigilance for the letter side of a word, training exercises can be carried out starting from the letter period. The materials for these exercises are the studied letters, syllables, words selected from the alphabet text, for example:
1. Which letter, syllable, word is extra?
1) a, y, p, o, s;
2) b, n, d, f, g, c, m;
3) ma, ra, la, ny, sa;
4) river, river, stream, pen, stream.
2. What do the words have in common and how do they differ?
1) chalk – stranded;
2) small - crumpled;
3) soap - nice
3. Working with the proposal.
After students acquire the skill of quickly “grasping” one or two words, they can move on to this kind of reading of three or more complex words. Similar exercises should be carried out with sentences, first writing them in a column:
Lara
herself
soap
frame.
Then write it this way: Lara washed the frame herself.
In the post-letter period, a sentence can be divided into syntagms and written in a poetic set:
The agronomist gave cuttings
And taught
How to dig them into the ground,
How to water
How to fight nettles.
This group of exercises related to visual perception is aimed at developing correct reading and cultivating attention to visual image words, to improve the method and pace of reading.
3. Articulation gymnastics. (Exercises on correct pronunciation sounds, diction practice)
In order to improve pronunciation, it is necessary to work on diction and breathing. Diction– the basis of clarity and conceptuality of speech. Articulation gymnastics is carried out at the beginning of the lesson for 2-3 minutes. At the same time great attention focuses on working on the tempo of speech, voice and breathing.
1. Breathing exercises
Correct breathing - this breathing is free (free of tension), deep, frequent (but not rapid!), imperceptible, automatically subordinated to the will of the reader. Good phonation breathing is ensured if the following requirements are met:
1) inhale deeply through your nose and mouth;
2) exhale silently (unnoticed);
3) do not overstrain your breath when inhaling;
4) replenish your air supply at the slightest opportunity (and unnoticed!);
5) do not hold your breath during pauses;
6) do not use up all the air supply so as not to choke.
Physical exercise “Blowing out a candle.” Children are given narrow strips of thick paper 2-3 cm wide and 10 cm long. The teacher asks them to imagine that there is a lit candle in front of them. Take a deep breath through your mouth, stop breathing and slowly blow on the paper “candle” until the air in your lungs runs out. During a quiet exhalation, the upper end of the piece of paper is evenly deflected. When repeating the exercise, the upper end of the piece of paper should deviate greatly: you need to “blow out” the candle at the teacher’s command (increase the intensity of exhalation).
Physical exercise “Catch a mosquito.” Hands move apart - inhale; gradually move forward with palms facing each other - exhale. There is a mosquito at arm's length, you need to catch it, but so as not to scare it away. The teacher tells the students: “Slowly, slowly bring your hands together (do not scare away the mosquito), continuously pronounce the sound “z-z-z”, swat the mosquito, quickly spread your arms to the sides, an automatic inhalation will occur.”
Exercises:
“Everyone is young in the winter cold.”
“A mind is good, but two is better”
“Egor walked through the yard, carrying an ax to repair the fence”
“The old mole is digging the ground, tearing up the vegetable garden.”
on the count of 1 – 4 – hold your breath, on the count of 1 – 4, exhale;
working with a table of consonants. Students take a deep breath and, as they exhale, read 15 consonants of the same row once. Take the next breath and as you exhale read the consonants of the second row, etc.
BKZSTR MNVZRSH LNH
ZHLPFHCHSHBRPTSTKL
MNDGMKTFTRMGNZHZ
VDFHFGBFKZRCH
ZSChKTFTSHDMLHVDM
DGRSHKTBSTTSTRSCHSH
TRGHLDKVCHTBLMNZ
This kind of work can be done in pairs and when reading aloud in a chain as a physical exercise in literacy lessons.
2. Reading in a whisper and slowly:
Ra-ra-ra - the game begins.
Ry-ry-ry - we have balls in our hands.
Ru-ru-ru - I hit the ball with my hand.
Yes, yes, yes - water is running from the pipe.
Dy-duh-duh - we went for berries.
Doo-doo-doo - I'm going with mom.
Yat-yat-yat - the desks are level.
3. Reading quietly and moderately:
Arch – artsa
Arta – arda
Arla - arba
Harp - cart
4. Reading loudly and confidently:
Moth - salt - roofing felt - pain
Bud – soil – mail
Door - beast - worm
5. Reading clearly, clearly pronouncing sounds, clearly pronouncing syllables: loud - quiet, quiet - loud. Finding hidden words:
VI – VE – VA – VO – VU – YOU
FI – FE – FA – FO – FU – FY
FIVI – FEVE – PHOTOS – FAVA
WIFI – VEFE – VAFA – VOVA
6. Reading words - inverted:
Grandfather, bob, eye, order, lump, Cossack, etc.
7. Onomatopoeia games:
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, early in the morning
He will sing to us... Ku-ka-re-ku!
8. Tongue twisters for pronouncing consonant sounds:
TO O With And, To O With a, by To a ro With A.
On r eke caught r aka, because of r aka came out r aka.
Sh la WITH A w and by w O ss e and With O With ala With at w ku.
Assignment: read the tongue twister with the intonation of surprise, fun, sad, etc.
4. Dynamic reading method.
Dynamic reading is when not letters, syllables or words are read, but entire groups of words, that is, blocks. This is reading only with your eyes (to yourself).
1. Exercises for developing the visual field using tables
Table 1
Exercise: read to yourself, indicating the letters with a pencil.
REMINDER
1. As quickly as possible, name all the letters (syllables) in order, pointing with a pencil.
2. Try to remember the location of two or three consecutive letters (syllables).
3. Remember: the eyes look at the center of the table and see it as a whole.
Table 2
Exercise: read the syllables to yourself in order (top to bottom, left to right). Try to remember the syllables. Make words from these syllables.
2. Exercises with fixation of vision on the midline (a series of numbers)
Table 1 Table 2
W e m
Table 3 Table 4
M 6 s e 6 m
The syllables are arranged in a pyramid, at the base of which the distance between the letters is 45mm. Then, when students are already freely fixing the syllable, the distance increases: 50 mm, 55 mm, etc. Systematic work with such tables makes it possible to develop in children peripheral vision, which is necessary for the development of the “field of vision”.
Exercise: Focus your gaze on the middle line (a series of numbers) and, keeping the middle line in sight, read the syllables. Name the number that corresponds to the syllable ma, meh(the order of numbers in the middle line changes at each lesson).
In grades II – IV, the middle line divides the words that need to be read from the board
Table 5
The teacher can include in the tables
skates difficult words studied in the lesson
ski texts.
snowman
5. Exercises to develop anticipation (semantic guess).
When reading a text, having caught the contours of the next word with peripheral vision, based on the meaning of what was read, the student can guess which word will be next. This anticipation of the next word (syllable, letter) is called anticipation. The following exercises contribute to the development of anticipation:
1. Reading sentences with consonants left in the first case and vowels in the second.
V... d... l... st... t h... r... w... m h... t... t... l... m!
...o...I e...o...g... ...a...o ...o...o and...o...o...o u...i...b...I!
When was it more difficult for you?
2. Reading text with incomplete words.
That… night a gray hedgehog walked through the forest… gu…. See... a red cranberry... and prick it on a gray needle... . Look... yellow foxes... and also...
Finally, I noticed in the blue lou… a blue star…. I also wanted to...; nothing... not higher... . The hedgehog thought, I’ll blow... and covered her with a burdock... - let the field remain until the morning... .
And here... under the burdock tree, together... with blue stars... I found a big beauty... the sun... . The hedgehog laughed... Very.
3. Anticipation of parts of familiar sayings.
The walls of the house are __________. Live forever, _____ __________.
Prepare your sleigh in the summer, ___ _______ ________. Did the job -….
You drive more quietly -….
4. Restore the word.
Words with missing letters and syllables are written on the board:
5. Read the words written on the board.
Animals, fence, fox, bunny, bear, hedgehog.
Find a pattern for each word: ′ , ′ .
6. Read the text:
Shadow, shadow - shadow.
H...w...g...r...d... (drawing “Wattage”)
S...l... (drawing “Animals”) under the fence,
Po - hva - la - li - sya in ... s ... day.
Po – hva – la – la – xia (drawing “Fox”)
“S... m... s... t... I'm cr... s...”
Po-praised-ly-sya (drawing “Bunny”)
“P...yd..., d...g...n...y-k...”
Po-praised-ly-sya (drawing “Bear”)
“M...g...p...sn...I f...t.”
Po – hva – ldya – li – xia (drawing “Hedgehogs”)
“... n... with sh... b... h... r... w...”
6. Exercises to develop reading without repetition.
When reading, the eyes move not only from left to right, but also vice versa. This, although it has some positive influence(error is corrected), at the same time slows down the reading pace.
1. Readings with a bookmark.
The bookmark has an arrow pointing to the right
The bookmark covers the read syllable, which is also closed by moving the bookmark with the left hand to the right. This eliminates repetitions of an already read syllable and speeds up reading.
2. Reading words written in different font sizes.
Vacuum Cleaner Snegiri
SPARROWS
3. Dividing words into syllables by vertical and horizontal lines.
SNE / GO / PA / DY
SNE - GO - PA - DY
4. Constantly building up the word:
COPSE
5. Working with tables that include syllables of such structures as SG,
SSG, SSSG (S – consonant, G – vowel).
Table 3
In these tables, syllables are not written; students make up syllables independently when reading the tables.
7. Exercises to develop the pace (speed) of reading
The exercises below 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 only 5 to 7 minutes. The value of these exercises is that after the first independent acquaintance with the text, children read it aloud expressively and confidently use anticipation.
1. 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. Goal: the strong one feels responsible, and the weak one is more confident in himself, because he has already heard the word, it is easier for him to recognize it.
For more late stage learning to read, the strong and the weak change roles. Goal: a strong student devotes all his strength to expressive reading, while a weak student has time to read the next word. He is confident again.
2. Reading “canon”: one student begins to read a paragraph of text along with the first, but 3 to 4 words behind it (as when reading the canon). Goal: maintain a certain reading pace, try to read expressively, without mistakes. All children monitor both students' reading and evaluate their work.
3. Reading “sprint”: several students begin to read small passages of text at the same time - at speed. In addition to reading speed, they also need to pay attention to expressiveness and error-free reading. Reading “sprint” can also be done this way: students read at their maximum speed to myself unfamiliar text, clenching their teeth and lips, and after reading they answer the questions formulated by the teacher before reading to the text. While reading, urge the children: “Faster, faster, even faster,” while adding: “You need to read everything.”
This exercise is carried out before reading each text aloud. Also prepare the class psychologically in advance, giving commands: “Get ready! Attention! Let's start! When learning to read “sprint”, you can use the following reminder:
REMINDER
1. Purse your lips and teeth tightly.
2. Read only with your eyes.
3. Read as quickly as possible.
4. Reading with word counting means that students maximum speed, counting the words of the text to themselves, they must simultaneously understand its content, and after finishing 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 – 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. The following reminder is suggested:
REMINDER
1. Purse your lips and teeth tightly.
2. Read only with your eyes.
3. Read as quickly as possible, counting the words of the text to yourself.
4. Answer the questions about the text.
The first question for students is about the number of words in the text. The answer can be considered excellent if the discrepancy between the named number and the real one does not exceed 2 percent, good - satisfactory - 5 - 10 percent, provided that the children answered the questions about the text.
5. The “Reading-Display” exercise is used to teach children vertical reading. Students scan the text at their maximum speed and find answers to questions posed by the teacher before reading. Thus, students learn not only vertical reading, but also the ability to navigate the text and find the main thing. This exercise can often be used in Russian lessons: for example, “scouts” find in the text vocabulary words or words on some rule.
6. “Buzz Reading.”
The student reads to himself, at the same time hums like a bee (croaks like a frog, chirps like a sparrow, etc.)
All students read aloud at the same time, in a low voice, so as not to disturb their friends, each at their own speed - some faster, some slower.
7. Reading with tapping rhythm.
Tapping a pre-learned rhythm on the table with a pencil, students must read an unfamiliar text with their eyes, and after reading, answer questions about the content.
8. Reading with sound interference (when music is playing)
9. Exercise “Tugboat”.
The teacher reads the text loudly, varying the reading speed in accordance with the planned plan within the limits of the students' reading speed (80 - 160 words per minute). Children read the same text to themselves, trying to keep up with the teacher.
10. Exercise “Lightning”: alternating reading in a comfortable mode with reading aloud. The transition to reading in the most accelerated mode is carried out at the teacher’s command “Lightning!” and lasts from 20 seconds at the beginning to 2 minutes after mastering the exercise. The exercise is carried out daily or two to three times a week.
11. Exercise “Kangaroo”: orienting the gaze at the beginning, middle and end of the line, reading the whole paragraph in this way; talking about what you remember, then reading aloud.
12. Repeated reading
The order of reading the text multiple times: read one sentence (no more than 2-3 sentences per lesson) in the following order:
1st time - slow reading with a teacher, clearly pronouncing syllables;
2nd time - re-reading without a teacher;
3rd time - smooth, continuous reading of words;
4th time - reading at a conversational pace (how would you say this sentence to each other)
5th, 6th, 7th times - the sentence is reread with alternate presentation logical stress on every significant word;
8, 9, 10 times - - the pace of reading is brought to the level of a tongue twister
8. Attention exercises
For this purpose, you can use logical exercises, in which the time for reading words is reduced as much as possible. In a short time, the child must not only have time to read the words, but also perform certain mental work: compare, generalize, group, etc.
1. Rearranging words in a sentence.
2. Finding new words in these words:
Duck, hail, dry. Park, screen, darkness, variety, livestock, etc.
3. Making words
Help the word find its last letter. Connect the word with the last letter with a straight line. Re-read all the words in their entirety.
4. Finding a repeating letter.
5. Reading words in “ABC and books for reading”
Name words consisting of one, two, three or more syllables; name words with stress on the first and second syllables; find a sentence based on a given beginning or end; find a sentence with an exclamation mark, a question mark, a comma; name the combination of noun plus adjective, noun plus verb; find words in the text with an unstressed vowel, with a soft sign, etc.
6. Reading columns with the same ending. For example:
MKA -ALKA -LKA -ECHKA -POCKETS
Frame stick saber stove herringbone
German violet week river squirrel
Breaking hardening of the land buckwheat pipe
Bag fortune teller overcoat candle vase
Haze jackdaw shoe sheep hole
Edge landfill icicle first aid kit fork
Gourmand mermaid whistle little leg garden bed
This exercise should be carried out in Russian language lessons when studying the topic “Composition of a word”.
7. Reading words with the same root.
NOSE: nose, nose, nose, nose, nose, bridge of the nose.
MOUNTAIN: hill, hill, mountain, miner, mountainous, hillock.
EYE: peephole, eye, little eye, big-eyed, stare, little eyes, little eyes,
eye socket
TABLE: table, table, carpenter, little table, dining room, capital.
CAT: cat, cat, kitten, kittens.
TRAIL: trail, trail, follow, trail.
THUNDER: loud, loud, thunder, whopper.
BUSH: bush, bush, bush, bushy.
BRIDGE: bridge, bridges, bridge, pavement, bridge, bridge.
8. Say it in one word
Siskin, rook, owl, swallow, swift - ...
Scissors, pliers, hammer, saw, rake - ...
Wardrobe, mittens, sweatshirt, coat -...
9. Divide the words into groups.
a) hare b) cow c) orange
pea cabinet bus
hedgehog chair apricot
bear goat apples
cabbage sofa car
wolf sheep tram
cucumber table
10. For the highlighted word, select the words that make sense.
HERBS: clover, sorrel, plantain, cedar, larch.
INSECTS: magpie, fly, owl, beetle, mosquito, cuckoo, bee.
11. Reading until the first error.
The student reads the text of the work until the first mistake. Whoever first noticed the distortion raises his hand to read correctly and continues reading until the first error. (distortion of sound-letter composition, repetitions, violation of literary pronunciation norms, intonation errors)
9. Fun exercises.
1. reading and filling out the “ladders”
2. The “pyramid” is built from the words of a work that is read in class (the exercise is introduced when checking homework), or the text of a new story is used (when preparing it for reading).
3. Exercise “Guess”: anticipation, reading text covered with stripes.
4. Exercise “Who is faster?”: in the words scattered on the desk, find the sentence that is written on the board.
5. Puzzle “What’s in the note?”: To find out what is written in the note, cross out the letters that you can find twice in this note.
6. Puzzles.
7. Making sentences from words and syllables.
8. Completing a sentence by guess.
9. Reading “spoiled” sentences or selecting a text in which the teacher, while typing it on her daughter, made mistakes: missed a word, wrote another instead of one preposition, etc.
10. Identifying typographical “errors.” Isn't the first word in the sentence superfluous?
Both Mitya’s mom and dad are builders.
The main technique that ensures the development of reading skills is repeated reference to the text, rereading it each time with a new task. Then the child discovers something new in it that he did not notice during the first reading. The teacher's goal here is to create favorable conditions to work on the content, analysis and assimilation of what is read based on a variety of forms, methods and types of work, try to subordinate reading lessons to lessons in the Russian language, natural history, speech development, pay more attention to vocabulary work, more often use various creative tasks, combine collective and individual work in class, learn to work with text.
Types of working with text in a reading lesson
Reading the entire text (as assigned by the teacher)
Reading, dividing into parts. Making a plan.
Reading according to a prepared plan.
Reading, after reading retelling.
Reading by the student of a new text prepared in advance at home.
Reading with shortening of the text. Preparing for a condensed retelling.
Reading in a chain according to the sentence.
Reading in a paragraph chain.
Reading, finding a passage to the picture.
Reading, answering questions.
Finding a passage in the text that will help answer the question.
Reading itself beautiful place in a story or poem.
Finding the entire sentence based on the given beginning or end of a sentence.
Reading “above normal” (mostly homework).
Reading a passage to which you can match a proverb.
Finding a sentence or passage that reflects the main idea of the story.
Reading and determining what is true and what is fictional (for a fairy tale).
Reading, finding sentences that have become sayings (for fables).
Reading, writing a script for a filmstrip (briefly, in detail).
Reading, selection of sound design of the “film”.
Conversation accompanied by selected text.
Finding 3 (5, 7...) conclusions in the text.
Expressing your immediate judgments about what you read after reading by a teacher or student.
Reading, talking about what you liked about the work, what you remember.
Reading the title of the story. (What else can you call it?)
Reading by roles.
Reading, retelling what you read using gestures and facial expressions.
“Live picture” (one student reads, the other reacts to what he hears with facial expressions).
Finding and reading figurative words and descriptions.
Finding and reading words with logical stress.
Finding and reading words and sentences that are read loudly, quietly, slowly, quickly.
Reading a poem, pausing.
Reading the poem in a chain, ending each time at pauses.
Expressive reading of a passage (poem) of your own choice.
Finding words in the text that match a given rule.
Finding the longest word in the story.
Reading, marking unclear words.
Finding and reading words and expressions that can be used to paint an oral portrait.
Finding and reading words that are close in meaning to the data.
Reading words to which footnotes are given.
Finding and reading words and expressions that can be used when writing an essay.
Conclusion
Reading - the main tool of elementary school, with which it can act both mentally and moral development their students, develop, strengthen their thinking and curiosity. Reading is the main means of learning, a tool for understanding the world around us and developing intellectual potential child.
Reading awakens the best feelings in children, brings up the best human qualities. In order for children to truly master the art of reading, it is necessary to develop in them the ability to subtly feel, comprehend the beauty of words and the depth of content.
References
1. Volina, V.V., Russian language. – Ekaterinburg: ARD LTD, 1997
2. Egorov, T.G. Psychology of reading acquisition. – M., 1953
3. Zhirenko, O.E., Obukhova, L.A. Lesson-based developments on literacy training. 1 class – M.: VAKO, 2005
4. Kitaeva, A.V. Development of reading fluency in primary grades // Primary school. – 1996. - No. 9
5. Lvov, M.R., Goretsky, V.G., Sosnovskaya, O.V. Methods of teaching the Russian language in primary school. – M., 2000
6. Menkova, E.V. Literacy training. Integrated lessons based on the textbook by V.G. Goretsky “Russian ABC” and working copybooks. At 2 o'clock - Volgograd - AST Teacher, 2002
7. Methods of teaching reading / comp. T.I. Salnikova. – M., 2001
8. Ozhegov, I.T. Dictionary of the Russian language. – M., 1973
9. Pavlova, L.A. How to develop reading skills in younger schoolchildren. – M., 2007
10. Russian language in primary school / Ed. M.S. Soloveitchik. – M., 1993
11. Rybnikov, N.A. Reading skills of a modern schoolchild // Reading in primary and high school. – M., 1936
12. Sukhin, I.G., Yatsenko, I.F. ABC games: 1st grade. – M.: VAKO, 2009
13. Tikunova, L.I., Ignatieva, T.V. Dictations and creative works in Russian. 1 class – M.: Bustard, 2005
14. Uspenskaya, L.P., Uspensky, M.B., learn to speak correctly. Book For students. At 2 o'clock - M.; Enlightenment1995
15. Reading. Grades 1-4: texts for testing reading technique and expressiveness / author's compilation. N.V. Lobodina. - Volgograd: 2008
Naturally, fast reading has physical limits of application. We propose to divide all reading methods into five groups. Every time, before you start reading, you need to choose a specific mode in accordance with your goals, objectives and time budget. Quick reading is not at all a universal method of obtaining semantic information. But the importance of mastering it is also explained by the fact that in the total amount of working time working day it accounts for the majority.
The fast reading mode for engineering and technical workers takes up 70-80% of the total time. That's why it's worth increasing productivity in this particular part of the workday. But at the same time, we must not forget that a significant part of the information is processed in other ways of reading, among which the main ones are: 1) in-depth; 2) fast; 3) panoramic fast; 4) selective; 5) reading-viewing and reading-scanning. Let's consider each of these methods separately.
In-depth. With this reading, attention is paid to details, they are analyzed and evaluated. Some teachers high school They call in-depth reading analytical, critical, creative. This method is considered the best when studying academic disciplines. The student does not just read the text and find out incomprehensible places, but, based on his knowledge and experience, considers the issue critically, creatively, finds strong and weaknesses in explanations, gives an independent interpretation of the provisions and conclusions, which makes it easier to remember the material read, and increases the student’s activity in the classroom. This is how you usually read material on new topic, tables.
Fast. This method has been discussed in some detail above. Quick reading, in cases where it reaches perfection, partially turns into in-depth reading.
Panoramic fast. This is the result of further improvement of speed reading techniques. Using special training exercises with stereo tables, the student achieves a significant increase in the operational field of view. The effect of so-called fusional divergence occurs, i.e. dilution visual axes eye. Due to this, the speed of reading and the quality of assimilation of what is read significantly increases.
Selective. A type of quick reading in which individual sections of the text are read selectively. In this case, the reader seems to see everything and does not miss anything, but fixes his attention only on those aspects of the text that he needs. This method is very often used when re-reading a book after previewing it. Naturally, the speed of such reading is much higher than the speed of fast reading, since the pages of the book are flipped through until the desired section is found. It is read in depth.
Used for preliminary familiarization with the book. This is exceptional important way reading, which, despite its simplicity, is mastered by few. N.A. Rubakin mastered it perfectly. This is how his son, Professor A. N. Rubakin, describes N. A. Rubakin’s reading technique: “He read amazingly quickly, or rather, he determined the book and its value. I took the book in my hands, skimmed through the preface, looked through the table of contents for the most important provisions of the author, by which one could judge his views, looked through the conclusion - and a diagnosis of the book and its contents was made.” .
Scanning. Quick browsing to search for a name, word, fact. As experiments have shown, a person who reads quickly performs this search 2-3 times faster than a traditional reader. By developing and training the visual apparatus and especially peripheral vision, he is able to instantly see the necessary information when looking at a page of text.
The five ways of reading considered show the complexity and variety of tasks that arise when implementing such a seemingly natural and simple process like reading. Mastering each of them is as important as developing the skill of speed reading. The art of reading presupposes the ability to choose the appropriate mode each time depending on the purpose of reading, the nature of the text and the time budget.
The development of reading skills is traditionally assessed according to the following parameters: method, speed, reading accuracy and reading comprehension. The main criteria for assessing reading skills and the requirements for students' reading in each grade are contained in the primary school curriculum, according to which the teacher determines the compliance of the child's individual reading performance with regulatory requirements.
In the process of its formation, reading goes through a number of stages that are associated with what is available at each stage way of reading. The reading method is the most important indicator of the development of reading skills. T. G. Egorov identified four successive stages in the formation of reading skills, correlated with the reading method: mastery of sound-letter notations; syllabic-analytical stage; the formation of holistic reading techniques; synthetic reading. V. G. Goretsky and L. I. Tikunova identify productive and unproductive ways of reading. TO in unproductive ways They include: letter-by-letter and single-letter syllabic reading, and productive ones include smooth syllabic reading, smooth syllabic reading with a holistic reading of individual words, and reading with whole words.
In accordance with the program requirements, by the end of the first grade, children should master fluent syllabic reading, by the end of the second - synthetic reading with the transition to syllable-by-syllable reading of difficult words, and in the third and fourth grades - fluent synthetic reading of whole words and groups of words. In practice, it turns out that many children already in the first grade read whole words fluently, and at the same time in the fourth grade there are students who read analytically, that is, syllable by syllable, or are just moving on to synthetic reading.
Reading speed determined by the number of words the child reads in one minute. The program contains approximate reading speed indicators: first class - 25-30 words/min; second grade - 30-40 words/ min(end of the first half of the year), 40-50 words/min(end of the second half of the year); third class - 50-60 words/min(end of the first half of the year), 65-75 words/min(end of the second half of the year); fourth grade - 70-80 words/min(end of the first half of the year) and 85-95 words/min(end of second half of the year).
This definition of reading speed, while justified in conditions of time shortage, in our opinion, does not allow us to fully assess reading comprehension, since in one minute some children manage to read only 3-4 sentences from the proposed text and, therefore, cannot answer questions on the content of the entire text. Such an examination procedure does not make it possible to identify such important components of activity as task orientation, workability, etc. When examining the developed reading skills, there should be no time restrictions. The child’s activities should take place in comfortable conditions.
Many authors argue that reading speed and method are interrelated indicators of reading skill. A. N. Kornev believes that “reading speed can also be used as a characteristic of the reading method without much error.” Our own experience of practical work at school does not allow us to completely agree with this statement. We have examples where, at a sufficiently high reading rate that corresponds to the program requirements (96 words/min), a fourth-grader showed abrupt syllable-by-syllable reading and, conversely, when synthetic reading a student of the same fourth grade, a speed of only 76 was recorded. words/min, which is significantly below regulatory requirements. And such examples are not isolated. In this matter, we are of the opinion that each person has his own tempo characteristics, which are quite universal for all types of activity, including intellectual ones (A. N. Bershtein, A. R. Luria, etc.). As a rule, a child with a slow gait, measured movements and slow speech will be characterized by a slow reading pace under normal (non-experimental) conditions. Demanding a fast pace from him means creating extreme operating conditions for him.
Studying technical correctnessnia involves identifying the presence or absence of reading errors. Reading without errors is called correct. Error analysis includes their qualitative and quantitative interpretation. However, this procedure is often limited to only counting the number of errors. This is due to objective diagnostic difficulties. Reading is a momentary process that has no material substance. In the short time that a child is reading, it is almost impossible to identify, classify and record all the mistakes made (especially since during the same time it is necessary to determine the method and speed of reading). The program contains instructions for assigning grades for reading depending on the number of errors made, but it does not stipulate in what volume of text this number of errors can be made. It is quite obvious that 3 errors when reading 30 words is not at all the same as 3 errors when reading a text of 100 words.
Study reading comprehension, according to existing practice, it is possible in several ways: retelling the text read, answering questions about the content of individual parts and the entire text as a whole, as well as explaining the meanings of individual words of the text. All of these methods are aimed at identifying only errors in understanding the meaning plan and, as some researchers point out, none of them is sensitive enough to detect violations of reading comprehension. V. G. Goretsky and L. I. Tikunova ask questions aimed at clarifying the understanding of the content of individual parts and the entire text, the meaning of words, and the ability to determine the main idea. But, unfortunately, the developers do not provide any indication of how many incorrect answers indicate insufficient understanding and how many indicate a complete misunderstanding of what was read. This may be due to the fact that after the texts there are a different number of questions (from 1 to 6) and their level of difficulty is also different.
Analysis of the procedure for assessing the semantic side of reading allows us to conclude that this procedure is subjective in nature, since it depends on the chosen diagnostic method and the experience of the researcher. The authors did not present standardized procedures for assessing the semantic and technical aspects of reading skills.
The most important factor influencing student achievement is reading skill: a complex of reading abilities and skills.
The phrase “reading skill” has become firmly established in school everyday life. Reading skill is, first of all, the ability to understand the meaning of a text, read words correctly, and also master expressive reading, focusing on punctuation marks and content. Don't forget about the pace of reading.
Each of the components that make up the reading skill is first formed, practiced as a skill and through exercises gradually rises to the level of skill, that is, it is carried out without tension, automatically.
The dominant place in this scheme is occupied by awareness, understanding of what is being read, that is, the semantic side of reading is the total understanding of the reader:
- · meanings of words used in the text in the literal and figurative sense;
- · the content of each sentence in the text, understanding the semantic connection between sentences;
- · the basis of the meaning of the entire content of the text.
The depth of awareness depends on a number of circumstances: the age requirements and capabilities of the reader, his general development, erudition, and life experience.
The technical side of reading covers all other components of reading skill: reading method, reading accuracy, reading expressiveness, reading pace.
Each of these components, as well as their totality, is subordinate to the semantic side, reading comprehension. Each component has its own characteristics that affect the reading process.
I component: METHOD OF READING. There are unproductive and productive ways of reading. Productive reading methods include: smooth syllabic; smooth syllabic with holistic reading of individual words, reading in whole words. These methods must be practiced, striving for a speedy transition from smooth syllabic to reading whole words.
II component: READING PACE. It is directly dependent on the method of reading and, naturally, understanding.
III component: READING CORRECTLY. It is expressed in the fact that the student avoids or allows substitutions, omissions, distortions, rearrangements, additions, correctly or incorrectly emphasizes words.
IV component: EXPRESSIVE READING. It is manifested in the ability to reasonably, based on the content of the text, use pauses, make logical and psychological stresses, find the right intonation, read loudly and clearly enough, and take into account the syntactic structure of the sentence.
I would like to pay special attention to such a component as READING RATE.
· The pace of reading affects the quality of memorization of the material. To move to a fast reading pace, it is necessary for the child to begin to see text in the form of whole words, and not individual letters. Constant, focused work both in class and outside of class time with numerous exercises to improve the pace of reading allows you to translate syllabic reading into reading whole words. There are many types of exercises aimed at increasing your reading speed. "Five Minute Reading"
Description: The child reads the same text for 1 minute five times in a row. After each reading, the number of words is counted and recorded in the appropriate table.
Repeated reading of a familiar text five times allows a child to improve his reading speed. The number of words increases with each subsequent reading. A situation of success is created. Gradually the pace of reading increases. The time for using this type of exercise is individual for each child.
· Reading the “creeping line”
Description: Most children in elementary school, especially in 1st grade, love to sing. Children especially enjoy singing karaoke. Therefore, you can turn on a karaoke disc with children's songs, alternating songs with familiar lyrics with unknown lyrics. Reading the “running line” concentrates attention, music improves your mood. Children like “reading” songs; they do not need to be forced to read - they do it with pleasure. This type exercise helps improve your reading speed.
· Snowball reading
· Working on the formation of all components of reading skills, I use such a well-known but forgotten form of work as keeping a reading diary. We start teaching it from the second half of 1st grade. First, the parents keep the notes, and the children retell it to them. The children, if desired, draw illustrations for the works they read. From the second grade, children gradually move to self-completion reader's diary.
Reader's diary
