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

KOU VO "Talovskaya boarding school for orphans and children,

left without parental care"

Speech at the methodological association

primary school teachers

METHODOLOGY FOR FORMING READING SKILLS

FOR JUNIOR SCHOOL CHILDREN

Prepared by:

Perova Olga Ivanovna

primary school teacher

2008

METHODOLOGY FOR FORMING READING SKILLS IN JUNIOR SCHOOLCHILDREN

From the first steps of a child’s schooling, from the period of learning to read and write, it is fundamentally important to instill a love of reading in a younger student, to interest him in the subject being studied, in order to further develop a strong reading skill.

The child who opens the Primer wants to be able to read. But when a baby learns to blend sounds, when he masters 5-10 short words in minutes, the work of reading becomes so hard that neither a “ten”, nor the teacher’s praise, nor the most sincere desire to “learn to read”, “to be a good student”, “ know everything” and other learning motives do not work for more than a few minutes. The frontal attack method (Read! Read! Read!) is of little use here. The schoolchild has not yet developed the pleasure of self-improvement in reading: the child is still a listener, not a reader. What, then, can motivate the hard work of reading through the first hundred words? Of course, encouragement from adults, teacher evaluation. But every teacher knows from his own experience that this truly powerful motivational factor is far from omnipotent.

A powerful source of improving the process of learning to read is play. The attitude towards the game as something frivolous and dubious is so ingrained in the minds of many teachers that in lessons you can often hear disapproving: “Did you come to school to play?” And the children, proud of their position as schoolchildren, nevertheless put an old teddy bear in their briefcase and during recess show the doll the letters they have just completed. A child’s desire to play should be encouraged and used for educational purposes!

But in order for a teacher to use games successfully, he must know well that every game, even didactic, has its own logic. It unfolds in a conditional, imaginary situation to develop the game plot.

For example, students must read two columns of words. One contains the names of “adult” animals (elephant, lion, goose, etc.), the other contains the names of babies (tiger cub, baby elephant, lion cub). If the teacher asks to read words in pairs, then he sets a learning goal for children in reading - to read. If the teacher tells the children an imaginary situation (It’s getting dark in the forest. All the animals are playing, and now in the twilight, they can’t find their way home. The parents are terribly worried. Let’s help the kids find the shortest way to mom and dad), then the children will do the same action - read the words in pairs. And this will no longer be an end in itself, but as a condition for the development of the game plot, but with another higher motivation. The teacher's assessment of children's actions should also be based on the logic of the game. Instead of the usual “You did well, you read the words quickly,” the game should say: “You saved the tiger cub very quickly. Thank you from daddy tiger!”

A wide variety of games can be built using this principle. The teacher can “lead” the class to the future, to ancient times, and to visit the king of the sea. .

It is those students who were least inclined to serious and systematic training in reading techniques that will be able to overcome the first technical difficulties of reading through the game. The game broadens children's horizons, promotes the development of correct, conscious, fluent, expressive reading; helps improve the way of reading (from smooth syllabic to reading whole words)

Examples of playful moments in literacy lessons

1. "Syllable Auction"

• finish a word, for example, ba(nya), ka(sha)
• come up with words starting with the syllable bu, mi
• come up with names with syllables: Va, Ve
• help the word (one syllable missing) val...lek,...dika
• change the word (remove one syllable so that you get a new word), for example, currant, butterflies

1. "Magic Transformations"

• turn one-syllable words into two- and three-syllable ones, for example, key, key, keys
• change the word so that the last syllable becomes the first, for example, fish - butterflies
• make several others from one word, for example, trunk (table, ox)

3. “Who plays hide and seek?”

On the poster I write 4-5 rows of letters (25 words). Children choose the necessary letters, make up words and determine who is playing hide and seek with them: animals, birds, insects, plants, mushrooms.

4. “Pack up a briefcase”

Among the many written words, words on a given topic are selected.

In addition, the game develops perception, attention, memory, thinking - stimulates interest in reading. Therefore, the use of games and game moments in each class is necessary in literary reading lessons.

In my work on developing reading skills, I use a variety of techniques and methods, which, in my opinion, are the most effective, with good results.

The main one is extensive reading, a technique in which a student, answering a particular question, expressing his point of view, seeks reinforcement for his thoughts, judgments, feelings in the text, turning to it again and again. This repeated reference to the text will each time reveal to the student something new, unexpected, surprising and at the same time interesting in an already familiar text. At the same time, the depth of immersion in a literary text increases, and interest in reading increases.

This work should begin already in the first grade during literacy lessons in a playful way, using the following exercises:

• reading words starting with the indicated letter... (with a syllable...);
• reading words starting with a capital letter;
• reading words-names of animals (trees, vegetables, furniture, transport);
• read the first (last word in the sentence);
• read two (three-, four-) complex words;
• read the words in a sentence that must be read loudly (quietly), quickly (slowly);
• read sentences with exclamation (question) marks;
• “sign” the illustration on the page of the primer with a sentence;
• read the answer to the question;
• read the words of a certain hero;
• read a passage that can be said joyfully (cheerfully, sadly, sternly, with a prayer, etc.).

You need to pay attention to another type of question, which is also fundamentally important - “Find the word “spring”,” “Find the sentence “And there is Nina and Vika.”

Tasks of this type are aimed at the main essence of reading - the relationship between the sound image of a word and its graphic image, at the holistic perception of the optical image of the word.

When a student is given a task

“Read the first word,” he often does not see the word behind the letters and reads as best he can: he can, for example, read syllables and read syllables. The skill of reading words develops slowly. In order to read at the speed with which we speak, most of the words in the text must be quickly recognized, and not assembled into syllables, synthesized. For reading, it is important to accumulate visual images of words, recognize them “in person,” connect the sound image with the graphic length of the word with letter elements protruding above and below the line, etc.

In each class the tasks gradually become more difficult. I try to diversify them:

1. Reading a text to divide it into parts and make a plan.
2. Reading according to a prepared plan.

3. Reading with abbreviated text (children do not read sentences or words that can be omitted). Preparing for a condensed retelling.

1. Reading in a chain according to the sentence.
2. Reading in a paragraph chain.
3. Reading to find a suitable passage for the picture.
4. Reading to find a passage that will help answer the question.
5. Reading the most beautiful passage in the text.

9. Finding the entire sentence based on the given beginning or end of a sentence. (Later the sentence can be replaced with a logically complete passage).

10. Finding a sentence or passage that reflects the main idea of ​​the text, etc.

Reading skills must be developed in primary school. I strive to ensure that at the end of primary education, some students have a reading speed of at least 120 words/min, while reading expressively, correctly, and consciously.

One of the techniques for achieving high performance is “Buzzing” reading. It gives good results. With the usual method, the teacher interviews no more than 10 students per lesson. In this case, each of them exercises for 1 - 2 minutes. With “buzz” reading, when all students read simultaneously out loud, in a low voice, so as not to disturb their friends, each at their own speed for 5 minutes, the training time increases sharply.

Five minutes of reading every lesson helps increase reading speed. It is important for me that the student really reads, and not pretends to read. The teacher’s task is to create all the conditions for this.

For these five minutes, I decided to give the child a text that he would have time to read in the allotted time. For some reason, it seems to me that if a person clearly sees the ultimate goal of his work, then the work progresses (in this case, reading).

Trying to put myself in the student’s shoes, this is how I imagined his internal state.

The student opened the book. (It’s good if the bookmark was in place.) I began to look for where he finished reading. It is unlikely that he now remembers what events were described earlier. He is now only concerned with the technical side of the matter: he must read. I doubt children are looking forward to opening a book and starting to read. This is simply not the case when a person cannot stop reading.

And the state of a student seems completely different to me if he has received a small text, where he clearly sees the beginning and end of his work. He remembers my requirement to read the title of the text first, try to understand from it what will be discussed, and be sure to find the name of the author. If the surname is unfamiliar, repeat it 2-3 times, because the teacher can ask him what he read now and who the author is, and then starts reading.

It is quite possible that he will have time to read to the end, and the teacher has not yet given the command to finish reading. Then he begins to read again, because “repetition is the mother of learning,” and now he is just learning to read. This is especially important for students in grades 1-2.

If the teacher works according to the usual method, the student will have only about 5 minutes a week for training. Daily five-minute periods allow you to increase this time to 100 minutes per student. Obviously, if you increase the training time by 20 times, then without any methodological tricks there will be a positive effect.

You should pay attention to reading before bed. The fact is that the latest events of the day are recorded by emotional memory, and for those 8 hours that a person sleeps, he is under their impression. The vivid impressions of an interesting book before bedtime strengthen the taste for reading.

If a child does not like to read, this means that he has difficulties with reading. It is difficult for him to read, so he does not like to read. The gentle reading mode is a mode when the child reads 2-3 lines and then gets a short rest. This mode occurs when viewing filmstrips. Please note that the filmstrip contains almost 40 frames, which is 80-120 lines. And not every child can read such a volume in an evening. It is useful to read one by one: the child reads a few frames, then the parents join in. It's good to watch filmstrips before bed.

To develop strong reading skills, the development of working memory is necessary. You can see this picture. The child reads a sentence consisting of 6-8 words. Having read it to 3-4 words, he forgets the first one. Therefore, he cannot grasp the meaning of the sentence, cannot link all the words together. In this case, it is necessary to develop working memory. This is done with the help of visual dictations, the texts of which were developed and proposed by Professor I. T. Fedorenko. Each of the 18 sets contains 6 offers. The peculiarity of these sentences is this: if the first sentence is “The snow is melting.” contains only two words - 8 letters, then the last sentence of the 18th set already consists of 48 letters. The sentence length increases gradually by 1-2 letters. The working time for all sets is approximately 2 months. Thus, during this time, the child’s operative memory develops so much that he can already remember sentences of 46 letters, i.e., 8-9 words. Now the student easily grasps the meaning of the sentence. He becomes interested in reading, and therefore the process of learning to read goes much faster. The method of conducting visual dictations boils down to writing out 6 sentences from one of the sets on the board and covering them with a sheet of paper. After one of the sentences is open, the guys read the sentence for a certain time (it is indicated for each sentence) and try to remember it. Then it is erased, and the guys write it down in their notebooks. This is followed by memorizing and writing the next sentence, etc. For 6 sentences of one set, it usually takes 5-8 minutes of time in a Russian language lesson. The same set is repeated 3-4 days in a row. An indispensable condition for conducting visual dictations that develop working memory is to conduct them daily. If you do them every other day, then such training hardly develops memory. Usually, after a month of training, the first successes appear.

No less important are collective complex exercises: repeated reading, reading at the pace of a tongue twister, expressive reading with a transition to an unfamiliar part of the text. All three exercises are carried out collectively, that is, all students read simultaneously in a low voice.

Repeated reading is done in this way. The teacher sets the same time period for all children. After the beginning of a new story has been read by the teacher and consciously by the children, they are asked to start reading and continue for 1 minute. After a minute has passed, each student notices which word he managed to read. This is followed by a re-reading of the same passage. At the same time, the student again notices which word he managed to reach and compares it with the first result. Naturally, the second time he read a few words more; increasing the pace of reading evokes positive emotions in schoolchildren, they want to read again. However, you should not read the same passage more than three times. It is better to organize the following exercises on the same piece - tongue twisters.

Reading at the pace of a tongue twister is intended to develop the articulatory apparatus, therefore there are no requirements for expressiveness. But the requirements for clarity of pronunciation and pronunciation of all word endings have been increased. The exercise lasts no more than 30 seconds. After this exercise, reading is carried out on the same passage with a transition to an unfamiliar part of the text.

Reading with transition to an unfamiliar part of the text. Students are given the task of reading the same passage, but at the required pace, expressively. The children read the familiar part to the end, and the teacher does not stop them. They move on to an unfamiliar part of the text. A child who has read the same passage of text several times and has already developed an increased reading pace, when moving to an unfamiliar part, continues to read it at the same increased pace. Its capabilities do not last long (half a line, a line), but if you carry out three such exercises daily in reading lessons, then, in the end, the duration of reading at an increased pace will increase.

It is very important to stimulate the desire to read. This is helped by daily recording of success. The guys read the text for one minute (each at their own pace, in a low voice), note which word they read, then recount the words they read and write the result in their diaries. This work is carried out day after day in every reading lesson. Subsequent results always indicate an increase in reading speed, which has a beneficial effect on the child’s attitude towards training exercises and towards reading in general.

In order for the exercises discussed to contribute to the formation of strong reading skills, it is necessary:

a) give a target; believe in the possibility of achieving a high speed of meaningful reading and therefore convince students and their parents of the need for training;

b) regularly conduct speed measurements that allow students to monitor their progress;

c) conduct consultations for teachers of lagging students;

d) conduct visual dictations daily and based on texts by I. T. Fedorenko.

During reading lessons, I systematically carried out the collective complex exercises recommended by V.N. Zaitsev, “buzz reading”, and daily five-minute reading sessions. Unfortunately, it was not always possible to strictly follow his recommendations during the lessons. I made some mistakes, but nevertheless the work produced certain positive results:

• by measuring reading speed when re-reading a passage, children notice an increase in the pace of reading, which gives them positive emotions and the belief that the more you read, the faster you read;
• Periodic testing of reading technique shows an increase in the pace of reading, as evidenced by monitoring data.

The sore spot in reading lessons is inexpressive monotonous “muttering” instead of expressive reading. Very often, guys make mistakes in pronunciation (diction and spelling); do not comply with stops at points; make unnecessary stops; read monotonously - on one note; do not respond to punctuation marks such as dash, colon, semicolon, and quotation marks.

Therefore, at every lesson there should be a sample of teacher reading. If necessary, you can make notes in the textbook with a pencil, noting pauses, words that require logical stress, etc.

Already during the period of learning to read and write, I carry out such work with children.

I print one sentence on the board, and next to it are 2-3 questions for it. When answering questions, you just need to place different logical emphasis in this sentence, For example:

Questions:

1. Who is learning to read? (Children.)
2. What do children do at school? (Learn to read.)
3. Where do children learn to read? (At school.)
4. How do children learn to read? (Quickly and expressively.)

Students first read the sentence to themselves. And then, reading the questions out loud, they give the same answer, only changing the intonation of their voice. By listening and comparing the answers of their comrades, children begin to understand what logical stress is.

Small works written in the form of dialogue (both folklore and original) can be of great help in teaching children expressive reading. For example:

• Hello, gossip, bread and salt...
• I eat mine, and you stay away.

• Give me some fish.
• Catch it yourself and eat it.
• Yes, I can't.

Eka! After all, I caught it. You, little kuman, go to the river, lower your tail into the hole, sit and say: “Catch, little fish, big and small.” (Russian folk tale “The Fox and the Wolf.”)

When teaching children expressive reading, we discuss in detail the means of expressiveness when reading semantic segments: the strength and height of the voice, the placement of pauses, the emotional coloring of speech, changes in the pace of reading depending on the content, and we determine intonation.

For myself, I am compiling a kind of “intonation dictionary” - definitions for voice intonation: calm, mocking, excited, angry, angry, mysterious, sad, joyful, delighted, scared, disappointed, fabulous, etc.

It is still difficult for children to find a definition for intonation, so I suggest they choose the appropriate one from a range of 5-6 words. Then they try to determine the reading intonation themselves. And pictograms can help them with this: images of faces in different emotional states. Looking at them, we determine which of these little men could belong to the words from this work.

Based on this knowledge and skills, children consciously learn to read works of different genres expressively. The main method of teaching is not only expressive reading by the teacher, but also the child’s search for options for correct, expressive reading of a monologue, dialogue, conveying feelings, moods, and states of the characters.

While attending reading lessons from my colleagues, reading additional literature and periodicals, I compiled a list of various exercises aimed at developing reading skills. I divided all types of work into three groups (although the division is quite arbitrary): tasks aimed at developing technique, expressiveness and meaningfulness of reading.

I. Exercises to develop reading technique:

Exercise “Catch-up” (the teacher or a fast-reading student reads aloud, the others try to overtake him in a whisper, the leader can shut up and read to himself, after a while start reading aloud again, check with the children who has overtaken and who has fallen behind);

- exercise “Step on the heel” (reading in pairs or teacher - class through the word at a fast pace);

• reading in pairs or groups one sentence at a time (whose pair (group) will finish reading faster; reading in pairs trains the ability to distribute attention and has a positive effect on improving the reading quality of weak students);
• reading in pairs with a ruler (a student who reads quickly covers the line he has read with a ruler, his neighbor tries to keep up with him);
• dynamic reading (a column of 5-7 words is written on a board or card with a gradual increase in the number of letters in the words);
• binary reading (one text is read by two students at the same time);
• exercise “Turn” (first the teacher reads, then the students read the same

text);

• exercise "Tug":

a) the teacher reads aloud, changing the reading speed; students read aloud, trying to keep up with the teacher;

b) the teacher reads aloud, the children silently; the teacher stops, the students show the word where the teacher stopped;

Exercise “Trap” (a teacher or a well-read student reads a familiar text and replaces some words with synonyms; students look for a replacement);

Exercise “Jumping” (reading through a word);

• exercise “Head and Tail” (the teacher or student begins to read a sentence, the children quickly find it and finish reading it all together);
• exercise “First and last” (reading the first and last letter in a word; the first or last word in a sentence);
• “Hide and Seek” exercise (finding in the text a word with a certain characteristic: begins with the letter a, consists of two syllables, with an accent at the end of the word, etc.);

Circular reading (a short text is read one after another several times);

Exercise “Who is faster?” (a sentence is written on the board, texts are scattered on the table; at the teacher’s signal, the students look for this sentence in the texts);

Exercise “Photo Eye”:

a) on the board there is a column of words that students read for a certain time; the words are closed, the children name the words they read from memory;

b) the teacher shows a frame of the filmstrip, students must reproduce the caption

frame;

Exercise "Guess":

A) anticipation of words, sentences, proverbs;

B) reading the text through a grid;

Exercise “Find me” (lines of letters are written on the sheets, whole words are “hidden” between the letters, you need to find them);

Exercise “Counting words” (at maximum speed, children read the text and at the same time count words; before reading, students are asked a question that they must answer after finishing the work);

Exercise “Scanning” (in 20-30 seconds, students “scan” the text with their eyes in search of important information)

Lesson fragment

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

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

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

About some techniques for teaching reading skills in elementary school.

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

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

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

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

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

• These are cards for each child.
• Reading techniques.

1. Reading lines backwards.

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

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

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

1. Reading only the second half of words.

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

1. Reading "noisy words"

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

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

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

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

1. Reading upside down text.
2. Reading sentences from bottom to top.
3. "Game of Hide and Seek"

1. "Imaginary word."

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

1. "Reading after the announcer."

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

1. "Reading in chorus."

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

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

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

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

Exercise:

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

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

Exercise:

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

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

Exercise:

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

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

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

Exercises to develop reading skills

1. “Start with the same letter.”

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

1. "Which? Which? Which?"

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

1. "Guess the letter."

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

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

Heron?
-No.
-Bus?
-Eat.

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

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”. Five words could be like this:

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

1. "Ladder".

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

For example:

• Berry

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

1. "Read-turn."

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

1. "Learning to remember words."

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

For example:

• //////

The same exercise, but using verbs.

1. "Making proposals."

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

For example:

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

1. "Learning to fantasize."

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

For example:

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

1. "Snowball".

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

1. "Guess the words."

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

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

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

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

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

Speech warm-up techniques.

1. Reading in a whisper and slowly:

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

1. Reading quietly and moderately:

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

1. Reading loudly and confidently:

• burn-steam-fry
• door-beast-worm

Using onomatopoeia games, for example:

In the poultry yard.

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

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

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

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

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

Game "Duplo".

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

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

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

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

In 1st grade the following tasks are given:

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

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

Table No. 1.

Table No. 2.

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

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

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

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

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

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

The following exercise is also carried out:

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

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

1. 2-3 proverbs are written on the board. We need to finish them.

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

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

1. Read the riddle, filling in the missing words.

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

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

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

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

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

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

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

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

• Gradual build-up of words.

Bomb
bombardier
bomber

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

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

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

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

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

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

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

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

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

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

then this is the best foundation for improving reading technique.

INTRODUCTION

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

1.1 Features of teaching in primary school

1.2 Psychological approach to understanding the essence of reading

1.3 Psychophysiological characteristics of the reading process

II. Theoretical foundations of teaching reading to children of primary school age

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

2.2 Sound analytical-synthetic method of teaching literacy

2.3 Review of methods and principles of teaching reading

Conclusion

List of used literature

Applications

INTRODUCTION

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

Reading is a means of acquiring new knowledge necessary for further learning. A student who has not learned to read or is poor at reading cannot successfully acquire knowledge. After all, the process of schooling always involves children’s independent work, first of all, work on a book. Insufficient mastery by students of reading techniques, and most importantly the ability to understand what they read, will be accompanied by serious difficulties in academic 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 domestic authors have dealt with the issues of underachievement of younger schoolchildren and the problem of developing students’ reading activity: P.P. Blonsky, D.B. Elkonin, N.A. Menchinskaya, L.S. Slavina, S.M. Trombach, T.G. Egorov, G. N. Kudina, G. A. Tsukerman. These problems were also considered by many foreign researchers: M. Cole, J. Morton and others.

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

2016

Correct reading - this is reading without distorting the sound composition of words while observing the correct stress in words.

Stands outfour qualities reading skills:correctness, fluency, consciousness, expressiveness.

Formation of correct reading skills

One of the effective methods for developing children’s correct reading skills isdaily special exercises I facilitating accurate reproduction of syllable structures and words that may cause difficulties when reading text.

The material for the tasks is the syllable structures of words and whole words.

The types of tasks are selected taking into account the general level of development of children's reading skills.

The tasks included in this group are intended for those students who make a large number of mistakes while reading text.

Examples of tasks:

Differentiation of similar syllables and words:

la-ra ma - me house - volume

lo - po mo - my Dima - Tim

lu-ru mu - mu tub - coil

2. Reading syllables and words by similarity:

ma mo mu Masha hat

sa with su Dasha paw

la lo Lou Pasha folder

3. After reproducing syllable structures, children read the word either in syllable breakdown or as a whole.

Ra tra tram-wai tram

4. Reading words whose spelling differs by one or two letters or their order:

who is the cat - that cancer - How

5. Reading related words that differ from each other by one of the morphemes:

forest - forest

walked - went

dived - dived

saw - saw you

6. Reading words that have the same prefix, but different roots:

passed - done - looked through

faded - took away - took away

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

The words are written on the board in advance:

run, run, run, run

run-run, run-run, run-run

under-be-press under-be-lives until-be-zha-li

when

7. “The syllable is lost,” “The letter is lost.” Words from the text with a missing letter or syllable are written on the board.

8. “Whisper in your ear.” Words are written on the board and covered with stripes.

The strips are removed one by one for a short period of time and returned to their place. Students must read and whisper in the teacher's ear which word they read. Those who correctly name the word are awarded game tokens.

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

No less important for developing the skill of correct reading organizeobserving students as they read each other.

10. Slow reading by the teacher, where students have the opportunity to follow along the book using a bookmark or tracing a line with their finger. The teacher can check the students at any time and reward them by giving them a game chip.

11. Combined reading, when sentences are highlighted in the text to be read in chorus. The children are given the task of joining the choral reading on time.

12. Conjugate reading, when the teacher begins to read the text together with the students. Then he falls silent for a while, and the children continue to read in chorus.

13. Control of children while their friends are reading, followed by reporting the number and nature of mistakes made.

Reading lines backwards according to words . What is written is read in such a way that the last word is the first, the penultimate word is the second, etc. This exercise takes you away from the usual stereotype of reading from left to right, develops the accuracy of eye movements, and prevents errors in the grammatical form of words, omissions and rearrangements of words and syllables.

Assignment: Read the text aloud, starting from the last word of each sentence.

Sun and wind

The wind and the sun argued between the wind and the sun before anyone can undress a man. The man's dress began to blow away in the wind. Only the whole person wraps himself up and pulls his hat tighter, but he opens his dress and tears his hat. The wind did not divide a person like that. The sun has risen. He moved his hat, the man opened his eyes - it was just hot. The man undressed completely and the sun was still hot.

15. Reading lines backwards letter by letter .

What is written is read from right to left so that each word is spelled out in reverse order. This exercise develops the ability to strictly analyze each word letter by letter, forms the arbitrary regulation of eye movement, and also creates the prerequisites for eliminating common errors in “mirror” reading.

Exercise: Read the text aloud, reading the words backwards - from right to left.

zaR elsop yajod olunyalgyv okshynlos, and ysalivyaop yaantevtsimes agud-agudar. otK in tenyalgzv an ugudar, kasv yueyasteubul. ysalidrogaZ agudar, hell and alats yatilavkh, desperately ano eyvisark ogomas acnlos. okshynloS and tirovog: “yT avisark - ote advarp, he dev zeb yanem and igudar en teavyb.” And aguda oklot yasteems hell eschup yastilavkh. adgoT okshynlos solidressar and solatyarps az learn - and igudar as in olavyb.

16. “The Enchanted Word.”

The first word is read normally, the second (or underlined) is read from right to left. Every second word is emphasized first, then the words that carry the main semantic load.

Exercise: Read the text aloud, reading the underlined words backwards.

Raven and fox

The raven grabbed some meat and sat down on the overed.

I wanted some meat, she alshodop and

speaks:

- Eh, nosy! Like yurtomsop on you, by

your utsor and beauty if only

you'll be a bastard! And it would be true that there would be a merats,

if you had a soloist.

Raven lunizar mouth and laroaz, what happened

urine. The axis fell. AcisiL picked it up and

thyrovog:

Oh, norov, if only you still had mu,

If only you were a merat.

17. Reading only the second half of words. This exercise leads to a sharp reduction in errors, when only the beginning of a word is read correctly, and its end is either guessed at or read with distortions.

Assignment: Read the text, saying out loud only the underlined part of the word.

Caring brother

On the buzzotherwise seedate side by side two youngs Vorohitting . SovsI eat still youngs , with gunsohm , throughthem from under the penev . One fightco and confidentBut flutterzero to the edge of Kadushki and began to drink. Drank and kept lookingshaft to another, called backXia with him. FriendOuch seriouslyth sitting on a branch lookinge and dangerousIvo mowedXia on the tubat . The beak was gapingut from fevers . The one firstth , continuousBut jumpal by regionyu Kadushki , lowered his beak, grabbingal water and immediately ronyal it from the beak. I realized: he's been drinking for a long timeXia and just encouragingno another, showingyes that there is nothing scary hereWow .

These tasks contribute not only to the formation of correct reading skills, but also to increasing the pace of reading and developing the ability to predict words.

Formation of fluent reading skills

Reading fluency is a rate that is characteristic of conversational speech and at which the understanding of the material being read is ahead of its pronunciation.

The average speed of human speaking, depending on the type of nervous system, ranges from 100-160 words per minute.

At the beginning of the lesson, you should do a warm-up.

“Warm-up” is carried out at the beginning of the lesson.

An approximate method of work during the “warm-up” period could be as follows:

Students read the text on the cards silently (no more than 1 minute), preparing for a quick, fluent read aloud.

One to three students are called on to read aloud. They must complete the installation
given by the teacher.

Based on each student's text, the whole class is asked one question - either by the teacher or by the reading student.

Students evaluate their friend’s reading technique (using “traffic lights”, for example green - “5”, yellow - “4”, red - “3”), commenting on their judgment.

The most frequently encountered and reasoned assessment is submitted to the journal.

To develop fluent reading skills, the following set of exercises is proposed.

1. Development of the speech apparatus.

Reading skill largely depends on correct pronunciation and discrimination of speech sounds. Such tasks are recommended for children with speech impairments.

Articulation of vowels, consonants, and their combinations. Singing vowels.

AOOYYE, YAYYYEE, AYOOYYYYYY...

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

Z-S-Zh, Sh-Zh-S, S-Ch-Sch...

B-V-G-D-J-Z, P-F-K-T-S-S...

Ba-bya bo-byo bu-bya ba-be would-be

Za-zya zo-ze zu-zyu ze-ze zy-zi

Tra-tro-tru-three; bra-bro-bru-bree

Reading pure talk.

Zha-zha-zha - the hedgehog has needles.

Zhu-zhu-zhu - let's give milk to the hedgehog.

Lo-lo-lo – it’s warm outside.

Mu-mu-mu - milk for anyone?

Co-co-co - drink milk, children.

Reading and clearly pronouncing tongue twisters.

In the morning, sitting down on a hillock,

Magpies learn tongue twisters.

From the clatter of hooves, dust flies across the field.

Yegor walked across the yard with an ax to repair the fence.

The crow missed the little crow.

As a reading fluency training exercise (but not for technique control), you can useword count technique , read by students over a certain period of time.

2. Work on the development of visual memory.

In the process of learning to read, a child must memorize letters, syllables, words and their sequence in order to reproduce a word and sentence.

Reading fluency depends on the level of development of visual memory. Useful for the development of working memory, and ultimately for improving fluent reading and spelling skillsvisual dictations.

1. Visual dictations should be carried out regularly in every writing lesson for two to three months (this technique can be repeated twice).

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

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

4. The sentence written on the board (even better - on a card) is read with the intention of remembering it. The amount of time allotted for open exposure at the beginning of work is 20-16 s, at the end - 12-8 s.

5. The sentence is closed, and students pronounce it syllable by syllable before writing it down.

6. If students do not remember the content of the sentence, it is opened again for repeated visual perception.

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

8. After finishing the work, the proposal is opened on the board, and the students compare their notes.

9. If many children did not remember the sentence from the first presentation or made mistakes in writing it down, the sentence is presented a second time at the next lesson

Technique for photographing cards with speech material.

We start by memorizing four letters.

V L O N

It takes 1.5 seconds to memorize one letter.

At the end of the work, we increase the number of letters, and the time for memorizing one letter is reduced to 0.5 seconds. Thus, we give 3 seconds to memorize 6 letters.

Then we move on to memorizing syllables.

Mo-ro-li-so; tu-ne-mu-doo...

Here we give you 1 second to memorize one letter. Total for 8 letters – 8 seconds.

The technique of photographing words.

Lion, poppy, elephant, tiger.

We give 0.5 seconds to memorize one letter. Total 7 seconds to memorize these four words. We ask the child to exclude one word according to its meaning and explain.

Training in reading cognate words of different parts of speech . This technique is necessary for developing attentiveness to the words being read.

Water, watery, watery, waterfall, plumbing, watery, flood.

Homeland, native, darling, parent, give birth.

When reading these words it is usedmulti-reading technique .

First once the words are read smoothly, in chorus, together with an adult.

Second once the child practices reading words in a low voice slowly and at a normal pace.

On the third since children read aloud.

Reading words written in a pyramid.

For example:

storms snow

winds spring

hurricanes streams

play around

let's run

freeze

3. Development of semantic conjecture.

Semantic guess is a mental process of orientation toward a foreseeable future. It is based on knowledge of the logic of events and significantly speeds up the reading process.

Reading words with missing letters .

K.Sh.A S.B.KA

K.O.O.IL K.R.VA

S. L. V. Y S. ON

B.G.M.T V.R.NA

The child is given words from a specific lexical topic. Having solved them, children must say what they are all called in one word.

Reading words with mixed up letters.

Words with mixed up letters are solved based on numbers:

FITLU PIGASO PAKTI

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

Trees: NEKL, BUD, ZEREBA

Reading stories with missing letters at the endings.

Storm.

A thunderstorm is approaching…. A huge purple one... slowly swam out... from behind the le....

A strong wind roars... into the heights.... Dere... zabusheva... Large drops... rain... sharply knocking... on the leaves..., but now the sun... is shining again.... How everything sparkles... around. What earthlings smell like... and gris...

Reading texts with missing words.

Snow hung over the city... In the evening it started... The snow fell in large... The cold wind howled like a wild one... At the end of the deserted and deaf... suddenly a girl appeared. She was thin and poor... She moved forward slowly, her felt boots fell off her feet and... she had to go.

Gentle reading technique.

It consists of the child reading a few lines, after which he is given a rest. For this purpose, illustrated encyclopedias and educational children's books with pictures and brief explanations are used. The information received is discussed. Children share their impressions and answer questions based on the text.

Daily self-measurement of reading speed .

This technique greatly enhances the child’s motivation to read and stimulates interest in achieving a better result. The idea is that the child keeps a table of the results achieved.

1) Reading with counting words (lines).

While reading the text, the student mechanically counts the words (lines). Having counted to ten, he begins to count again. Before reading, you can give the task to find answers to the questions posed before reading the text.

2) Search the text for specified words.

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

3) Reading with stripes.

The stripe below the line and the stripe above the line enable the child to speed up the pace of reading.

4) Reading lines with the bottom (top) half covered.

A blank sheet of paper is placed over the line so that the upper parts of the letters are clearly visible and the lower parts are under the sheet. After reading the first line, the sheet is moved down so that the bottom of the second line is covered. The lines are read in the same way with the top half covered. This exercise develops the ability to read several words at once. It is recommended to do it in pairs: one student reads, the other checks.

5) Method of rhythmic fixations.

This exercise is based on a forced increase in the speed of movement of the gaze along the lines, which contributes to the formation of the skill of spasmodic movement of the gaze while reading.

changing your gaze while reading.

Formation of expressive reading skills

Expressive reading is understood as the correct, meaningful and emotional (in appropriate cases) reading of a work of art.

Expressive reading presupposes the development in the reader of a certain minimum of skills associated with pronunciation culture of speech. This minimum includes the following components:tone of voice, strength of voice, timbre of utterance, rhythm of speech, tempo of speech (speeding up and slowing down), pauses (stops, breaks in speech), melody of tone (raising and lowering of voice), logical and syntagmatic stress.

All means of intonation are supported by the general technique of speech - diction, breathing, spelling-correct pronunciation.

Logical stresses

Sentences are written on the board or on individual cards.

Children tomorrow they will go to the cinema.

Children Tomorrow will go to the cinema.

Children tomorrow they'll go to the cinema.

The children will go tomorrow to the cinema.

The teacher asks with what intonation the sentences should be read. Students take turns reading the sentences, trying to emphasize the highlighted word.

Proverbs are written on the board or on cards. Students are asked to read the proverbs expressively, observing the indicated logical stresses (the words are highlighted in a different color or font), and explain the meaning of the proverbs.

Motherland is mother be able to stand up for her.

No nothing in the world is more beautiful than Motherland our.

Live - Homeland serve.

That hero, Who for the Motherland mountain.

Pauses

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

The teacher writes sentences on the board or distributes sentences on cards to students in which pauses are graphically indicated. Students are asked to read them expressively and explain the semantic difference between the variants of these sentences with different placement of pauses.

How surprised | his words | brother!

How pleased | his father's successes!

Kolya, | my older brother loves football very much.

My older brother Kolya loves football very much.

My elder brother, | Kolya, | loves football very much.

a) Exercise “Jump”

This exercise helps develop vocal flexibility. The teacher asks the children to imagine that they are watching a high jump competition on TV. The athlete's jump is always repeated in slow motion, so the jumper's movements are smoother. You need to try to draw a jump line with your voice. The voice should rise and fall freely and easily.

b) Exercise “Hike”

This exercise is aimed at the ability to distribute the power of the voice. The teacher tells the schoolchildren that when reading they should not raise their voice quickly: it is necessary to have enough voice for all the lines. As you read each line, you need to imagine that you are “walking with your voice” straight towards the sun, and convey the upward movement with your voice.

Hike

Along a narrow mountain path,

Together with a perky song, you and I are going on a hike,

Behind the mountain the sun is waiting for us,

Our rise is higher and steeper,

Here we are walking through the clouds,

Beyond the last pass

The sun rose towards us.

c) Exercise “Cave”

Exercise helps develop vocal flexibility , the ability to raise and lower your voice. Students sit comfortably, close their eyes and imagine themselves in a cave. Any sound (word) echoes loudly under the arches of the cave. You need to try to reproduce the “sounds”, “words” in the cave, going further and further.

Forming the skill of conscious reading

Awareness of reading is the main quality, when mastered, the most complete understanding of the informational, semantic and ideological aspects of the text is achieved.

1) Reading the text by covering the last three letters of all lines of text with a sheet of paper. You need to read the text, trying to guess the invisible parts by meaning. This exercise develops students' ability to read by guesswork.

2) Reading a text with the addition of a missing syllable or word. The exercise is intended to improve students’ ability to predict the composition of words and sentences, which leads to the acquisition of the meaning of what they read. Assignment: Read the text and add the parts of words or words necessary for the meaning.

On the river__, in the factory_, white.. lilies and yellow..__water lilies opened. Blooms wildly over the water... water porridge. Dik__ut__brought her ducks__ out of the sedge, teaching them to swim___and catch mo___. They fly over the white and blue waters, and a busy bee buzzes over the flowering porridge.

3) Search for semantic absurdities in the text.

The student is presented with a text that contains semantic errors. The child’s task is to quickly identify inaccuracies, thereby understanding what he read. The exercise is aimed at developing the ability to analyze the semantic structure of a text.

Assignment: Read the text, highlight inaccuracies in it and make corrections.

In one house the owners lived with a fluffy cow, Murka. The owners loved her very much and often treated her to a pair of hammers and fried turnips. One day Murka decided to take a walk - breathe in the fresh jam and warm up in a frying pan. The cow came out onto the porch, lay down and purred with pleasure. Suddenly, a carrot with a long tail jumped out from under the porch. Murka deftly caught it and ate it. It was fun in the yard: mischievous brooms chirped noisily, household irons floated in the puddles, and a handsome shepherd stood on the fence and crowed proudly. Suddenly a big angry herring came out of the dog house. She saw a cow and began to fly angrily. Murka got scared and ran away into the smoke.

4) Search for passages from different texts .

The exercise develops the ability to identify the structural and semantic parts of the text.

Assignment: Find excerpts from different texts: Y. Moritz “The Cheerful Frog” and V. M. Garshina “The Frog Traveler.”

Restore each of them and read separately.

A cheerful frog lived in one river. Her hut stood upside down - bre-ke-ke! She sat in the swamp, caught mosquitoes and midges, and in the spring croaked loudly with her friends. The hut did not stand, but floated upside down, But this did not change the frog’s affairs. And she would have lived happily for the entire century - of course, if the stork had not eaten her. She played the accordion with both hands. She banged on the drum with both feet. But one incident happened. The hut was tumbling, the frog was having fun, dancing in a green sundress - a couple!

If we want our children to speak and write correctly, we need to teach them meaningful reading!