Reading is increasingly losing its cultural and educational role in society, turning into a source of information and a means of entertainment. Naturally, such an attitude towards reading adults forms a corresponding attitude in children as well. Researchers note that over the past decade in Russia:

• the number of children who read only according to the school curriculum has increased;
• fewer and fewer children and adolescents began to spend their free time reading;
• the entry of a preschool child into book culture is slowing down;
• as the child grows older, the child's interest in reading weakens;
• the influence of mass culture on the reading circle of children and adolescents is increasing (the popularity of detective stories, thrillers, books based on television series is growing);
• Most children and adolescents view reading only as a form of entertainment.

Reading plays an important role in the formation and moral education of a person, enriching a person with knowledge. Thanks to reading, semantic perception, attention, memory, thinking and imagination of the child develop. And therefore, the anxiety of teachers, psychologists and parents is very justified: children who read little and poorly lag behind their peers in their intellectual and social development and experience difficulties in communication.
About why many children do not like and do not want to read, how to develop a child's interest in reading and the need for reading, we will talk in this chapter. In addition, we will consider the problems of early learning to read and ways to overcome reading difficulties in children.

How to be good at reading

Despite the fact that officially a child should be taught to read only in the first grade, in most "advanced" schools they require from incoming six-year-olds, if not fluent reading, then at least the ability to read in syllables. At the same time, a huge number of books appeared on the shelves of bookstores, telling about a variety of methods for early learning to read. In this regard, parents face the question: at what age and how to teach a child to read?
You can argue a lot about the dangers and benefits of early reading, but there are real problems of children's reading that parents, teachers and psychologists face today:

1. A schoolchild reads very slowly, with a large number of errors, and cannot move from syllabic reading to reading in words.
2. Even a fluently and correctly reading child categorically refuses to read anything beyond the school curriculum, he will not read the “extra” line if it was not asked. Many students say from the first grade that they can't stand reading, and they name reading, and then literature, among the most disliked subjects.
3. The child is not able to retell what he read, he simply does not understand and does not remember what he reads. In the pursuit of reading technique, both children who read slowly, with errors, and children who read well, lose the meaning of what they read.

Reading disorders are closely related to the problems of the development of the child's oral and written speech, his personal development, his social circle and interests.

At the same time, reading difficulties are found in children from different social strata. So, for example, very often this problem is faced by parents who have put a lot of effort into getting their child into a prestigious school.
Experts name two main reasons for children's dislike for reading:

• early communication, when the child is taught incorrectly, discouraging him from any interest in reading;
• "specific delay in the development of reading skills" - dyslexia.

There is still no answer to the question: should children under the age of three be taught to read? Most psychologists and educators - supporters of the "old school" - believe that such advanced development only amuses the vanity of parents, and the child receives nothing but neuropsychic overwork.
On the one hand, the constant development of science and technology requires an increasing level of training from people. Therefore, early education of a child is not an attempt to “deprive him of a joyful childhood”, but a necessary condition for mastering the world around him, which is dominated by high technologies and huge amounts of information. But, on the other hand, the number of so-called pathogenic factors is increasing (poor environmental conditions, low level of social and medical security, a large percentage of chronic diseases among the population of childbearing age, as well as stress, new diseases, etc., etc.), which leads to the birth of weak, sickly children who need gentle, compensatory and corrective education, and in no case anticipatory and overloading.
Most often, early reading teaching methods (the motto of some of them: “Read before you speak!”) Are used by parents who dream of raising a child prodigy or who are trying to prepare their child for admission to a prestigious school.

In this case, psychologists warn: learning to read too early (up to three years) can lead to disharmony in the development of the child.

Parents facing the choice of whether or not to teach their child to read at an early age need to answer two questions for themselves:
1) Do they have enough knowledge of early reading teaching methods so as not to create problems for their child in the future?
For example, the development of phonemic hearing in a child causes the greatest difficulty. If the child is taught incorrectly, he may have difficulty learning at school. The concept of "a child's readiness for learning", along with others, includes a psychological component: the child must have the position of a student. A future first grader, as a rule, wants to study in order to gain knowledge. But if a child has already been taught to count, write, read fluently, he will not be interested in studying and he will perceive school as a duty.
2) Will the child withstand the loads offered to him?
If the child had any neuropathological problems at birth or in infancy, he is very active or, conversely, passive, then up to 5 years it is better to limit himself to educational games. It should be understood that reading is not automatically born from knowledge of the alphabet. Both psychologists and educators believe that at this age it is more important for a child to learn how to tell coherently, to help him master the necessary vocabulary.
On the other hand, child psychologists note that, subject to the normal course of speech development, it is possible to start teaching reading in a playful way as early as a four-year-old child. If the child spoke late (after two and a half years), has pronunciation defects, poor vocabulary, builds short phrases, does not use prepositions at all, does not change words by case - you should not rush into learning to read.

Developing classes require daily and consistency. You should not start teaching your child on your own if you cannot set aside time every day for joint activities.

If you have started learning, do not expect quick success from the child, do not rush him, do not criticize if he does not succeed at once - be patient. Educational activities should be fun for both you and your baby. Otherwise, your irritation and dissatisfaction will be transferred to the child, creating a negative attitude towards learning in general and reading in particular.
If you are not confident in your abilities or do not have enough time for regular classes with your child on a specific program, do not despair. Reading to a child, telling him something interesting about the world around him and encouraging him to tell, playing and discussing the read fairy tales with him, you will instill in him an interest in independently learning new things. It is reading that is designed to satisfy such a desire, since it is a cognitive process that allows one to independently assimilate a wide variety of information.

Stages of learning to read

Psychologists believe that at 4-5 years old it is easier for a child to learn to read than at 7-8 years old, explaining this by the fact that a five-year-old child has already mastered speech well, but words and sounds are still interesting to him, he willingly experiments with them, easily remembers whole words , and then begins to distinguish letters in them, and the adult only has to give his interest the direction necessary to master the skill of reading. At an older age, words and sounds become something familiar to the child, and his experimental interest disappears.

According to the observations of psychologists: the intellectual development of a preschooler is most successful in the process of his playing activity.

The principles of teaching reading to preschoolers and younger schoolchildren with the help of games were proposed by the child psychologist D.B. Elkonin. These principles underlie most reading education programs. I offer you a program of classes, consisting of five stages. On each of them, the child learns by playing with an adult in games developed by Chelyabinsk psychologists L.G. Matveeva, I.V. Bouncer, D.E. Myakushin.

Stage one: pre-letter, sound learning period

Precedes the acquaintance and work of the child with letters. The child is shown that speech is "built" from sounds. An adult plays sound games with a child, the purpose of which is to highlight certain sounds in words.

Onomatopoeia

The adult asks the child questions such as:
How does a bee buzz? (W-w-w!)
How does a snake hiss? (Shhhh!)
- How is the train buzzing? (Woo!)

Main sound

An adult reads poetry to a child, highlighting the main sound. It is good to use the texts of poetic alphabets, for example, E.A. Blaginina “I want to read” or S.Ya. Marshak "ABC in verses and pictures", etc.

Buzzing
Over honeysuckle
Bug.
Heavy
On a beetle
Casing. (E. Blaginina)
The woodpecker lived in an empty hollow,
Oak hollowed like a chisel. (S.Ya. Marshak)

Score

An adult is a seller, and a child is a buyer who "comes" to the store to choose something from the goods. You need to pay for the purchase with the first sound of the word. For example, if a child wants to buy a spoon, then he should say “L-l”.

Stage two: determining the sound composition of the word

The child is taught to determine what sounds a word consists of, to distinguish between a hard and soft pair of consonants, to distinguish a stressed vowel sound.

forbidden sounds

This game helps to develop a child's ability to distinguish sounds in a word and teaches him to work according to the rule - this is one of the important conditions for successful schooling.
An adult and a child agree that one of the sounds is forbidden, for example, you can’t pronounce “3” or “K”. An adult shows the child pictures and asks what is depicted on them, the child tries to answer without naming the forbidden sound. Let at the first stage the forbidden sound be at the beginning of the word, and then at the end.

Who crawls and hisses?
- mea.
- Who purrs and washes all the time?
- from.
- Who's backing away?
- ra

Timi Tam

This game teaches the child to distinguish between hard and soft sounds. Draw two people. Tom is "hard" - he is angular, skinny, while Tim is "soft" - he is round and fat. Introduce your child to:

You see, this is Tom, his name starts very hard. T-t-t. He himself is all solid, like this sound, and chooses everything solid. Likes Tomato Juice, always wears a Coat, plays Sea Battle and Soap Bubbles. And this is Tim, his name starts softly. T-t-t. He loves everything that sounds as soft as his name: eats Toffees and Meatballs, plays Ball, Draws and wears a Jacket, You will be Tim, and I will be Tom. We are going on a hike. What do you think Tim will take with him: a BACKPACK or a Knapsack?
Also, Tim and Tom should take with them a KIT, CANS, SUGAR, SPOONS, BOWL, ROPE, BINOCLES, COMPASS, MAP, LOLLIPOPS, SNEAKERS, SNEAKERS, CAP, Panama hat, etc. The child, with the help of an adult, needs to choose what Tim will suffer from this and what Tom will suffer. Then you can switch roles, let the child be Tom, who picks mushrooms (CHANTERELLES, OIL), berries (STRAWBERRY, BLUEBERRY), fishes (BREAM, SAZAN), etc.

Lost in the forest

This game will help the child learn to highlight the stressed sound in the word. Toys scattered around the room, they need to be called by pulling a shock sound - the “loudest” sound in a word.

Mi-and-ishka!
- Mash-i-inka!
- Slo-oh-he!

Stage three: sound analysis of the word

The child is taught to highlight all the sounds in words from three to five sounds and fix them with the help of chips (pieces of cardboard, buttons, mosaics).

house of sounds

An adult draws "rooms" for sounds. For example, for the word "cat" you need to draw a house of three rooms: three squares.
- Sound should live in every room, let's settle them.
The child pronounces the sound that will "live" in this room, and puts a chip on the square.
-CAT.
A common mistake is that the child correctly names the first and last sounds and “loses” the middle one. An adult may wonder:
- Does CT live here? "Ko-o-ot" lives here! (pulls out the missing sound).

house in the forest

The task is the same, only the house must be drawn from four rooms.
- LION, ELEPHANT and GIRAFFE want to live in this house. Who do you think this house was built for? And will the FOX, WOLF, UZH, OWL, DOG, MOLE, CROW be able to live in it?
If the child is experiencing difficulties, draw an additional three-room and five-room houses, asking them to “settle” the animals in a house suitable for each of them.

House in the forest-2

This is an advanced version of the previous game. The child learns not only to take into account the number of sounds in a word, but also to find the stressed sound.
An adult draws four identical four-room houses.
- ELEPHANT, WOLF, FOX and STORK live in these houses. Help the HERON to visit the STORK, not the FOX or the WOLF for dinner.
Tell the child a way out - put the emphasis on the word "elephant", painting over the corresponding box in one of the houses.

Construction

A game to consolidate the skill of placing stresses.
- From the warehouse of building materials to the construction site, you must first bring CEMENT, then BRICK, then SAND, then CLAY, followed by GLASS, and finally - BOARDS. You will be the driver.
The adult makes six cards with the number of squares corresponding to the number of sounds in each word, and shaded shock sounds. These will be the necessary building materials. The adult asks the child:
- Find and take CEMENT to the construction site, etc.

Stage four: the letter period of study

The child is introduced to the alphabetic designation of sounds using the picture alphabet, cubes or laying out images of letters from sticks, drawing letters on snow or sand, on misted glass, looking for familiar letters in shop signs and newspaper headlines. All this helps to make learning unobtrusive and interesting. You can learn letters with your child on a walk, on the road, at a party.

sound bingo

An adult distributes cards to children depicting various objects, plants or animals. Then he shows a letter familiar to the children and asks:
Who has a word for this letter?
Then the game becomes more complicated: words are written on the cards in block letters, children must recognize the proposed letters at the beginning, middle and end of the word.

Cars

The child must put all the cards with words starting with this letter into the “L” brand car, and all the words starting with the letter “M” into the “M” brand car.

Draw a letter

An adult draws the elements of printed letters, and the child must complete the missing to get one or another letter.
You can also return to the "House of Sounds" game, but now, instead of pronouncing sounds and laying out chips, the child must tell the adult what letters to write in order to put this or that animal in the house.

Stage five: merging syllables into words

At the beginning of a child's education, the syllable is the basic unit of reading. Teach your child to read the syllables with a drawl, as if “singing” them (“SSOO-SSNNAA”, “MMAA-SHSHII-NNAA”). This will help the child avoid "chopped" syllable, which slows down the transition from syllabic reading to verbal reading.
Stock up on cubes or cards with the image of letters. Let the child try to put together the words that you offer him. Start with the simplest ones. Show him how to put words together, using the example of an excerpt from G. Vieru's poem "Mother":

Come on, M give a hand to A,
Come on, MA
MA and MA, and together MAMA -
I am writing this myself.

Working with stress will speed up and facilitate the transition to reading in words. Here are some games to help your child learn the principle of syllables.
Permutation of accents
Have your child experiment with word stress as they answer your questions.

What is your name?
- Pasha. Pasha.
- What it is?
- TV, TV, TV, TV.

Tamer

The child is given cards with the names of wild animals written on them in block letters, which he needs to tame by placing an emphasis on the corresponding vowel (the emphasis is “put” with the help of a special chip). For example, in the word BISON, the child must put a chip on the letter O. If the child thinks too long or puts the stress incorrectly, the animal “runs away” into the forest (jungle, steppe, etc.). The tamer needs to call it correctly (see the Lost in the Woods game) for it to return.

Reminder for parents

The proposed games can vary depending on your capabilities and imagination. Do not be afraid to improvise - this will make your activities with your child more interesting and useful.
Go back to what you learned in everyday life. For example, have your child practice stressing words as you walk around the convenience store looking for GRE-E-E-CHKA, SA-A-AHARA, RY-S-Y-S, etc. Or, when reading to a child before going to bed, highlight the passed sound in the text. When preparing dinner, ask your child to find all the items in the kitchen that begin with a certain letter. All this will help the kid to better learn the material, and, in addition, you will be able to maintain the effect of the continuity of learning if you fail to conduct classes regularly.
In order to succeed and not discourage the child from developing activities, you must follow certain rules:

• When working with a child, follow the sequence of steps. Don't expect too fast results. Consider the characteristics of your child: some children need to play with the same letter, sound for a week to learn the material, while others can remember half the alphabet or learn how to correctly place stresses in one day.

  Use as many visual materials as possible for classes: colored pictures, cubes, toys, real objects, draw what the task is about (animals, cars, etc.), because it is difficult for a small child to perceive information by ear.

• Avoid monotony and monotony: do not engage in one type of task with your child for more than 10 minutes, interrupt for physical education, drawing, and joint search for something needed for classes.
• Play with your child in school, where you will be a student, and he is a teacher. When the child learns, for example, the names of letters, turn into a Dunno who confuses and makes mistakes, let the baby correct your mistakes.
• Most importantly: be patient and avoid criticism and negative ratings! Remember that you are playing with your child. These activities should give him pleasure.
• Praise your child for minimal progress, if only for the fact that he is just trying to complete your tasks.

Doesn't want to or can't?

Reading skill is characterized by a combination of several parameters:

• way of reading: by syllables, whole words, groups of words (in grades 1-2) for many children, the unit of reading is a syllable, and in grade 5-6 - a word and a group of words);
• reading speed (by the sixth grade, the child should read 100 - 120 words per minute);
• correctness, automation (the so-called fluency);
• reading comprehension.

As a rule, by the fifth grade, the child's reading becomes fluent and expressive, but some children, despite the efforts of teachers and parents, still continue to read slowly, syllable by syllable, poorly understand the meaning of what they read. And increasingly, primary school teachers and child psychologists are giving parents of children with poor reading skills an incomprehensible and frightening diagnosis: “dyslexia.”
Renowned Czech psychologist Zdeněk Matejček believes that this “specific developmental reading disorder” has probably been around since the time people invented sound writing. But this problem was discovered only at the end of the nineteenth century, and they began to investigate and try to fix it only in the middle of the last century. This violation becomes an obstacle in learning from 2 to 10% of schoolchildren. Dyslexia is being intensively studied by teachers, neurologists, linguists, and psychologists.

Interestingly, this kind of problem is less common in children learning pictographic languages ​​(such as Japanese) or languages ​​where all letters are pronounced (such as Italian).

The English psychiatrist Michael Rutter believes that reading disorders in children can be due to both general underdevelopment of reading and a specific delay in reading. General reading retardation is often associated with "an overt neurological disorder and with a variety of other developmental abnormalities, such as impairments in motor coordination, perception, productivity, speech, and language." Specific reading delay, or "word blindness", refers to "disorders in which a child has much weaker reading skills than would be expected based on his age and level of intelligence (4-8% of ten-year-olds). It is accompanied by a much narrower range of disorders - violations of speech, pronunciation, spelling - and knowledge in other subjects is more in line with the requirements.
Russian defectologist A.N. Korneev, as the leading symptom of dyslexia in a child at the initial stage of mastering reading, highlights difficulties with understanding and remembering that a given letter corresponds to a given sound, difficulties with folding individual sounds into syllables.
A child predisposed to dyslexia is not able to master syllables, automated reading of whole words, and often does not understand what they read. The limited vocabulary of the child is also noteworthy, especially in the designation of abstract concepts (temporal, spatial, etc.). Such a child has speech disorders, gross and strange spelling errors, fuzzy spatial orientations, difficulties in understanding the meaning of the picture, in remembering colors.

Most clearly, such a violation is expressed in children 6-8 years old, it is at this age that dyslexia is easier to detect and correct.

Experts have not come to a consensus on what is the reason for the inability of the child to master the skill of reading, despite the sufficient level of intellectual and speech development for this, the absence of visual and auditory analyzer impairments, and optimal learning conditions. It is possible that the general prerequisites for reading disorders are transmitted at the gene level. For at least some children, reading delays are due to biological factors related to brain function. It has been suggested that a specific reading delay may be caused by some damage to the normal process of growth and maturation of certain areas of the cerebral cortex. The researchers note that most often dyslexia occurs in left-handed children and in the so-called hidden left-handers (when a child writes with his right hand, but the right hemisphere of the brain is the leading one, and not the left, like in right-handed people). These children experience difficulties in spatial orientation (they confuse right and left, they can read words and whole lines from right to left), while reading they are dominated by guessing errors in the form of replacing letters or words.
Poor reading is very often accompanied by poor handwriting, and can also be associated with a host of other developmental disorders, including clumsiness of movement and difficulty in differentiating shapes, for example, a 5-6 year old child has difficulty recognizing and reproducing simple geometric shapes.
Reading disorders are often accompanied by a writing disorder - dysgraphia. When writing, for example, a child replaces vowels (“often - often”) or skips them (“lie - lie”), reverses consonants (“s” - “z”).
The prognosis for further development for children with reading disorders is rather favorable, since with timely targeted assistance, children achieve certain successes, and reading is no longer difficult for them. But it is important to pay attention to the problems of the child as early as possible. According to the observations of experts, children who have a delay in reading before the age of ten, without special help, most likely will not be able to catch up with their peers by the time they leave school, and many will still fall behind.
Both parents and teachers should understand that the child himself will not be able to cope with this problem, he needs qualified help.
A child of 6-8 years old is alarming and requires consultation of a specialist, if he, against the background of problems with learning to read:

• has difficulty doing any type of ordering or sequencing task, such as getting confused about the order of the seasons and days of the week;
• cannot correctly repeat more than three digits in forward order, and more than two in reverse order;
• cannot correctly repeat even simple rhythms that an adult taps out;
• has difficulty compiling a story from pictures;
• poorly oriented in tasks that require knowledge of where is right and where is left, finds it difficult to determine the right and left sides of people and objects;
• has a limited vocabulary, especially in the designation of abstract concepts (temporal, spatial, etc.);
• cannot make a phonemic analysis of the word (highlights syllables instead of sounds, skips vowels);
• when reading, he often replaces the vowels “a” with “o”, “s” with “o” (for example, “above - you”) or replaces the consonants “t” with “d”, “g” with “k-\u003e”, "g" to "sh" (for example, "I wanted - I went");
• rearranges syllables, reads a completely different word instead of the written one, can read from right to left;
• has a low ability to concentrate, restless, distracted, impulsive.

Not always reading disorders are associated with a predisposition to dyslexia.

First grade teachers often complain about the difficulties that arise in reading lessons due to the fact that children are initially at different levels of preparation: some already read fluently, others have just learned to put letters into words. Good readers get distracted, disturb others, because they get bored listening to their less successful classmate stumbling over every syllable. A poorly reading child begins to be embarrassed by his inability and this makes him read even worse. If the teacher focuses on well-reading children, then a child who has difficulty reading does not understand anything and does not have time in the lesson and gradually loses interest in learning. The impatient remarks of more successful classmates, their ridicule, deeply traumatize the child. Practices such as reading at speed puts a child at a disadvantage in reading poorly - after all, most children read faster. In addition, the need to read something as quickly and as well as possible, the appearance of a stopwatch in the teacher’s hand literally “frustrates” any skill of the child, he reads even worse than before, or cannot pronounce a word at all. The same thing happens with a shy child - it’s hard for him to read aloud, “to the public”, and someone’s mocking comment deeply hurts a shy and insecure student. All this can be exacerbated by the child's predisposition to dyslexia.
Russian psychologist E.E. Danilova, in her work with children who do not read well, proceeds from the fact that reading disorders can be due to several reasons. First, the poor development of the function in students self-control. The child does not know how to independently compare the result of his actions with the model, isolate errors and eliminate the discrepancy between the model and the real achievement. Secondly, many first graders and even second graders don't know the letters of the alphabet. If a child of 7-8 years old cannot always correctly name the letter presented to him or spends up to 10-15 seconds on its identification, then this also invariably leads to a violation of the reading skill. Thirdly, insufficient development of concentration: when reading the text, the child's eye makes chaotic movements, reading of letters that accidentally fall into the child's field of vision occurs. Subsequently, in children who make such mistakes, the skill of following the direction of reading - from left to right - is hardly formed. Fourthly, children who read poorly often manage to forget the meaning of even a correctly read word, so they do not understand the meaning of what they read and cannot tell what they read about. This is indicative of the child's lack of keep in memory the meaning of what was read.

Painfully trying to read the text correctly and quickly, the child does not understand and does not remember what he read, and most of the tasks for the lessons are given in writing. However, not only educational activities suffer due to poor reading of the child. Constant remarks, failure form a child's low self-esteem, he withdraws, avoids classmates, begins to hate reading lessons and everything connected with them, and in extreme cases even refuses to go to school.

A child who does not experience any special problems with reading technique can also perceive reading as a duty if parents, teaching him to read, interrupt his games, walks with friends, and watch his favorite TV shows too often with their activities. Reading in this case turns into an unloved lesson that must be completed as quickly as possible in order to do something more pleasant and interesting. Naturally, the child will not want to read anything beyond what he was asked. With such an attitude to reading, the child also poorly understands and remembers the content of what is read.

How to help a child

As a prevention of difficulties in learning to read, from the age of five, appropriate exercises should be performed with the child aimed at:

• the formation of an idea of ​​\u200b\u200bhis own body.

  Using the example of his own body, the child learns to distinguish between what is above, below, right, left, front, back. He answers the questions of an adult (which hand is right? head down or up? back behind or in front?), first about himself, and then about those around him.

• the formation of spatial representations on the example of pictures and surrounding objects.

  The child answers the questions of an adult: what is closer or further, what is more or less. Then the questions become more complicated: what is further than this, than that (the same is asked about less, more, higher, lower, left, right, etc.).

• formation of ideas about the sequence.

  An adult tells the child about the order of the seasons, months, days of the week, supplementing the explanations with pictures and examples from books. In addition, the child is offered the following tasks:
  a) lay out a sequence of mosaics, beads, geometric figures according to the proposed pattern;
  b) add split pictures and images from cubes;
  c) compose a story based on sequential pictures.

• the formation of ideas about the sound composition of the word with the help of tongue twisters.

  Speaking tongue twisters not only improves diction, but also helps to highlight the main sound that is involved in the tongue twister. For example, “The weaver weaves fabric for Tanya’s scarves”, “The water carrier was carrying water from under the water supply.” When the child knows a sufficient number of tongue twisters, an adult can ask him to remember a tongue twister for a particular sound (for example, for “K”: “Goes with an oblique oblique goat”, etc.).

• formation of ideas about the syllabic composition of the word.

  It is very convenient to use the ball for classes:
  a) an adult and a child throw the ball, pronouncing the word in syllables (for example, “ka-ran-dash”, “sta-kan”);
  b) an adult offers the child to “reduce” the object by adding a certain syllable: he says “house”, and the child adds “ik”, etc.

If the child already knows the letters and can read, but has difficulty reading, then tasks with texts should be added to these activities. It is necessary to select texts that are appropriate for the age and capabilities of the child: with a fairly large font, sentences consisting of no more than 10 words and containing as few complex and unfamiliar words as possible - all this contributes to the ease of assimilation and understanding of what the child reads.

Working with children who do not read well should take place in two stages:

• the first stage is the creation of a positive mood of the child for classes, increasing his confidence in his own strengths and abilities;
• the second stage is the training of reading skills, the analysis of the child's difficulties for their subsequent elimination.

At the first stage, in order to create a positive mood for classes with children of 6-10 years of age, it is necessary to include exercises with game design (cubes, color pictures, mosaics, balls). The tasks and texts should mention what interests the child (for example, the characters of his favorite cartoon, or racing cars, or a Barbie doll, etc.). In addition, the exercises should be of different levels of difficulty, while starting with easier ones, gradually complicating the tasks.
At this stage, if possible, exclude complex words from readable texts, make lists of words for reading that do not have letters (syllables) that are difficult for the child.
Each lesson should end with something interesting for the child. For example, if he likes to play ball, then throw the ball with him, breaking words into syllables or repeating the alphabet. Thus, the child has a sense of success and a positive attitude is formed for subsequent reading sessions.
Tables that clearly reflect even his minimal achievements also help to maintain a positive attitude in a child. For example, in the last three lessons, the child made 48, 30 and 25 mistakes, respectively. The most important thing is that the kid competes only with himself, and not with classmates or siblings.

Praise your child more and encourage him, celebrate all his achievements, even the smallest ones.

You should proceed to the second stage when the child is accustomed to the activities and treats them positively. An adult needs to determine which sounds, syllables or words lead to a loss in the pace and quality of reading, and increase the load on exactly what causes the greatest difficulties for the child. You should select texts with a large number of complex fragments (letters, words, syllables), underline them in the text, ask the child to be especially careful when reading them. All game exercises should include these syllables, words or letters that are difficult for the child. Invite him to add the right words from the cubes or look for complex letters in the picture.
HER. Danilova offers special exercises for working with poorly reading children 7-10 years of age.

Letter order training

1. The child is invited to lay out the pattern from the mosaic according to the model, but not by elements, as usual, but starting from the upper left corner, move from left to right, line by line from top to bottom.
2. The child "reads" sequences of colored dots. The cards are presented with 4 lines of multi-colored dots, 14 in each, the child must sequentially list the colors found on the card from left to right and from top to bottom.

Letter recognition speed training

1. The child is asked to name sounds and letters using the picture alphabet, where each letter corresponds to not one, but several images of different objects.
2. The child is asked for a while to read the sequences of letters located on the cards not in alphabetical order (several cards are used with 4-6 lines of letters on each).
3. The child reads for a while short words consisting of one vowel, but with a gradually increasing number of consonants, for example:
   from on cancer gimme salt labor park tail
   due to couples may pain mole march thrush
   ah no juice bay dust table cake cross
   Each card should have 10 such lines. The child must read the words sequentially from left to right and from top to bottom.

Reading memory training

1. Word lotto.
   The child receives a set of small cards with the names of various animals printed on them. Taking one card and reading the word printed on it, the child must find this animal on the card lying in front of him with twelve images. Playing such a kind of loto, the child keeps in memory the meaning of the word read all the time of the search. You can start with the names of three or six animals, gradually increasing their number to 12. Similar work is done with images of various objects.
2. Implementation of practical actions according to written instructions.
   They start with simple instructions and gradually move on to actions with various objects (colored cups, boxes of different sizes, colored balls, chips, geometric shapes, etc. are used). The child pulls out from the set of instruction cards in front of him one task of the type: “Raise your right hand”, “Put the book on the table”, “Put the red ball into the white cup”, etc. Having completed this task, he takes the next card. Gradually, tasks become more difficult by increasing the length of phrases and changing their structure. For example: "Take one white ball from the red box and transfer it to the cup where the red triangle lies." The child is then given several instructions on one card. For example: 1) "Put the triangle on the blue square"; 2) "Swap the cups"; 3) "Free the biggest box."
3. Reconstruction of a connected text.
   The text is printed in two copies. One of them is cut into separate sentences. The child first reads the text in its entirety, then collects it from separate sentences. At the next lesson, the child is invited to reconstruct the same text without preliminary reading. The number of sentences in the text gradually increases from lesson to lesson, but you should start with 3-4 sentences. Thus, the child learns to keep in memory the content of a particular text for a long time.

The proposed exercises help to increase the speed and improve the quality of students' reading, in addition, in the process of classes, the child's concentration increases.

IF THE CHILD DOES NOT WANT AND DOES NOT LIKE TO READ

Whatever the causes of problems with reading, the result is the same - the child refuses to read. In this chapter, we will talk about how to instill in a child a love of the book, to arouse his interest in reading.

How to Raise a Book Lover

If parents from early childhood teach a child to read a book, read aloud to him a lot and with pleasure, then the baby, not yet understanding what a book is, already treats it with interest. Many parents buy little cardboard books for their children when they are only a month old. Showing their little one a book with bright pictures, reading him simple nursery rhymes and nursery rhymes, allowing him to touch, look through and even gnaw books, they seem to make it clear to the child: “A book is something that should always be next to you, it’s interesting and cool !" Having barely learned to sit, the child takes books, flips through the pages, points his finger at the pictures and “sentences” something at the same time.

Teach your child to take care of books!

Vandalism towards books during the first two years of a child's life is inevitable and must be dealt with. Make it so that the child can only get to his special books. But still, constantly tell the child that you can’t take books in your mouth, tear them, draw in them. Try to "save" the damaged books: glue, sew up, erase the drawing. Do this in front of the child, lamenting: "Poor little book, torn, now we will fix you." All this will teach the child to take care of the book, unless, of course, the parents themselves are in the habit of writing in their books, tearing pages out of them, throwing them at random. In this case, it is useless to expect a different attitude from the child to books.
Let from a year (or even earlier) one of the permanent gifts to the child be a book corresponding to his age. Try not to force things - the complication of the material should occur gradually: if you see that the book you have proposed is too difficult for the child or uninteresting to him, put it aside for a while. But at the same time, do not miss the moment when the child begins to “grow out” of a certain type of book.

Offer your child only high-quality literature (both in design and content).

It is up to you to instill in your child a taste for good books. Do not try to interest him in the so-called reading matter: various children's comics, "horror films", love stories and detective stories, which are now in abundance on book shelves. Try to let the child learn about the existence and content of such books as late as possible. A child may be interested in them, but he definitely won’t want to read Chekhov and Tolstoy. By the way, many primary school teachers forbid their students to bring such books to class.
Teach your child how to use the library, sign up with him in the school or district library, help him choose books.
Make going to the bookstore an enjoyable experience with your child. You should not shop in a hurry, for example, if you urgently need something for school lessons. Let the child calmly walk between the shelves, draw his attention to new items, consult with him which book you could give to one of the family members or his friend.

Arouse your child's interest in reading

From early childhood, read funny, interesting fairy tales and poems to your child. It is desirable that every day one of the parents has a free half an hour or an hour to read together with the child and discuss what they read with him.

Psychologists believe that dislike for reading is due to the fact that the child is simply not interested in reading.

For many children, what they read remains a set of events, names and titles, because their imaginative thinking is not sufficiently developed. In this case, the books seem boring, since the child is not able to "see" those characters and images that are behind the description of the characters and events. Whether it's in cartoons or in computer games: action, dynamics, thrills. And most importantly - ready-made, designed and drawn by someone images. Apparently, modern children really do not have enough imagination: they are surrounded by too many visual images from birth, so there is no need to imagine or think of something. The generation that grew up on books and radio, willy-nilly, had to invent for themselves how what the author writes about looks like.
Fascinated by the plot, the reader, as it were, finds himself in another world, he becomes not just an observer of what is happening, but also a participant, he worries about the characters, eager to find out what will happen next, “lives” in the book.

Parents can help their child learn to "get used" to the book. To do this, it is necessary to develop the figurative thinking of children so that certain images correspond to the words they read.

Play scenes from a read book with a small child, experiment with the plot. Let in your game the gingerbread man run away from the fox, meet the dragon or the frog.
Draw illustrations for what you have read with your child, think about what this or that hero might look like: what he is wearing, what things surround him.
Look for events in your life that are similar to the plot of the book you read. For example, you ride a tram like an absent-minded person from Basseynaya Street or you carry gifts for your grandmother, like Little Red Riding Hood.
With an older child, compare the books you read with films and cartoons based on them, discuss what is the same in the television version and what is not, what can be added to the film or changed in it.
Teach your child to use quotes from what they read. For example, after reading about "Moydodyr", wash your grubby baby saying: "My, my chimney sweep, clean, clean, clean, clean." Quote appropriate verses for the occasion. In the future, this skill will decorate and enrich your child's speech.
Thanks to these techniques, the content of books is closely intertwined with the daily life of the child, making reading something natural and necessary. In addition, they contribute to the development of the imagination and speech of the child.

Be an example for your child

When instilling a culture of reading in your child, remember that the most important example for him is yourself.

Teachers believe that today's children almost never see their parents with a book. Most parents are not up to reading now, the maximum that they have enough time and energy for is newspapers and magazines. It is difficult to convince a child of the usefulness and fascination of reading if he sees that others prefer TVs, VCRs and computers to books.
Reading together is a good way out.

It is better for a child to read with you than to read nothing at all. In addition, joint reading is a great opportunity to usefully spend an evening with your family, relax, chat, discuss issues that concern you, choosing books with relevant topics to read.

Don't pressure the child

Do not chase the speed of reading, pay more attention to the correct reading of words, intonation and content. Teach the child retell text, discuss what you read, ask questions.
It is better to start preparing homework with reading, as it helps the child to get involved in work. But do not overload it with daily reading aloud - according to psychologists, continuous reading aloud should take 8-10 minutes for a first-grader, and 10-15 minutes for a second-grader.

So that reading does not cause negative emotions in a child, never force him to read instead of playing, walking or watching TV!

You can punish a child by depriving him of evening reading, but not vice versa. Teachers are especially persistent in recommending that parents not “compete” with television. Do not force your child to read instead of their favorite TV program; special time should be allocated for reading.
Never discourage a child from reading if he is already interested in something. Reading something is still better than nothing.
If a child does not like to read, because he is not good at it, then be sure to consult with specialists: a psychologist, defectologist or speech therapist. Only the joint help of parents, teachers and specialists will lead the child to success.

Reminder for parents

How to organize work at home with children who do not read well:

• create a calm, readable environment at home;
• during the day, set aside time for reading that is convenient for the child;
• when a child reads, be nearby (to explain an incomprehensible word, laugh together at a funny moment), but do not sit over his soul (this will create a coercive effect);
• if it is difficult for a child to read on his own, then at first read the given text aloud to the child, then he reads it on his own, and you correct him, or first you read the phrase, then the child reads the same phrase;
• show interest in what the child is reading;
• mark each, even insignificant, from your point of view, success of the child with praise or encouragement (but by no means monetary), then the child will try to please you with his successes;
• one should not compare the child's achievements with the successes of other children (especially his brothers and sisters) - constant unfavorable comparison reduces the child's self-esteem, reinforces his dislike for more successful children.

The advice of all psychologists is the same: “Remedial measures should not be delayed until the child’s self-esteem and positive motivation have begun to break down!”

The child must know that your love for him does not depend on his reading technique or academic success. Take an interest in his affairs, do not dismiss his problems. Be sure to warn the teacher about all the personal and emotional characteristics of your child.

And most importantly, do not let anything take its course - unresolved children's problems tend to only become more complicated over the years, and do not disappear by themselves, as some parents think.

My child doesn't like books. From early childhood he had no interest in looking at them, and now he hates to read. How to instill in him a love of reading?

In fact, it is very interesting why some kids love to look at picture books from a very early age, while others are completely indifferent to them and prefer toys, a computer or TV.

Of course, reading is gradually losing its cultural and educational role in society, turning from a source of information into a means of entertainment. Naturally, such an attitude towards reading adults forms a corresponding attitude in children as well. But the problem is worth thinking about, if only because all kids go to school sooner or later, and the reluctance to read books can become a serious hindrance to learning. At first, while studying in elementary school, it will be difficult for a child to pass the so-called reading technique, then, in high school, due to the low reading speed, he will not be able to quickly read tasks and rules, and in high school, when it will be necessary to read a huge amount of software literature, multi-page paragraphs on humanitarian subjects, it will be difficult for a child at all.

For some parents, the lack of interest in reading in a child is not something that does not bother - they simply do not pay attention to it. If both mom and dad themselves read a lot and do it with pleasure, and the child shows frank disrespect and indifference to the book, then parents are very upset. What to do in this situation and how to awaken a child's interest in reading, and then also keep it? Of course, we are unlikely to succeed in educating the most active book lover in the world (and we do not set ourselves such a goal), but we will definitely be able to instill a love for good books.

History from life

Tanya is our only daughter. As much as we take care of the child, probably no one does. My husband and I try to make sure she has everything. You know, it used to be customary to collect a library. So, we have a huge one. But Tanyusha does not even want to look at the pictures in the book, it is easier for her to sit in front of the computer. Every evening we try to read aloud to our daughter, we take her to the puppet theater, but she is still indifferent to books. Maybe it's too early for a child to love books at six years old?

Lack of interest in books and reading.

Perhaps, until the time comes to send the baby to school and his ability to read is checked, many parents do not consider the child’s lack of interest in books to be a problem. And now the future first grader passed the test for readiness for school ... Some parents only then find out that the child, it turns out, needs to be specially taught to read. Even if the family is reading, this is not at all a guarantee that the child will also love the book from early childhood. Or maybe mom and dad will notice the problem when the first extracurricular reading for the summer is given at school. The child will never want to sit down for books - one of the parents will have to read aloud.

Sometimes the problem of "chronic non-reading" arises quite late - in middle or even high school.

Why does the child not want to read?

If the TV is constantly on at home, the computer is available to the child from morning to evening, then it is likely that the baby will prefer simpler ways to get information when you do not need to read the text and comprehend it - one picture quickly replaces another, everything is simple and clear.

It is also known that some children have a predisposition to reading, while others do not. Perhaps it is not customary for someone to read a lot at home, there is no tradition of creating a family library. But sometimes there are cases when a child draws, designs, plays music, dances, etc. with pleasure, and does it better than other children, but you can’t force him to read a book.

Many parents, when trying to teach something to a child, face a serious problem: the kid does not perceive mom or dad as teachers at all and refuses to do anything. But he does not “show character” to a teacher or educator and performs tasks with apparent pleasure. Some parents find it helpful to remember how they were forced to read as children and threatened with punishment. They do not use any coercive methods of teaching reading, realizing that this can only harm the cause.

What should not be done if the child does not like to read?

- The worst thing is if the parents yell at the child and try to teach him to love the book with the help of harsh measures. “If you read five pages, you will get a toy,” mom or dad promises to the baby.

- Forced reading of a book, over which the child is clearly bored, does not help either.

- You can not give up on this problem, because the success of the child in many academic subjects, that is, the quality of his knowledge, largely depends on reading.

You can't replace a book with a TV. Even the most talented film adaptation of a literary work does not convey all its depth and originality, as well as that extremely important thing that the child must comprehend on his own.

“Those children who are forced to read books, who are forced to read and are scolded for having no interest in reading, give their parents a completely opposite result. They become even more stubborn, do evil, tear books and draw in them. Children can throw away the unfortunate book so as not to do what they do not like; may pretend to read, or read "through the word". The usual principle works: what is imposed is never liked and does not bring any benefit.

How to teach a child to read?

Buy your child children's books with bright, colorful illustrations. At first, the baby will only look at beautiful pictures, not perceiving the book as a source of interesting and useful information. But the baby will gradually get used to the fact that the book is constantly present in his life.

- In the children's room, books should be in a place that is accessible to the child without much effort. Let it be a small open bookshelf, which the little one can reach without the help of adults. Free access to books will allow the baby to use them when he wants. For reasons of frugality, do not try to hide books farther and higher: if the child does not see books all the time, then he will probably not feel interest in them.

- If you are worried that the baby will ruin the books - tear or color, then leave in an accessible place only those that are made taking into account the age characteristics of the child. For example, cardboard, plastic or fabric. Today you can even find wooden books in the store! These wonderful little books can be leafed through, examined and even chewed, while the mother will not worry that he will spoil them.

- If the baby still managed to spoil something, then complain about it, and then, together with him or in his presence, “treat” your favorite book. Be sure to tell the baby that books need to be read or considered, but in no case should you tear, throw, and dirty.

When choosing books for a children's library, consider the basic requirements for their design. A book for a small child should be tastefully designed and well illustrated. At the same time, make sure that the pictures are not too bright, without the use of "acid" colors. For children's books, large clear type and high-quality paper are required. This will enable the child to read without much difficulty and will protect the pages from small tears. The font size is inversely proportional to the age of the child: the younger the child, the larger the font in the book should be.

- When choosing a book, do not be too lazy to fully familiarize yourself with its contents. The texts (or text) placed in the book must correspond to the age category indicated by the compilers or publishers. Gather reviews of other parents' books, read forum posts online.

- Do not forget that the best gift for a child is a book. If the kid receives a wonderful collection of fairy tales or poems for his birthday, and then, when he grows up, an excellent illustrated encyclopedia, then he will begin to appreciate the book just because mom and dad consider it a worthy gift.

- Often, moms and dads are interested: is it necessary to offer the child abridged versions of books - just a brief retelling with large full-page illustrations? In fact, such "reading" is more like looking at comics. A child cannot read such a book even for a short time - he is focused precisely on looking at the pictures and does not really pay attention to the content of the book.

- What to do if, nevertheless, nothing works out, and the child does not want to be interested in books?

Method 1

Show your child a new cartoon for him, based on some interesting fairy tale. Interrupt the show, if not at the most interesting place, then at one where the child will be curious about the continuation of the plot. Invite your child to learn about what happened next, from the fairy tale itself - and you will read it to him with pleasure.

Method 2

Buy audiobooks. Firstly, this is a benefit for the child, and secondly, it is a great help to you: audiobooks help out not only in a situation where parents do not have time, but also when mom and dad do not have pronounced acting abilities. All fairy tales and poems recorded on audio CDs are read by professional actors, and such an important task as reading children's books is trusted only by the best of them. You can “turn on” audiobooks in the car or let them listen during quiet hours if the baby does not like daytime sleep (such children are becoming more common, and mothers do not know how to persuade the child to at least just lie down in the middle of the day so that the back and eyes rest and legs).

Method 3

Read to your child yourself. Start an evening reading ritual and every evening read something very interesting to your child, preferably with a sequel. And one day, stopping at the most interesting place, leave the room for a while, leaving the book to the child. Surely he will be interested at least in the illustrations, and when you return, you will see that he is examining or reading a “forgotten” book.

Method 4

Invite the teacher. Sometimes an outsider, a neutral person can teach a child more than close people who are not at all perceived by children as teachers.

Reading is almost the main way for any person to obtain the information necessary for intellectual improvement and simply for survival in the world. This is one of the reasons why any adult sees it as his duty to teach his child this skill, and at the same time, if the child does not want to learn to read, this situation is at least bewildering.

Many experts note that sometimes in such a case, parents (or other people who have taken up teaching the crumbs), when the child does not want to learn to read, make a number of unforgivable mistakes. Often, adults believe that the unwillingness of the crumbs to master such a necessary skill is connected with banal stubbornness and the desire to "show character", and various methods of coercion supposedly will help to deal with this. The child is threatened, forced to read, resorted to various types of blackmail, and the result of such actions usually turns out to be the opposite of what was expected: the child still cannot read, but also loses a significant part of the trust in elders. However, if the kid does not have a very strong character, he can succumb to the manipulations of adults and really start reading, but the content of the books is not properly perceived by his mind, which is not ready for such loads. In the future, the compulsion in learning to read can result in an already maturing person into a dislike for books, and the consequences of this will be very negative for the intellectual development of such a person.

In order for learning to read to be successful, paramount will not be the attitudes in the head of adults that it is supposedly “time”, but the desire of the child himself to master such a skill. In other words, the kid should want to read books on his own, and not under duress or on the basis of any convictions of the adults involved in his upbringing. The age at which the baby comes to such an understanding is purely individual: someone “matures” by the age of 4-5, while others should not be touched with reading until 6 or even 7 years old, and any haste in this situation is definitely undesirable .

One should not succumb to the newfangled desire of many parents to teach their children to read almost from the cradle: the brain structures responsible for the conscious perception of the text do not mature until the child reaches five or six years old, and only from this age will training make sense.

The most correct tactical move on the part of an adult, if hitherto any attempts to teach a particular child to read led to a fiasco, would be to “let go” of the situation and slightly correct the behavior. As a result of mistakes made earlier by a parent or educator, the child has already managed to form a negative attitude towards reading, and it is precisely the elimination of this discomfort that should be dealt with first of all.

First of all, it is necessary to put aside all kinds of primers and other book "instruments of torture" and switch to gaming activities using letters. There are a lot of exercises that help in further teaching reading, including the search for certain letters in words, and the insertion of those that turned out to be "lost" in the text, etc., the main thing is that such games should interest and captivate a particular child. An adult is required not only to actively participate in such "literal" entertainment, but also tactful, cautious behavior, the absence of any negative statements about his young student. Even if the kid makes mistakes when performing some game tasks, you should not reproach him for this and focus on his failures; a similar tactic must be followed in the future - when the training goes directly to the books.

At the stage of the child's interest in reading and his first attempts to read some simple text, you cannot correct it, make comments, etc. - it only contributes to the extinction of the enthusiasm of the child. Since at first it is important to eliminate the discomfort associated with reading, it does not matter how many mistakes the child makes when performing such a task.

It will be necessary to correct misread words and eliminate other inaccuracies already with a sufficiently developed reading skill in a child, but even at the same time, an adult should abandon mentoring intonations and show more benevolence, praising the child for any success.

Thus, when teaching the offspring to read, the primary task will be to exclude the child from negative associations with the development of such a skill, and it’s worth starting your studies not with primers or other manuals, but with gaming activities associated with letters and syllables.

• Reading at night
• Reading exclusively by parents
• Reading too simple books
• Reading your favorite childhood books
• Reading without discussion
• Our advice

Children's love of reading and today in many families is considered an indisputable pedagogical achievement of parents. To interest a child in books, a lot of effort and money is applied. And, if the result is null, maybe you are doing something wrong?

Reading at night

Reading at night is a tradition common in many families. Many mothers and fathers like it: babies, lulled by an affectionate monotonous voice, fall asleep quickly and imperceptibly. But do they perceive such reading as reading?

In fact, the child is already tired, his attention is scattered, he loses the thread of the story, confuses the plot and his own dreams. If you read him a long story with a sequel, the child may forget exactly where you left off in a day. But endless repetitions when reading is also not an option, a semi-familiar plot will quickly get bored.

Finally, an interesting book can provoke a sleep disorder - the child will try his best not to fall asleep in order to prolong reading, and, as a result, will not be able to wake up in time in the morning.

” In fact, reading at night is the exact opposite of just reading. His task is not to draw attention to the book (and history), but to dispel this attention.

Reading exclusively by parents

Some parents try so hard to interest the child in books that they read, read, read and read to the baby. As a result, their child begins to perceive other types of spending time together as a reward, and reading as a mandatory job.

” Remember your own childhood: reading was considered recreation, entertainment, something that you still had to earn by doing homework and doing household chores. Maybe that made him more attractive?

Another danger is that if mom and dad read a lot and with pleasure to their child, he begins to perceive this as an exclusively parental prerogative. There is a kind of psychological attitude - my mother reads, I listen, and nothing else.

Reading too simple books

Some parents, tired of reading aloud, try to delegate this activity to kids. As soon as the child is able to read in syllables, he is given "Turnip" or "Rocked Hen" with parting words "Well, now read it yourself!".

” Choose your first books to read carefully. They should have a lot of pictures, little text, and most importantly - a new and exciting story. Do not put aside children's comics right away!

Reading your favorite childhood books

If you loved stories about noble Indians as a child or read The Three Musketeers, this does not mean that you will be able to captivate your child with the same books. There are three reasons for this.

First, books still serve a social function. Even kindergarten graduates are already discussing their favorite comic book characters with friends. This stimulates interest in books, and the books read, in turn, create a field for communication within the children's team. A lonely seven-year-old reader of Captain Grant's Children may find himself excluded from peer communication.

Secondly, it should be taken into account that modern children live in a completely different information field than their parents and, especially, grandparents. Their brains are literally attacked by streams of information: television, radio, the Internet, everything is as bright as possible, "catchy", hitting the target. Long descriptive text is perceived with great effort.

” Do not curse civilization, the process did not begin yesterday. Already the mothers of modern kids were tormented at school by the need to read Paustovsky, who is “all kind of drawn out”, and the descriptions of the beauties of nature often just scrolled through.

Thirdly, modern children live in a different cultural context. Let's return to the same Fenimore Cooper, beloved by dads and grandfathers: 30 years ago it was not necessary to explain to the child the essence of what is happening in books, he saw it in films, used images in games, today you will have to spend more than one evening telling “who are all these people". How long have you seen children playing war and arguing over who will be “for ours” and who will be “for the Germans”? Books about the Great Patriotic War, even those intended for a children's audience, have long been perceived by them as complex historical literature...

Reading without discussion

That is why the reading of The Three Musketeers, to which the pope's hand involuntarily reaches out, is doomed to failure. Where you saw a fascinating story as a child, the child sees a bunch of incomprehensible words: “cardinal”, “huguenots”, “Rocinante”, “Caesar legion” ... The book to which you “ripened” at 8-9 years old will be good today except at 15.

” If you are reading a book to a child, stop often to make sure that he understands who the Huguenots are, the pioneers, or, for example, what a poker is.

In general, joint reading of books with a child should not take place in the radio mode: you read, the child listens silently. The value and attractiveness of family reading is in communication! Discuss whether the story is clear and interesting to the child. Laugh at jokes together. Pause to guess how the plot will develop further, and if the child does not think out the further fate of the characters, you definitely chose the wrong book. Draw together with the kid illustrations for the read fairy tales!

Do not read to a tired and sleepy child at night, it is better to tell fairy tales by heart.

Combine independent and family reading.

Choose books according to the interests and desires of the child.

Discuss books, both those that you read aloud and those that the baby read himself.

Remember that reading is entertainment, pleasure, joy, and not some "skill that every cultured person must possess." Don't torture your child with reading!

Reading is the leading subject in school. A well-read student develops faster, masters the skill of literate writing faster, and copes with solving mathematical problems more easily. There are many reasons for problems with reading - the result is the same - the child does not want to read. How do you raise a book lover?

A book is one of the best gifts for a child,even if it's still one year old. Remember that the chosen gift should correspond to the age of your baby.

It is important to observe special criteria for choosing books.Firstly, the book should be colorful, bright, but should not “ripple” at the same time. Secondly, the text must be printed on high-quality paper, in a large enough font. The younger the child, the larger the font. Thirdly, the content of the book should be interesting, exciting and accessible to the child. Psychologists believe that dislike for reading is due to the fact that the child is simply not interested in reading.
Modern children really do not have enough imagination: they are surrounded by too many visual images from birth, so there is no need to imagine or think of something.
Parents can help their child learn to "get used" to the book. To do this, it is necessary to develop the figurative thinking of children so that certain images correspond to the words they read.

It is very useful to play scenes with a child, play role-playing games based on a book read.
Children like to draw fairy-tale characters together with their parents, invent costumes for heroes, their things and objects. Look for situations in life that are similar to situations from the books you read, for example, you pass by a policeman who looks like Uncle Styopa, you walk near a small house that resembles a teremok from a fairy tale of the same name, etc.

It develops memory well and helps to consolidate what has been read - the ability to use quotes from what has been read. For example, “A fly went across the field, a fly found money”, “Our Tanya cries loudly”, “The firemen are looking for, the police are looking for ...”, etc. This enriches and decorates your child’s speech.

Three helpful tips.

1. Start an evening reading ritual (read aloud, role-play, dramatize your favorite passages).
2. If the child categorically refuses to read, try reading to him about what he is interested in.
3. If your child likes it when adults read to him, but doesn’t want to read himself, try a little trick: stop reading at the most interesting place, and the next day, citing strong employment, invite him to read for himself. But do not abuse this busyness, the child will understand that you are trying to force him to read.

Reminder for parents.
How to organize work at home with children who do not read well.

1.Create a calm, readable environment;
2. During the day, allocate time for reading that is convenient for the child;
3. When a child reads, be nearby (to explain an incomprehensible word, laugh together at a funny moment), but do not sit over his soul (this creates a coercive effect);
4. If it is difficult for a child to read on his own, then at first read the given text aloud to the child, then he reads it on his own, or first you read the phrase, then the child reads the same phrase;
5. Show interest in what the child is reading;
6. Celebrate each, even insignificant, from your point of view, success of the child with praise or encouragement (but by no means monetary), then the preschooler will try to please you with his successes;

With the help of reading, literacy increases, speech develops and the vocabulary of the child increases. Through reading, the child develops his imagination and expands his horizons. On the basis of reading, the inner world of the child is formed. It is fiction that allows you to indirectly gain experience and influences the moral development of the child. He develops an idea about the types of characters, about the consequences of certain actions and words of people, about interpersonal relationships. Books introduce the child to such concepts as love, hate, friendship, betrayal, deceit, selflessness, cowardice and nobility.