As you know, an algorithm is a rule for performing any actions or a series of specific operations with a precise indication of their sequence from beginning to end. The reading algorithm determines the sequence of mental actions when perceiving the main fragments of the text.

If you look closely, algorithms surround us everywhere. For example, upon entering the tram, we read the inscription: “Passengers are required to purchase tickets and proceed further into the carriage.” This inscription is nothing more than a two-block (buy a ticket + go through and don’t interfere) algorithm for the behavior of a person who, upon entering the tram, becomes a passenger. Is it rational to use this algorithm? Yes, because it streamlines the actions of all passengers. Traveling without a ticket promises trouble, and a crowd of passengers on the back platform creates inconvenience. But not all passengers strictly follow this algorithm; they deviate from it, without, however, reducing the effectiveness of their personal actions. Thus, a passenger with a monthly ticket does not linger at the ticket office, but immediately goes to the middle of the carriage. Such a passenger already has his own algorithm of action. Malicious free riders also have a special algorithm, but their algorithm, however, cannot be called effective.

We analyzed these simple examples in order to show the application of algorithmization rules in ordinary life situations.

What does the use of algorithms give in such a complex process as reading? The use of reading algorithms organizes this process and increases its efficiency. At the same time, the algorithms do not exclude their creative interpretation; they allow some changes depending on specific texts and the reading setting. Remember the five ways to read. Let's consider the integral reading algorithm. The word “integral" means that the action of the algorithm applies to the entire text as a whole. The use of an integral algorithm when reading was suggested by some features of the human brain, which we discussed above. Any text is a linguistic expression of the author’s intention. Texts are created by people, and people read these texts. This means that the basic linguistic patterns common between the author and the reader operate not only when creating texts, but also when reading them. This is pair communication in the same language.

It is also appropriate to recall here that a person generally pre-programs many mental actions, and not just reading. There is reason to believe that each reader has his own algorithms and reading programs. However, their effectiveness for most readers can be doubted, since one often observes examples of disorganized reading, when they read a book from the beginning, then from the end, then from the middle. Of course, such reading does not bring any benefit.

This is an example of an ineffective mental program or a failed algorithm. Is it possible to teach more organized work with a book? Yes, you can. This statement is based on the idea of ​​one of the popular theories in modern psychology, which is called set theory. Its founder is the famous Soviet psychologist D. N. Uznadze. A psychological attitude is a person’s readiness for a certain activity, to participate in a certain process, to react to a familiar stimulus or a known situation. The attitude contains a general past experience, an image of the situation and goals built on its basis, and a plan of action. If a stimulus is repeated many times and the reaction to it becomes automatic, the setting in this case is called fixed. It can become an unconscious factor in regulating behavior. You climb the stairs without looking at the steps; you have developed a fixed mindset that all the steps on the stairs are the same, and therefore there is nothing to look at them. But if at least one turns out to be of a different height, you may stumble. The installation phenomenon also manifests itself in a simple experiment, when a person is shown several times two balls of unequal volume. If he is then given two equal balls, he continues to claim that the balls are different in volume. An illusion arises, which is called the “illusion of the initial setting.” Even a temporary habit of seeing different balls “illuminates” the real situation.

You can find an interesting manifestation of the installation phenomenon in the subway. There are two escalators in front of you. One of them moves up and lifts passengers. The other escalator is stationary. Approach him and step onto his tape. Unusual sensations await you. As soon as you step on the escalator, you will stagger. What is the reason? Your perception is prepared for the sensation of movement. Unconsciously, your body forms coordination of movements that corresponds to the expected situation. And then suddenly - stillness. Mismatch causes a similar reaction of instability.

There are a large number of texts that confirm this feature of human perception - to see not what is shown, but out of habit, something else. Let's conduct an experiment. Let us recall the work of A. S. Pushkin “The Queen of Spades”. Let's choose two characters: Lisa and the Countess, who hid the secret of the three cards. Now attention! You must decide for yourself the question: who would you like to see now - a girl or an old woman. If you have made this choice, look at Fig. 4.

Rice. 4. Psychological test: girl or old lady

Who did you see? The authors of this book repeatedly conducted this experiment with students of speed reading courses and became convinced that most often the habitual, preferential desire to see a certain character predetermined the actual perception of the image. And the picture shows a test from a series of so-called paintings with competing images, where it is impossible to see two faces at the same time, but they are depicted there. And only after a long examination is it possible to see the second image, and from the first impression you see what you are in the mood for.

Researchers of attitude theory argue that through repeated repetitions, an attitude turns into a stable stereotype at the level of active automated activity. A person acquires a certain system of habits and skills, which he then easily uses automatically, without mental strain.

Observations have shown that when using the integral reading algorithm, a reading skill is formed, which provides for a certain sequence of rational actions in accordance with the blocks of the algorithm from the first to the last. A sample of the integral algorithm is shown in Fig. 5.

Rice. 5. Integral reading algorithm

First four blocks The algorithm does not require explanation. Fifth block- factual data - means extracting facts from the text and their semantic assimilation. Sixth and seventh blocks algorithms require taking into account the individual characteristics of the reader: his knowledge, experience, and purpose of reading. For example, what seems trivial to one reader, new to another, less experienced, and controversial to a critical reader. Thus, both of these blocks require the active participation of the reader in performing complex analytical-synthetic mental actions during the reading process.

How to practically use this algorithm? First of all, you need to remember all its blocks and imagine filling them with content. As you read the text, we recommend drawing the algorithm on a separate sheet of paper and placing it above your desk for better understanding. Indeed, how do we read? Some answer as they have to, but most people have never thought about it at all. Reading using an integral algorithm is an organized and purposeful process, during which the information being read is, as it were, selected from the text and compared with individual cells - blocks of the algorithm. In case of complete or partial compliance, the information seems to fit into them. The process of such reading can be compared to selecting goods in a supermarket. Imagine: you are carrying a cart with seven compartments in front of you and, in accordance with the note you have, you quickly select the desired product. Now let's say the note is lost. You painfully remember the items on order and wander aimlessly around the sales floor in the hope that, having seen the necessary items, you will remember what you need to buy. Most readers are like just such a buyer who has lost a note - this life-saving algorithm of mental actions.

The integral reading algorithm is the semantic foundation of the fast reading technique. As shown in previous sections of the book, the main idea of ​​speed reading is the implementation of more effective mental programs. In Fig. 6 are shown conditionally in comparison of the program of mental actions of two readers: on the left - a slow reader, on the right - a fast reader. As you can see, fast reading involves the use of clear and consistent programs of mental action. Reading as a chaotic, disorganized process becomes subordinate to a single program - an integral reading algorithm. Following the blocks of the algorithm, as it were, determines the steps of studying the text. At the same time, the integral reading algorithm significantly increases the activity of perception, and therefore the understanding and memorization of what is read.

Rice. 6. Two ways to read

Fast reading, in contrast to slow, passive contemplation of the text, forces the reader to actively invade the structure and content of the text, compare and evaluate various semantic blocks.

There is another significant argument in favor of using the algorithm. Modern structural linguistics claims that scientific and technical texts have redundancy, which sometimes reaches 75%. Almost only 25% of the text carries the main meaning for a particular reader and a given type of reading.

Among the huge amount of information that surrounds us in everyday life, most of it is redundant. As linguists note, the tendency towards verbosity and the presentation of simple phenomena in scientific terminology is not decreasing. The analysis of these phenomena was well done by Izvestia special correspondent V. Sukhachevsky. He's writing: “If a horse drinks from a bucket, how can you tell? You can, for example, say this: a horse drinks from a bucket. But it can be done differently. Well, at least this: a representative of the artiodactyl family, widespread in most geographical areas of the globe, carries out the process of satisfying the organic need for water by sucking moisture from a vessel having a diameter no smaller than the circumference of a horse’s muzzle. What's the best way to say it? That's the question. You can’t answer it without special scientific training. If the director of the research institute and his deputy have not come to a unified view on document flow and document flow density, if 200 researchers at the institute have been struggling with this problem for years, then how can a mere mortal understand everything?” And then he writes that “the paper avalanche is gaining strength. Recently, another document appeared - the brochure “A Manager’s Work with Documents”, which was released in 100,000 copies. She provides a number of extremely useful and necessary information. In the presentation they will lose their depth, so I will allow myself to regale the reader with some quotes. For example: “The process of working with documents consists of a number of operations that can be divided into technical (office work), logical and creative. Office work includes processing incoming documentation: opening envelopes, registering, printing a document, reading, moving a document, monitoring execution, signing an order, etc. Logical includes reading and familiarizing with the document, selecting the necessary information, analyzing and comparing data, making the necessary calculations, applying visas, etc. Creative operations, which reflect the specifics of a manager’s work, consist of determining the composition of the document’s executors, searching for alternative solutions, choosing the optimal solution, documenting the decision made, etc.” .

The above example shows text whose redundancy is close to 100%. Quick reading allows you to instantly see the “emptiness” of such texts that do not contain useful information. At the same time, as students of speed reading courses have repeatedly said, the system of algorithms disciplines the mind and forces one to express one’s thoughts simply, briefly, clearly, and easily when composing the texts of various documents.

The problem of text redundancy in our age of information explosion is really relevant and has been actively discussed in the press in recent years. However, we should not forget that redundancy is often useful. As experts rightly note, redundancy increases the reliability of message transmission, which is especially necessary for textbook texts.

The problem of redundancy is also discussed in fiction. An. Makarov quotes V. Kataev’s statement: “Melody is the basis of prose. When it disappears, when it leaves the author, the magic of verbal art evaporates, prose stops moving by itself. She is pushed and dragged only by the author’s little zeal. This is how unbearable “novels and poems that are measured in kilometers” are born. . You need to write shorter. This is the opinion of V. Kataev, who back in the early 30s. picky critics called him the best stylist.

So, you can master a radical means of extracting truly valuable information from the text that is useful to you. From now on you are not afraid of texts of any volume and density. The integrated reading algorithm equips your brain with a powerful and effective tool for extracting meaningful information from any text.

It's helpful to learn how to spot redundancy in text messages. We suggest you complete the next task.

Famous teacher V.A. Sukhomlinsky wrote: “Reading is a window through which children see and learn about the world and themselves. It opens up to the child only when, along with reading, simultaneously with it, and even before the book is first opened, painstaking work on the word begins.”

The humanization of education and the school’s focus on personal development have confronted its initial link with the problems of developing students’ interest in reading, strong skills in meaningful reading, elementary literary and moral-aesthetic development, and the formation of reading as an interdisciplinary skill.

The purpose of teaching reading is formed as follows:

Based on the general task of developing the child’s personality, the primary school should form the primary school student as a conscious reader, showing an interest in reading, possessing strong reading skills, ways of independently working with the text being read and children’s books (i.e., reading, speech, educational skills), possessing a certain erudition, moral, aesthetic and civic development

To educate such a reader, primary schools must solve the following tasks:

• develop an interest in reading, expand the reading range of a primary school student and his erudition;
• to cultivate civic feelings and an active attitude towards what is read through reading;
• to develop reading skills in all students at a level that allows them to master systematic courses in the next (secondary) level of school;
• ensure a full perception of artistic and scientific-educational texts and their specificity;
• teach how to work with a book.

Raising a conscious reader in elementary school involves mastering the skills of reading, cultural reading, listening, speaking, and developing skills in working with different types of texts.

A properly organized reading process involves the work and creativity of the reader; While reading, he actively reacts to the actions of the characters, evaluates them, empathizes, recreates them in his imagination, participating in co-creation.

Reading requires certain knowledge, skills and abilities to carry out reading activity and at the same time develops the reader’s skills in work and creative activity, enriches his life experience. Thus, already in the very process of reading there are developmental and educational functions. It shapes the child’s attitude to life, to people, to his homeland, his moral and aesthetic ideals, enriches feelings, speech, and develops creative imagination.

A primary school graduate must be able to learn to read consciously, correctly and sufficiently expressively read an unfamiliar text in whole words out loud (70-90 words per minute) and “to himself” (50 or more words faster than when reading aloud). This is the minimum level, without which further full-fledged skill is impossible. When leaving primary school, a junior student must master synthetic reading, which is characterized by a fusion of technique and understanding. According to the famous psychologist Professor T.G. Egorova, contextual expressive reading aloud and fluent conscious reading “to oneself” develop only at subsequent stages of reading development. Consequently, the formation of reading skills does not end in elementary school. It undergoes a long development: first, the child masters the sign system of the language, then learns to read with a vowel orientation, then masters reading combinations of words (syntagmas). There is a significant difference between reading a single sentence and a whole text, since the text is a new reading unit with its own characteristics that the child must be familiar with.

The difficulty of teaching contextual synthetic reading lies in the fact that if the merging of technology and understanding of the plane of meaning (subject, factual content) occurs relatively quickly, then the merging of technology and understanding of the meaning of the text is a long process.

Besides, goals and motives readings change significantly in a child’s life, so his reading should have such a quality as flexibility, changing the nature of reading depending on the purpose. Studying and viewing, searching and introductory reading also have different quality characteristics. In fact, types of reading are finally mastered at the middle level of school.

In elementary school, students learn studying reading (evenly attentive). Study reading requires the student to have certain technical skills and understanding of information, the degree of completeness of which must reach 100%.

A primary school student needs to be given an idea of ​​introductory reading, i.e. about reading “for oneself” in order to perceive the main material contained in the text and study it further in detail. This type of reading is characterized by incomplete understanding of the text (70%). Of course, elements of other types of reading also take place in the child’s practice (viewing, searching), but they are used when reading in its two forms - aloud and silently.

Study reading aloud, intended for listeners, is a clear, intelligible reading in whole words without undue pauses, error-free, carried out at a normal pace (the program indicates the reading pace for each class) and quite expressive.

Studying reading “to oneself”, silently is reading “with the eyes”, without external speech movements. The presence of whispered reading and moving lips indicates a transitional form from reading aloud to silent reading and cannot be considered silent reading. If the pace of reading silently does not exceed the pace of reading aloud, it means that it has not yet developed.

Element training silent reading I start at the end of the first year of education, when the child begins to read the context, and then I give exercises on reading “with the eyes” of individual words and sentences using the “ABC”.

In mastering “silent” reading, which I introduced in the second grade, students practiced, carrying out primary orientation in the theme and content of the work during independent primary perception of the text, as well as in the process of extracting information from newspapers, magazines and children's books. It is known that those studying reading “out loud” and “silently” must be thorough and unhurried, therefore the recent “pursuit” of reading speed is unjustified. There must be a certain threshold for learning reading, and, as is known, it is defined. The minimum speed is 50-60 words per minute, at which a fairly complete process of understanding is carried out, however, this does not mean that it should remain unchanged for other forms and purposes of reading. In elementary school, when reading aloud, it ranges from 70 to 90 words per minute.

Reading a text at a reading speed that is unusual for a given child, increased out of the desire to read like another student, leads to distortions of words, repetitions and other errors, and consequently to a misunderstanding of the content of the text.

I pay special attention to reading “silently”. In modern conditions, reading “to oneself” has acquired leading importance. This is due, first of all, to changed social conditions, which impose different quantitative and qualitative requirements on the volume and method of perception of information than in the past.

A few centuries ago, schools focused only on reading “aloud”, because it corresponded to the requirements of the educational attitude of that era. The volume of literature was relatively small, and the book was difficult to access and expensive; literate people are rare, and the ability to read bordered on art.

The modern era forces us to critically reconsider the role of both forms of reading and the way they are taught.

Given the presence of a largely common psychophysiological base, each form of reading has its own specifics and has its own scope of application.

Reading “aloud” is ensured by a more complex mechanism than “silent” reading. Reading aloud, as a rule, serves primarily the listener, not the reader. In school education, it contributes to orthoepic literacy, the formation of skills in perceiving and reproducing the intonation and rhythmic structure of speech, enriching the vocabulary and set of structural models and, thereby, improving the student’s oral and written speech. When reading aloud, the visual, speech motor and auditory channels are active, as well as the apparatus for semantic processing of perceived information. But the pace of visual perception, mental processing of information, and sound recoding of what is read aloud depends on the capabilities of the speech motor channel.

When reading “silently,” the psychophysiological mechanism is simplified, because the processes of processing information are limited to the reader, and the process of issuing it is absent. But due to the weakening of the effectiveness of the auditory and more or less significant reduction in the activity of the speech-motor channel, the processes of understanding, memorizing and assimilating what is read can be intensified. The pace of visual perception doubles! Removing the need for oral reproduction of what is read helps to enhance semantic processing, i.e. formation of parallel thinking skills. “Silent” reading ensures the development of a love for reading books extensively. However, the methodology for teaching reading has not yet developed effective ways to manage and control the quantitative and qualitative parameters of silent reading.

It is known that the speed of reading and understanding when reading “silently” for a number of students graduating from primary school slightly exceeded the results when reading “out loud” (by 20-40 words), and only for those who read quickly “out loud” did it reach 200-250 words in a minute.

Is it possible to solve the problem of mastering the technique of “silent” reading in elementary school? Mastering the basics of the “silent” reading technique should occur in parallel with learning to read “out loud”. In this case, the ratio of these forms should gradually change in favor of the first. At the stage of mastering literacy, the leading place belongs to reading “aloud”, with which “silent” reading alternates in each exercise in a general ratio of approximately 70% and 30% (the first two years of study). At the stage of developing the ability and habit of reading short story texts, the alternation of both types of reading can be approximately 50% to 50% (third year of study). At the stage of regular independent academic and extracurricular reading, its ratio should change from 30% to 70% in favor of reading “to oneself” (final grades of primary school). Finally, at the stage of independent reading (silently), up to 90–95% of all read material will be provided (middle level). In my work I use the following exercises:

Purpose of the exercises: improving reading skills.

1. Exercises aimed at developing clarity of pronunciation;
2. Exercises that develop attention to the word and its parts, and are a prerequisite for correct reading;
3. Exercises that develop the operational field of reading and memory;
4. Exercises that develop flexibility and speed of reading aloud and silently, and the ability to guess the subsequent text.

The lesson usually begins with a warm-up game.

Goal: staging breathing, developing clarity of pronunciation.

1. Inhale through your nose, exhale through your mouth;
2. Inhale, hold your breath, exhale;
3. Inhale, exhale in portions.

Goal: clear pronunciation.

I start this work with exercises that develop the speech apparatus. The development of clear pronunciation is carried out through the introduction of tongue twisters and pure tongue twisters into the course, and exercises in clear reading of paragraphs and stanzas. In addition to tongue twisters and tongue twisters, in order to develop correct pronunciation, I use proverbs, combinations and sentences from the text proposed for work in the classroom and at home.

In parallel with pure tongue twisters, tongue twisters and proverbs, I include in the lesson the practice of combinations of vowels and consonants.

Articulation of basic vowels:

a, o, u, y, i, e - students in chorus practiced pronouncing these vowels in order.

Vowel combination: a-u, a-o, s-i, e-a, i-o, etc.

This exercise develops the mobility of the speech apparatus.

At home, students practiced independently in front of a mirror. It is known that beginners in reading aloud do not open their mouth and articulate sounds enough, so to avoid monotony and unclear pronunciation, I gave them exercises as a warm-up before reading.

After processing the pronunciation of vowels, I included combinations of vowels and consonants:

Ba, bo, bu, would, be, bi; va, vo, wu, ve, vi, etc.

In practice, warm-ups during the lesson were carried out in this way: vowels were written on the board, and the children alphabetically connected consonants to them. Reading was carried out in choirs and individually, and competition in rows was included. Next, I trained students to read various vowel combinations, for example: aouie, aouoe; consonants: z-s-zh; sh-f-s; consonants and vowels: same, che, sha, tra, three. Then work was carried out with a table of consonants. Students take a deep breath, and as they exhale, read 15 consonants of the same row:

bkzstrmnvzrshlnkh

zhlpfkhchshbrptstkl

Reading consonants with a vowel. For example: the student reads the first row with the vowel (a), the second row with the vowel (u).

After this exercise, students practice reading a series of vowels with emphasis on one of them: a, o, y, s, and, e.

The purpose of the above warm-ups is to practice the pronunciation of consonants.

The next type of work is reading from a triangle table. ( See Attachment)

The purpose of the next exercise is to develop lateral vision.

Students look only at the dot and read all the syllables: ma, mu, mo, we, mi. Or they look at the number and read all the syllables. In almost every reading lesson we practice “buzz” reading.

The proposed tasks can be used in the lesson for five-minute reading, speech warm-ups, as well as for performing training exercises in the classroom and at home independently. My secret:

Ra-tra-stra-country
What-your-childhood
Ro-cro-open-open
Ra-sconce-sconce-assemble

2. Restore the words

s.kr.t. her
pr.st.l.s oii
p.br.b.y. oooh
k.r.nd.sh. ahh

3. Say the word

All those who grew up with me then
And gained years
Once upon a time with this country
We said goodbye... (forever).
All I have to do is pack my luggage!
How long will it take to collect
Paper, pen, pencil
And general... (notebook).

I also practice targeted attitudinal reading. For example, to practice reading correctly, I use the technique of mutual checking: a student reads 1-2 paragraphs to his neighbor, who monitors the correctness and notes errors. Then the roles are reversed and another student reads the next two paragraphs.

The purpose of the following exercise: development of memory, attention, correct perception.

1. Guess the riddles. Choose words with the same root for the answers

Who beats on the roof all night
Yes he knocks
And he mumbles and he sings,
Lulls you to sleep.
They ask for him, they wait for him,
And when he comes, they will start hiding.
(Rain - rain, rain, rain, raincoat.)

The white blanket was not made by hand.
It was not woven or cut,
It fell from the sky to the ground.
(Snow - snowball, snowflakes, snowman, snowy, snowy, Snow Maiden, bullfinch.)

Successful learning of dynamic reading presupposes the need for certain psychological preparation and, above all, instilling in the reader the skills of so-called psychological plasticity in working with text. It lies in the reader’s ability to easily and quickly switch to different reading modes - from slow to accelerated and vice versa. Psychological plasticity helps to enhance the dynamism of psychological processes - the reader’s attention and memory intensify, thinking is activated, and the search for the optimal program for working with text is underway. Exercises recommended for developing certain skills of psychological plasticity are based on the motor and speech actions of the reader. They should be completed daily during the introductory course and at the beginning of the main course of study in accordance with the instructions for the lessons.

One of the important goals is to turn potential reading speed into habitual and natural one. To achieve this goal, I use six rules for rapid understanding in every lesson:

1. Read more
2. Learn to read by highlighting the main idea
3. Challenge your understanding
4. Manage your time
5. Time yourself
6. Develop your ability to concentrate quickly.

The Key to Fast Reading

Purpose of the exercise: increase reading speed.

I have been conducting exercises since 1st grade that include the following key instructions: read the first word, look immediately at the next word, try to understand it. It was recommended to read the text at different paces: slowly, at a normal pace, at a fast pace. The exercise was not carried out purely formally, but was based on semantic analysis of the text.

Such types of reading as “Hide and Seek” and “Imaginary Word” are also very useful and accepted by children. Students really enjoy these exercises.

"Peekaboo"

The presenter begins to read not from the beginning, but from any place, naming only the page; the rest must find this place in the text and adapt to the leader’s reading. Children are very happy when they are the first to find the paragraph that the presenter is reading.

“Imaginary word”

Target: development of attention.

During reading, the teacher pronounces incorrect words, students interrupt reading and read the corrected word. This type of reading is attractive to students because they have the opportunity to correct the teacher himself, which increases their own authority.

Poor reading students are helped by a type of reading called “reading behind the speaker.” The speaker can be either a teacher or a student who reads well, or a recording can be used.

I also practice choral reading. With this technique, all students work on equal terms: both fast readers and slow readers.

Literature

1. L.A. Gorbushina “Expressive reading and storytelling” Moscow. Enlightenment 1975
2. Lee Clark “Learning Speed ​​Reading” 1993
3. D.T. Tambieva “Lessons on the development of speech of students” Leningrad. Enlightenment 1983
4. Yu.A. Gvozdarev “Language is the confession of the people” Moscow. Enlightenment 1990
5. Primary school No. 1, 1998
6. Primary school No. 5, 1998

In this article we will describe the integral speed reading algorithm - this is a way of recoding source information for people who read quickly, more economically and efficiently.

Integral reading algorithm

There is a so-called “integral reading algorithm,” in other words, a sequence of familiarization with the text.

1. Name.
2. Author.
3. Output.
4. Topic, table of contents.
5. Data.
6. Specific features (graphs, tables, pictures, etc.)
7. Novelty and the possibility of practical use of information.

The purpose of using such an algorithm is to extract from the text only that information that answers (fills out) the blocks of the algorithm.

Reading using an integral algorithm is an organized and purposeful process, during which the information being read is, as it were, selected from the text and compared with individual cells - blocks of the algorithm. In case of complete or partial compliance, the information seems to fit into them. The process of such reading can be compared to selecting goods in a supermarket. Let's imagine that: you are carrying a cart with seven compartments in front of you and, in accordance with the note you have - an order from your family - you quickly select the desired product. Now let’s say that the note got lost along the way. You painfully remember the items on order and wander aimlessly around the sales floor, as if in a maze, in the hope that, having seen the necessary items, you will remember what you need to buy. Most readers are like just such a buyer who has lost a note - this life-saving algorithm of mental actions.

The integral reading algorithm involves, as it were, “shifting” the information of the text into its 7 drawers. Folding into 7 shelves:

1. Book title
2. Author
3. Source and its data
4. Main content. Subject
5. Factual data
6. Features of the material presented that seem controversial. Criticism.
7. The novelty of the material presented, the possibility of its use in practical activities.

It is advisable to create an image of seven objects.

For example:

1. event title
2. Expedition start date
3. Crew composition
4. Aircraft make
5. Flight program
6. What was done during the expedition
7. Features of this flight

Subtleties when learning to read quickly Each array of information requires a certain reading speed, as well as its own methodology for processing information in accordance with the past experience of the reading person. It is important to remember that the speed of the brain determines the pace of information processing. Postulates of dynamic reading: Tired? - Take a break. Alternate humanitarian and technical texts. Connect what you learn with previously purchased ones. Systematize I read it - thought it over - decided what should be done in the future. I imagined it in my mind and decided for myself how to use it. Visualize clear goals before reading. Decide what you want to do with the text. What method of reading a book will you use? look through, find a fact, memorize, read carefully, ... Flexibly change your reading speed. Skip the trash. If there is no application for knowledge- it means I was wasting my time. Read important text carefully. Re-read important points in the text until they are fully understood. Formulate questions for the author of the text. Write and discuss the information received with friends or on forums. Read at the peak of interest. It will not be possible to short-read texts in which you are not interested. Actively process information. Read with a notebook.

Fast Reading Features

The text of any difficulty is read once. Recurrent eye movements are not allowed. Only after finishing reading and comprehension(After reading, consider the contents of the blocks of the algorithm. This is the last point in the cycle of working on the text.) You can return to re-reading what you have read. If there is a need for this.

What does the use of algorithms give in such a complex process as reading? The use of reading algorithms organizes this process and increases its efficiency. At the same time, the algorithm does not exclude creative interpretation; it allows some changes depending on specific texts and reading settings. Remember the five ways to read. Let's consider the integral reading algorithm. The word “integral” means that the action of the algorithm applies to the entire text as a whole. The use of an integral algorithm when reading was suggested by some features of the human brain, which we discussed above. Any text is a linguistic expression of the author's intention. Texts are created by people, and people read these texts. This means that the basic linguistic patterns common between the author and the reader operate not only when creating texts, but also when reading them. This is pair communication in the same language.

What is a speed reading algorithm?

As you know, an algorithm is a rule for performing any actions or a series of specific operations with a precise indication of their sequence from beginning to end. The reading algorithm determines the sequence of mental actions when perceiving the main fragments of the text. If you look closely, algorithms surround us everywhere. For example, upon entering the tram, we read the inscription: “Passengers are required to purchase tickets and proceed further into the carriage.” This inscription is nothing more than a two-block (buy a ticket + go through and don’t interfere) algorithm for the behavior of a person who, upon entering the tram, becomes a passenger. Is it rational to use this algorithm? Yes, of course, since this streamlines the actions of all passengers. Traveling without a ticket promises trouble, and a crowd of passengers on the back platform creates inconvenience. However, not all passengers strictly follow this algorithm; they deviate from it, without, however, reducing the effectiveness of their personal actions. Thus, a passenger with a monthly ticket does not linger at the ticket office, but immediately goes to the middle of the carriage. Such a passenger already has his own algorithm of action.

Expanding the angle of view

The method of recoding source information for people who read quickly is more economical and effective

It is also appropriate to recall here that a person generally pre-programs many mental actions, and not just reading. This was noticed by K. Marx, who wrote in “Capital” that “the worst architect differs from the best bee from the very beginning in that, before building a cell of wax, he has already built it in his head.”

There is reason to believe that each reader has his own reading algorithms and preprograms. However, most readers may doubt the effectiveness of these programs. Indeed, how often do we observe examples of disorganized reading. For example, a person reading a book will open first its beginning, then its end, then its middle, and after “reading” in this way for about half an hour, he will put it aside.

When you ask such a reader what he took away from reading, he finds it difficult to remember even the title of the book, and sometimes the author, not to mention its content.

What do you want to see?

There are a large number of tests that confirm this feature of human perception - seeing not what is shown, but out of habit something else. Let's conduct an experiment. Let us remember Pushkin’s wonderful work “The Queen of Spades”. Let's speculatively choose two characters: Lisa and the Countess, who hid the secret of the three cards. Now attention! You must decide for yourself the question: who would you like to see now - a girl or an old woman? If you have made this choice, look at Fig. 6. Who did you see? The authors of this book repeatedly conducted this experiment with students of speed reading courses and were convinced that most often the habitual, preferable desire to see a certain character predetermined the actual perception of the image from the picture. And in Fig. 6 shows a test from a series of so-called paintings with competing images, where it is impossible to see two faces at the same time, but they are depicted there. And only after a long examination is it possible to see the second image, and from the first impression you see what you are in the mood for.

The first four blocks of the algorithm do not need to be explained. The fifth block - factual data - means extracting facts from the text and understanding them semantically. The peculiarity of the sixth and seventh blocks of the algorithm is that they both involve taking into account the individual characteristics of the reader: his knowledge, experience, and purpose of reading. For example, what seems trivial to one reader will seem new to another, less experienced reader, and controversial to a critical reader. Thus, both of these blocks require the active participation of the reader in performing complex analytical-synthetic mental actions during the reading process.

How to practically use this algorithm? First of all, you need to remember all its blocks and imagine filling them with content. As they read the text, we recommended that students draw the algorithm on a separate sheet of paper and place it above their desk for better understanding. Indeed, how do we read? “As necessary,” some answer, but most people have never thought about it at all.

There is another significant argument in favor of using the algorithm. Modern structural linguistics claims that scientific and technical texts have redundancy, which sometimes reaches 75%. Almost only 25% of the text carries the main meaning for a particular reader and a given type of reading. The ability to find and focus attention when reading on processing only this meaningful volume of text is what the integral algorithm helps. When using it, the time it takes to sort through uninformative elements of the text is significantly reduced and, conversely, its content is read more efficiently. Here, automatic reading with variable speed is always implemented: “empty spaces” are read at a higher speed than the meaningful part of the text, which has a specific meaning.

How is a reading mindset developed using an algorithm? Before you start reading, you need to visually imagine the blocks of the algorithm. First of all, the blocks are remembered: title, author, release (output) data of the source. Then, as you read, you get an idea of ​​what problem the article is devoted to; this will be included in the fourth block - main content, topic. Already in the first paragraphs of the text there may be various facts, names, parametric data. All this information is recorded in the fifth block of the algorithm.

Filtering text content

In the process of reading a text, the reader, as it were, filters its content, selecting and putting into blocks of the algorithm only what corresponds to the names of the blocks. For example, the text describes the design of a new electric car, which has fundamental distinctive features. Attention! This is the material for filling the sixth block. It is very important to be critical of the content of the text when reading. According to some psychologists, one should not read at all without a critical attitude. Your position - agreement or disagreement with the author - is also recorded in this block of the algorithm. Finally you have finished reading. What new things did you learn from what you read that you can practically apply in your work? This is the data to fill out the last, seventh block of the algorithm.

So, is your reading over? For ordinary, traditional reading, this may be so. This is not enough for quick reading. The end of the reading is yet to come. Having finished reading, the reader must again imagine the visual image of the integral algorithm and check whether all its blocks have been filled in sufficiently. This final psychological act of analysis and synthesis of the text helps to better assimilate and remember it. Psychologists say: “Know how to put an end to it.”

An example of a visual representation of an integral reading algorithm

Name.

1. Imprint.

   Main idea.

Obviously, it is this technique that explains the fact that those who read quickly learn and remember what they read better, more completely, than those who read slowly and, most importantly, ineptly. As our experience shows, a visual representation of the blocks of the integral reading algorithm greatly facilitates the solution of this problem.

At the same time, the integral reading algorithm helps suppress another bad habit - regression. Organized, active reading in accordance with the blocks of the algorithm forces the reader to understand and assimilate the text well during a single reading. Continuous adherence to the blocks of the integral reading algorithm and the dynamism of thought processes no longer leave time for repeated returns of the eyes. The uncertainty that arises at first due to the fear of missing out on something important and valuable is then replaced by the conviction that a single reading is enough for a deep assimilation of what has been read.

To develop a stable skill in such reading and consolidate it, a basic reading rule has been developed: a text of any difficulty is always read only once. Recurrent eye movements are not allowed. Only after finishing reading and comprehending what you read can you return to re-reading, if the need arises.

This article describes the integral fast reading algorithm

Hello, dear blog readers " Reading technologies» !

In addition to the previous methods of taking notes (), I will give one more. It is well suited for compressing and visualizing the text of a fiction book, although in principle it can be used for other types of books.

This method is described in the book Koroleva G.V. “Technology of effective reading”" And although the book is intended for teachers, its usefulness extends to everyone working with textual information.

I have already said that education should lay down the skills for subsequent self-education and self-development. And one of these practical technologies is an algorithm for assimilation and visualization of thinking in the form of logical diagrams.

Clear sequential actions from reading, as a chaotic, disorganized process, become a program for effective reading. Passive contemplation of the text turns into active work with the text.

You just need to know what actions and operations need to be done during the reading process in order to save effort and time and assimilate information better, as well as retain it in memory longer.

It is proposed to compress text without loss of meaning based on efficient reading algorithms using integral and differential algorithms. (authors: Kuznetsov, Khromov, Andreev).

Differential reading algorithm

From differential algorithm are used:
- supporting words (carry the main semantic load),
- support networks (a combination of support words and additional words that help to understand the content in a condensed form),
— semantic dominants (the main semantic part of the text, which can be expressed in your own words, is the main idea of ​​the text).

Example :

Backbone network: The lion and the bear got meat. Nobody gave in. They fought and became weak. The fox picked up the meat and ran away.

Dominat: if the disputants do not yield to each other, then both lose.

Dominance in this case has a moral component. This is more common for works of art. For technical ones, the dominant is more specific.
Moreover, the dominant or interpretation is always individual.

Integral reading algorithm

From the integral algorithm, a graphic form is used, consisting of 7 blocks, which allows you to visualize the content of the text.

Seven blocks of the integral algorithm :
1. Name.
2. Author.
3. Heroes.
4. Events.
5. Novelty (what was not known before).
6. Incomprehensible.
7. Ideas (what is most important).

Ideas are the self-formulated main points from the text.

Summary:
Finding what is necessary, important, and valuable in the text is solved by a differential reading algorithm.
An integral reading algorithm will help save this information (integral because it applies to the entire text as a whole).

The differential algorithm protects the brain from excess information, and the integral algorithm helps to process selected information, structure it and store it in a clearly presented form.

The integral algorithm is presented in a visual image. To create a visual image, you can use a certain figure, for example a star with the number of rays corresponding to the number of characters in the book.

Four heroesFive heroes

How to fit all the components of the algorithm into this visual image?

To do this, conventionally graphic symbols of the corresponding blocks are introduced.

The integral reading algorithm is sequential blocks that help build the reading process with maximum efficiency. Following this algorithm activates thinking and promotes the perception of the text after the first reading, increasing the speed of mastering the text several times. The differential algorithm is applied to a much smaller volume of text, but allows you to achieve complete understanding of what you read.

Reading can be thought of as successive brain actions to process pieces of material containing information. Any undertaking requires some planning, and therefore has an algorithmic structure. In the process of his activity, a person follows rules, without which this activity would be unreasonable. The sequence of these rules constitutes an algorithm. Therefore, before you begin to read the text, you need to determine the reading option. As a result of research, five reading methods have been identified:

1. In-depth reading.
2. Actually a quick read.
3. Selective reading.
4. Read-View.
5. Read-scan.

Advanced Reading- this is a process where the reader studies all the subtleties contained in the text and analyzes them. In-depth reading is most suitable for studying any subject. The reader, relying on previously received information and his own experience, processes the text critically, which makes it possible to better understand the author’s intention. This type of reading also contributes to deeper memorization of the text, since the reader forms definitions using linguistic means that are closer to him.

Fast reading is characterized by the fact that, with a sufficient level of proficiency in this method, it has all the advantages of in-depth reading with a high speed of information processing.

Selective reading is a quick reading option. It involves reading parts of the text that are of immediate value to the reader. He sees the entire text, but skips those places that have either been studied previously or do not contain useful information at the moment. This type of reading is faster than fast reading, since only individual parts of the text are studied in depth. Selective reading is appropriate when re-studying material.

Reading-skimming is useful in determining the value of a text. The reader should get an idea of ​​the content in a short time.

Scanning is a type of reading-viewing. The amount of information extracted from such reading is extremely small. This can be a single word, date or number.

Thus, reading becomes effective and fast when all its types are used by the reader in rational combination. Therefore, one should not equate quick reading with selective reading, which is often mistakenly done by inexperienced readers.

1. Integral reading algorithm

This algorithm is called integral because it applies to the entire text. Text is a product of human mental activity. Reading means the process of communication between the author and the reader. At the same time, the laws of the language in which the text is created apply, and the reader begins to operate mental processes to recognize the language system.

Such actions require a certain organization. An integral algorithm helps solve this problem. It is a unified way of assimilation of information.

The block diagram of the integrated reading algorithm looks like this:

1. Title (books, articles).
2. Author.
3. Source and its data (year, no.).
4. Main content, topic.
5. Factual data.
6. Features of the material presented that seem controversial, criticism.
7. The novelty of the material presented and the possibility of its use in practical work.

The integral reading algorithm is sequential blocks that help build the reading process with maximum efficiency.

The sixth and seventh blocks contain the concepts of “controversial materials, their critical understanding”, “new information”. During the reading process, the use of these blocks implies that the reader has a certain knowledge base. Readers may have varying degrees of background and experience. To a more prepared person, the material presented may seem superfluous, since it is already well known to him. A reader with deep knowledge in this area may not agree with the author.

Thus, as the blocks of information processed according to recommendations become more complex, additional capabilities of the brain are activated to comprehend it, and this is the creative process of reading.

The blocks of the integral algorithm help organize memory in the form of special departments into which information is stored after it has been analyzed for compliance with a particular block. By creatively approaching the development of speed reading skills, the reader himself can create a model of the integral algorithm in the form of an image.

To apply this model in practice, some rules must be followed. Before diving into the study of the text, you need to recall the blocks of the algorithm in memory. This action programs the automatic ability to use the algorithm during the reading process.

The first three blocks of the algorithm diagram are reproduced by memory without much effort, since they are the least informative. Further familiarization with the text can bring information that, based on the results of comprehension, will go to the fourth block. Such data may be contained, for example, in the preface of a book. Specific information (names, dates, results of statistical research) will form the factual material of the fifth block.

When reading, the ability to critically perceive the ideas presented by the author is of great importance. Such information is the content of the sixth block. Information previously unknown to the reader, which he perceives as necessary for his activities, is sent to the seventh block.

After reading the entire text, you again need to turn to the mental reproduction of the diagram of the integrated algorithm. This is a kind of repetition of the material covered. There is a deeper understanding of the meaning of the text and a more lasting reflection in memory.

In traditional reading, unsystematic processing of the text leads to incomplete understanding of it: the reader is again forced to turn to previously read fragments. Following the algorithm activates thinking and facilitates the perception of the text after the first reading. The use of the integrated reading algorithm method thus helps to increase the speed of text mastering several times.

2. Differential reading algorithm

The fast reading method implies not only the speed of studying the text, but also a complete understanding of what you read. The skills required for this are acquired through exercises developed using the differential reading algorithm.

The integral algorithm is applied to the entire text. But for each piece of text, this method is too cumbersome, and it will take too much time to develop a different algorithm for each part.

A differential algorithm solves this problem. It represents the following paradigm:

highlighting key words - identifying semantic series - identifying a chain of meanings.

That is, its function is to divide (differentiate) text into elements.

The differential algorithm has a structure similar to that of the integral one, but is applied to a much smaller amount of text.

You can apply it in practice as follows. Initially, attention is concentrated on that part of the text that seems complete in meaning. In this case, the marked part may contain several paragraphs. Then the first block of the differential algorithm is filled in by defining keywords.

The selected lexical unit describes an object or phenomenon and its characteristic features. Functional parts of speech cannot be keywords. Also, pronouns are used only to designate keywords already highlighted in the previous text.

The identified keywords help to compose the content of the second block, defining semantic series. These are series that are formed by keywords related to each other and some minor ones. These rows are the golden core of the printed material. In turn, they are divided into nominal, predicative and factual.

Nominal series have a nominative function, that is, they name a phenomenon or object. In general, a semantic series is a combination of two words. An example of a noun phrase is the combination “modern computer”. This combination can be isolated from a more complex syntactic unit - “a computer that currently has the highest capabilities in the speed of processing information and producing results.” The name of the described object is given by the above nominal series.

All lexical material of the text is converted into a semantic core, which occupies a much smaller volume and, accordingly, requires less time for understanding.

The reader is faced with the task of understanding the difference between the two text compression options. In one case, semantic series are recorded in memory in an unchanged form, in the other the same series are combinations of words in several synonymous variants.

Thus, the basis is prepared not only for compressing the text by reducing the number of words, but also for understanding what is read at a qualitatively new level. At this stage, the third block of the differential algorithm is filled in. The thought process is aimed at transforming the information received in the author’s presentation into one’s usual system for identifying the meanings of words.

Mastering the differential algorithm method is similar to exercises with the integral algorithm. First, the contents of the blocks and the order in which they are arranged one after another must be fixed in memory.

Then you need to select two pages of popular science text and begin leisurely reading, marking parts according to the algorithm. The highlighted associated meanings form fragments of text that carry the main meaning intended by the author. This is what is called dominant. The dominant is recoded by the reader into the system of linguistic units familiar to him.

Thus, the ultimate goal of studying the text on a full scale is achieved.

Irina Olegovna Tyurina- Candidate of Sociological Sciences, leading researcher at the Institute of Sociology of the Russian Academy of Sciences, expert at the Elitarium center for distance education