How to teach children in elementary school to read fluently.

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Teachers and psychologists state the fact that children, having barely learned to read in elementary school, read worse and worse by the seventh and eighth grade. The slowness of the reading process and lack of interest in reading leads to the fact that intellectual activity also slows down. Children read the terms of the task and exercises more slowly, and forget the essence of it before they begin to carry it out. Many terms and concepts that they should know about at this age are simply unknown and uninteresting. It’s no secret to anyone that the desire to read, a persistent interest in reading, is formed in the family and its basis is the child’s habit of reading.

If the child grew up and developed in an environment where talking, listening, reading are the norm Everyday life, even at school he will be interested in meaningful and varied information, which can be gleaned mainly from books. He will grow into an avid reader.

Experience shows that students who read poorly are doomed to academic failure in middle and high school, where educational material increases many times. In addition, in the process of reading, operative memory and stability of attention are improved, on which mental performance.

The development process also depends on reading speed. Students who read a lot usually read quickly. In the process of reading, working memory and stability of attention are improved. Mental performance, in turn, depends on these two indicators. Sometimes skills and thinking are contrasted. This is a common mistake. Reading skills must be developed in primary school.

How can we, teachers, help our children?

Let's analyze the standard reading technique for elementary school. Standard reading, as is known, has a minimum value of 90 words per minute for students entering the 5th grade, and at the beginning of the 5th grade it is already 120 words. Where can a child get 30 words over the summer? This is a huge problem for children with reading disabilities. This also does not coincide with the optimal speed of spoken speech, and therefore it can be considered that the standard is too low.

Working on reading technique is a rather lengthy process and not always attractive for children. However, without normal reading techniques, studying in high school will be difficult.

1.Frequency of exercises. It is not the duration, but the frequency of training exercises that is important. Human memory is designed in such a way that what is remembered is not what is constantly before the eyes, but what flashes: that is, that is not. This is what creates irritation and is remembered. Therefore, if we want to master some skills, bring them to automaticity, to the level of skill, then it is better to practice in short portions, but with greater frequency. In this regard, home reading training should be carried out in three to four portions.

2. Reading before bed gives good results. The fact is that latest events days are recorded by emotional memory, and during those hours when a person sleeps, he is under their impression. Remember, children used to be put to bed by telling him a fairy tale. The vivid impressions of an interesting book before bedtime strengthen the taste for reading.

3. If a child does not like to read, then a gentle reading regime is necessary. In fact, if a child does not like to read, this means that he has difficulties with reading. In gentle reading mode, the child reads 1-2 lines and then gets a short rest. This mode is automatically obtained if a child watches filmstrips: Read two lines under the frame, look at the picture - relax. The next frame - again I read two lines, then looked at the picture. This technique is quite suitable for those children who are reluctant to read.

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

6. You can observe the following picture. Child a sentence consisting of 6-8 words. Having read it to third-fourth words, forget the first. Therefore, he cannot connect all the words together. In this case, it is necessary to develop working memory. I do this with the help of visual dictations, the texts of which were developed and proposed by Professor I.T. Fedorenko. An indispensable condition for conducting visual dictations that develop working memory is to conduct them daily. Usually, after a month of training, the first successes appear. If the sentences do not correspond in content to the topic of the Russian language lesson, you can replace them with equivalent sentences with the same number of letters.

7. Collective complex exercises: repeated reading at the pace of a tongue twister, expressive reading with a transition to an unfamiliar part of the text.

a) Repeated reading is carried out in this way. The teacher sets the same time period for all children. After the beginning of a new story has been read by the teacher and understood by the children, they are asked to start reading and continue for a minute. After a minute, each student notices which word he managed to read. This is followed by a re-reading of the same passage. At the same time, the student again notices which words he managed to reach and compares them with the first result. Increasing the pace of reading causes positive emotions in schoolchildren; they want to read again. However, you should not read the same passage more than three times. It is better to organize the next exercise on the same piece - tongue twisters.

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

c) Reading with transition to an unfamiliar part of the text. Students are given the task of reading the same passage, but at the required pace, expressively. The children read the familiar part to the end, and the teacher does not stop them. They move on to an unfamiliar part of the text at the same reading pace. His capabilities are not enough for a long time, but if you carry out three such exercises daily in reading lessons, then in the end the duration of reading at an increased pace will increase.

8. Game "Tug".

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

B) the teacher reads aloud, the children silently. The teacher stops, the students continue reading.

9. Game "Head and Tail". The teacher or student begins to read the sentence, the children must quickly find it and continue reading.

10. Game “First and Last”. Reading the first and last letter in a word, the first and last word on a line, the first and last word in a sentence.

11. A sentence is written on the board, texts are scattered on the table. At the signal, students look for this sentence in the texts.

12. "Scanning". In 20-30 seconds, students “scan” the text with their eyes in search of important information.

13.Development of a wide field of vision.

a) the teacher names a letter of the alphabet, the child finds and shows this letter with a finger or pencil. Practice and let your child remember where each letter is located. Measure the time it takes to find all the letters of the alphabet.

b) fixing your gaze in the center of the table, find all the letters of the alphabet. You cannot move your gaze. Eyes fixed on the center! The child first shows the letter with a pencil, and then, looking at the center, finds the letter mentally.

c) the child looks only at the center of the table, trying to see it all, finds the letter “a”, then ab, abc, abvg, etc. Each time the speed of finding previous letters should increase.

An important factor is the “stimulus of passion” - In the 1st grade, children are taught without grades, so the grade is very important for them, for each additional reading I give 5; five 5-star, 5 stars – prize.

In 2nd grade we read unified works. For example, the children received a letter from Buratino:

ATTENTION! ATTENTION!

Dear guys of 2nd grade of secondary school No. 3!

I, Pinocchio, really want to visit your class and school.

It's called "The Golden Key or the Adventures of Pinocchio."

It was written by A. Tolstoy. I will send a “golden” key to the first 10 students who read the book, a red one to the next 10 students, and a green one to the last.

Based on the book we read, we will arrange a quiz, and of course there will be prizes.

MY CONDITIONS:

2. WRITE IN THE "READER"

3. TAKE THE “READER” DAILY.

FORWARD, FRIENDS. Pinocchio.

Children read a fairy tale, recording the reading time in a special diary “Reader”. After all students have read the book, a quiz is given on the book they read.

b) read Andersen’s fairy tales - KVN based on fairy tales.

c) read Pushkin’s fairy tales - with homework > dramatization

e) read the book by V. Bianki “Forest Newspaper” - tournament-quiz “Forest Secrets” (newspaper “First of September” No. 23, 2004)

e) read the “Children's Bible” or “My First sacred history”, then an excursion to the church, we write a letter - an essay “What I would ask from God”

3rd grade. The “stimulus for passion” - in the 1st half of the year is a letter of gratitude to the parents’ work, and for this you need to get 100 A’s. Each “5” is given for 30 minutes of additional reading; in the second half of the year we work for Diplomas of 3,2,1 degrees. Condition: additional reading every day for 30 minutes, omission is punishable by a “fine”, you must report this time on a day off.

By this time, students are already reading fluently, so conscious reading appears. I am working on expressive reading using the “Learning to Read Expressively” notebooks.

In 4th grade, I teach children to “earn money.” We determined that 30 minutes of reading = five class reading sessions.

So every week, children read the time at home and on Monday, according to the statements, they receive their salary in “reading cards”, put it in a piggy bank, at the end of the quarter or month there is a “Fair and Sale” of prizes, where each student can buy any item for himself with his own money - “ chitalichs."

Parents of students are my active helpers in the development of fluent, expressive and conscious reading. They have a duty to regularly monitor and record in the “Reader”, and this is a diary that is kept from grades 1 to 4. In it, parents or children record the time of daily additional reading.

In order for a child to clearly see his growth in mastering reading techniques, it is necessary to measure reading speed more often and do this in the most solemn manner. You should arm yourself with a watch with a second hand, a book with large print and light text. Let your child read for exactly one minute. Count how many words (including conjunctions and prepositions) he manages to read in a minute. The child will treat his “growth in reading” as jealously as the marks of his height on the door. It is important to evaluate only reading technique, and not other advantages of a young reader. Parents often require 6-7 year olds to retell what they have read, but the child cannot, because... the child was given the command: “Read.” It was this command that the human brain heard.

It's not enough for this common words“good”, “well done”, “faster already”. The child will understand more specific assessments (“As many as 20 words per minute! Wonderful!”, “In March it was 40, and now 43 words per minute!”, etc.). It is necessary to celebrate growth, compare today's results with yesterday's, rejoice at every step forward, every success. ,

The teachers came to the conclusion: if a child has not learned to read normally in the first year of school, then his interest in learning drops significantly.

Having learned to read, a child discovers the world great literature. Fairy tales occupy a special place in it. A fairy tale is the first step to entering the land of knowledge, the world of culture. As K. Chukovsky said, a fairy tale is the healthiest food - not a delicacy, but daily and very nutritious bread. A fairy tale comes to the house when a baby appears in it. However, in order for the fairy tale to bring greatest benefit child, you can play with it, thereby making it your assistant in the development of the child. There are many fairy tales that will help children think, develop logical imagination, speech, etc. To develop logical thinking, you can use the fairy tales of D. Bisset, J. Rodari, V. Suteev, D. Kharms, A. Tolstoy.

In order for a child to love reading, it is very important to create his own home library. There can be two approaches here. The first approach is a working library that helps in everyday educational and extracurricular work: dictionaries, encyclopedias, popular science literature, periodicals, etc. The second approach is the acquisition of favorite books that have been read and become loved (books-friends, books-helpers, books -interlocutors).

Parents themselves need to know children's literature well in order to help their children's development. Introducing children to reading should begin with choosing literature. Here, parents will be helped, first of all, by children's classics: K. Chukovsky, S. Marshak, A. Barto, V. Berestov, B. Zakhoder, N. Nosov. When your child begins to have questions about different subjects, phenomena, emerging interests, hobbies - it’s time to introduce him to popular science literature. Here parents can turn to the “golden” fund of children's scientific and educational literature - books by M. Prishvin, E. Charushin, G. Snegirev, V. Bianchi, etc. In addition, now in libraries and bookstores there are many interesting books of an encyclopedic nature : “I explore the world”, “Everything about everything”, “My first encyclopedia”, etc.

The child should be enrolled in a public library, where from the abundance of books you can choose what he needs.

And the result of my joint work, teacher - parent - student, is the final meeting of parents and children, where each child presents a list of books read for the year, and this is not one covered page of only book titles. Children at the end of each school year receive a good book as a gift.

For me, an indicator of titanic work is the student’s question: “Can I read every day in the summer?” and to the teacher’s question: “What should I give you for your birthday?” to hear in response: “Of course, a book!”

For my children, reading is a hobby, not a punishment.

When a child first crosses the threshold of school, he thinks about the exciting adventures that await him ahead. However, many parents at this moment bitterly realize that their child’s carefree childhood is over, and now they will have to pore over homework and books until the night in order to complete all the teacher’s assignments in a timely manner.

Pessimistic thoughts have never helped anyone! Ask yourself the question “how to teach a child to read fluently,” arm yourself with the advice of experienced teachers and, together with your little one, conquer new heights!

Reasons for Slow Reading

The only child who is more successful and better at reading than a child is the one who swallows printed words quickly and intelligently. However, without proper and regular training, the child will not be able to keep up in class.

There are many reasons for slow reading. We list the most common of them:

• Lack of perseverance - problems with concentration prevent the child from awakening an interest in reading.
• Low level of RAM - the child takes up the story, but after 5 minutes he cannot even name the names of the main characters.
• Placing responsibility for developing a child's reading skills only on the teacher - when reading and telling children new information in a literature lesson, the teacher simply physically cannot devote time and attention to each child.
• Limited lexicon– the student does not understand the meaning of what he read, so he does not enjoy spending time with the book.
• Insufficient practice - the child does not have the desire to pick up a book; he devotes time to reading only when doing his homework.
• Underdevelopment of the articulatory apparatus - problems with pronunciation can be the reason for failure to comply with the standards of reading technique.
• The presence of a neurological disorder (dyslexia) - difficulties with recognizing letters and words. In order for such a child to be able to read on an equal basis with his peers, he will have to make more efforts and enlist the support of his parents and an experienced specialist.

If your child has difficulties learning to speed read and adhere to reading techniques, parents and teachers should determine the reasons for them. Fighting the root of the problem will give greater results than eliminating its consequences.

Learning and speed reading: typical mistakes of adults

All caring parents want their child to be ahead of his peers in development or at least meet the standards. Sometimes adults take on learning to read on their own, thereby making small but serious mistakes that only set children back.

Typical mistakes of adults:

• Teaching kids the name, not the pronunciation, of a letter. If a child says “meh” instead of the “m” sound, it will be difficult for him to read even simple words.
• Listing letters instead of reading syllables. Sometimes parents begin to rejoice at their children's success early. They don’t notice how their child simply lists letters instead of combining them into syllables. So, there is a significant difference between the pronunciation of “m, a, m, a” and “ma-ma” that needs to be noticed in time.
• Incorrect installation. “Read this text - and then you will be free”, “if you read this paragraph, I’ll let you play on the phone” and similar expressions reduce a child’s interest in reading.
• Excessively long classes. Rare and long lessons will tire both the child and the adult. It is better to read short texts often than to suffer for a long time over one text every 1-2 weeks.
• Threats and demands. “You are already 7 years old, you should know this”, “and your friend Masha has already read this text” - these are phrases that form an inferiority complex in the child. Each child is individual and develops at his own pace. Never forget this!

The first attempts to develop reading skills in a child are not always successful, but when reading about typical mistakes adults, the parent will learn to avoid dangers.

Five Principles of Speed ​​Reading

Sitting for a long time with textbooks irritates both kids and parents. It seems to adults that the child is simply delaying the moment and trying to evade completing the task. The student is sure that his parents are demanding the impossible from him. In this situation, it is necessary not only to restore mutual understanding, but also to find a way to effectively complete tasks.

Swallow quickly book pages and turning reading into an exciting activity will allow you to master the following five principles:

• Concentration of attention. It’s hard not to notice one important detail: a child copes with an interesting book much better and faster than with a boring textbook. The game “Concentration” will allow you to train your child’s attention so that he does not get distracted while doing homework.
• Suppressing the habit of pronouncing text. Silent reading helps you get through book pages faster.
• Improving the ability to hold several paragraphs before your eyes. Teach your child to understand the structure of the text and read it “diagonally” - and your child will not only quickly swallow book pages, but also successfully cope with game sports that require a “keep eye”.
• Information management. Explain to your child that he does not need to memorize the entire text, word for word. Play detective with him and find useful information in the entire array of printed words.
• Memory development. Speed ​​reading will allow your child to cope with textbooks 2-3 times faster than his peers. However, without the ability to remember what you read, the skill will be useless. The games “Pathfinder” or “Letter Span” will help train memory so that the child is good at both reading and reproducing information from the text.

Introduce these principles into your daily diet with new knowledge - and doing homework will no longer be a long and grueling process for a student.

Motivation for learning reading techniques

Let's be honest: there's little chance for an elementary school student to truly fall in love with reading. The most interesting books are still too tough for him because of their large volume and abundance of unfamiliar words. At this stage, the main task of parents is to develop in the child a craving for new knowledge and a desire to learn to read as quickly as possible.

• Find an interesting book with short texts for your child - appreciate the role of a collection of poems and jokes, children's encyclopedias and comics.
• Read aloud to your child. Agree that your child needs to say one or two sentences from the printed text, and you will speak out the whole page.
• Use extrinsic motivation.

Mastering the skill of reading is a difficult task that cannot be overcome in one day. Go towards this goal in small steps every day, and progress will not take long.

• Do not give your child a thick book without pictures or with small font. It is better to give preference to text that is decorated with colorful illustrations or clearly divided into paragraphs. Interesting literature will awaken interest in reading and turn it into a desired process.
• Don’t consider the book a punishment - avoid the phrase “well, if you have nothing better to do, let’s read now” and similar formulations. An incorrect attitude will reinforce the child’s belief that reading is long, unpleasant and uninteresting.
• Don't offer sweets, computer games, or other specific rewards. Otherwise, the child will consider reading to be a nasty thing that you just have to go through in order to get what you want.
• Do not watch a movie or cartoon with your child before familiarizing yourself with the work.
• Read for yourself, and enthusiastically retell the new information to your baby. Your child will be inspired by your example and will also want to spend time reading a book.

To revive a child’s interest in reading, you need to make regular efforts. The main task of a parent is to make sure that the child enjoys spending time with a book in his hands. Do not scold your child, do not compare him with peers and do not turn classes into punishment for some offense.

Do not force children to read, but stimulate their interest in knowledge. Buy them a colorful book, retell your favorite fairy tale, promise to watch a movie about your favorite characters later. Reading shouldn't be a desperate attempt to get organized. homework. Turn it into an exciting process that you will want to return to again and again.

How to teach a child to read quickly?

Unobtrusive regular training will make learning to read an interesting and fun process.

If you are still thinking about how to teach your child to read expressively and fluently, we recommend doing the following exercises:

• “Joker letters” - prepare cards with rhymes, proverbs and riddles. Don’t forget to make 3-4 letters “abnormal”: make them stand on your head, lie on your side, or represent some kind of sign or object. Ask your child to read what is written on the card.
• "Fly". Fantasize with your child about how a fly, dog, snake, etc. would speak. Feel free to get creative when teaching reading.
• "Who is bigger?". Invite your child to choose his favorite letter from the alphabet. Take turns naming the words that begin with it.
• "Chain". This exercise is based on the principle of the popular game "Cities". Since a primary school student is not always strong in geography, take turns naming any objects or phenomena with him. The main thing is that the first letter of the new word coincides with the ending of the previous one.
• Crossing Out is another example of how learning to read can be made fun and creative. Prepare cards, texts with pictures, printed in large print, or pages from a children's magazine. Invite your child to cross out one letter. Don't force your child to read quickly and cross out as much as possible. The point of the task is not to miss a single letter in the text.
• “Wave” is an exercise designed for kids who can read 50-60 words without any problems. First, students need to read the text as usual, and then children try to repeat the same thing when the book is at an angle of 90 or 180 degrees. Start the exercise with one or two sentences and be sure to include “The Wave” in your regular reading lessons.
• Reading tables of syllables and words. Record your time on a stopwatch and track your progress.

Remember that each exercise must be performed twice. The first lesson is designed for practice, and the second one is for consolidating the results.

With the right approach to learning, children will develop a genuine interest in reading. The course of daily training should additionally include retellings and games to develop memory and attention.

Mirror of results: how to teach a child speed reading and reading techniques?

Even the smallest step towards achieving a goal deserves praise. Create a board with the results above the student’s desk and don’t forget to be interested in his progress in completing online games to train memory and attention.

You should not push your child to learn – the principle “faster, higher, stronger” does not always give a positive result. Instead, develop your own formula for success:

• Get ready for a new peak together: read the texts one by one, think about joke letters, cross out a certain letter and retell it.
• Forget about comparing your child with classmates and acquaintances.
• Don't place all your hopes only on the teacher. The lesson is limited in time, so it will not always be possible to read to children under his careful supervision.
• Don't exercise for more than 30 minutes a day without stopping. You should not forcefully read, otherwise children will lose interest in this process. It is better to divide the lesson into two blocks, with breaks.
• Find out the reading standards and regularly check your results to ensure they meet them.

To study speed reading, get children interested in words, and teach them to meaningfully absorb books, monitor your child’s results. Don't demand, but be interested. Do not speak, but read silently. Don't rush to watch cartoons, but first read the original work. And then everything will work out!

Reading is a very important process in cognitive activity. A child’s ability to read well is the basis for his success in school. And it's not just about grades school items, but also in intellectual development in general.

How better baby reads, the more zealously he does this, the more successful his development will be, the higher his self-esteem will be.

General idea of ​​reading technique

Reading is a process in which two sides are distinguished: semantic and technical. By semantic we mean understanding the content of the text, and by technical we mean fast, correct, expressive reading.

Reading techniques are regularly tested in primary school, as well as in grades 5 and 6. Students are given an unfamiliar text that they must read for one minute. Then the teacher counts the number of words and asks the child 1-2 reading comprehension questions.

The reading technique test takes into account:

• speed;
• reading comprehension;
• absence of omissions and errors in the pronunciation of words;
• the presence of semantic stress and pauses.

Standard reading speed indicators for schoolchildren (per minute):

• 1st grade – 30-40 words;
• 2nd grade – 40-60 words;
• 3rd grade – 60-80 words;
• 4th grade – 90-120 words.

To improve reading technique, a child must smoothly, gradually move from slow syllabic reading to reading whole words. By the end primary school this must be done, otherwise it will be very difficult for a student in middle school to learn large volumes material.

It is worth noting that many children, especially in 1st grade, The process of publicly testing reading techniques is frightening. This can lead to errors, and this can sometimes explain the low speed. Therefore, it may be worth checking the child at home again. If the result improves, the same will happen with the little reader’s self-esteem.

Why is speed important?

Reading speed is a direct factor influencing a student’s academic performance. It is believed that normal, adequate reading speed is equal to the speed of spoken speech, which is 120-150 words per minute. Why is it so necessary for a student to strive for this indicator? It's a matter of simple mathematics.

It has been estimated that in grades 6-7 secondary school The student receives daily oral homework of 8 pages (all oral assignments). This is approximately 6.5 thousand words, which will take about an hour if average speed 110 words per minute.

In order to assimilate the material, and not just familiarize yourself with it, you need to read 2 or even 3 times, which increases the time to 2-3 hours a day. Let's add time that needs to be devoted to written assignments.

It is easy to conclude that a student who reads poorly or will devote most of the day only to lessons, or he simply won’t torture himself with them, which will affect his grades.

Among other things, reading speed affects the development process: memory and attention improve. And reading speed is affected by the amount of reading: the more, the faster.

Reasons for failure

• Undeveloped memory. This is not a pathology for a preschooler, so don’t be alarmed. It happens that a child, reading, for example, the fifth word in a line, forgets the first. Because of this, the idea is lost, the child does not understand what is said in the text, and as a result, interest is lost.
• If they come across Difficult words, the child stumbles and reads them slowly. This may also be due to bad job speech organs.
• Low concentration. The baby is easily distracted by various external factors, as well as by his own thoughts, and interest in reading dissipates.
• Vision angle. It often happens that a child does not see the whole word, but only a few of its letters. This slows down reading.
• Return to what you read. Often the young reader’s eyes return to the previous word or sentence, and he re-reads them.
• Inappropriate literature. Texts should be selected in accordance with the preferences and age of the child.

Often, learning is hampered by the child's lack of self-confidence and fear of making mistakes. Or he is simply bored while reading, the text is uninteresting.

A realistic look at a child's abilities

You should not demand from a child what he wants. this moment can't do it. Learning to read should proceed calmly, without nerves, with a great deal of patience on the part of parents.

If you force your child to pore over books against his will, and then also swear when he cannot adequately squeeze out at least a few sentences, the result will not be positive.

First of all, a parent needs to come to terms with the fact that his child does not have superpowers, he is not a child prodigy, but an ordinary kid who needs help and understanding.

The reading process must be turned into an exciting activity, the student must be motivated, do not forget to praise him, and in no case should he be irritated.

Parental help

To help your baby, just follow a few rules:

• Interesting texts. Do not bombard a beginning reader with boring literature, even if it is educational. So that he does not give up reading, it must captivate him. Choose books according to his passions.
• Games. The reading process can be turned into a game in many ways. More details about them below. You can also organize home competitions for the best reader.
• Read with your child regularly for 30 minutes a day.
• Personal example. It is difficult to instill a love for books in someone if you don’t love them yourself. Show by your own example that this is interesting and educational.
• Patience. Don't push, don't rush, show restraint and understanding.

• Positive motivation. It is worth talking more about what a child will achieve in the future if he learns to read well. If you constantly repeat that he will grow up ignorant, provided that he does not read as expected, the result will be worse.
• Individuality of learning. As they say, you can’t cut everyone with the same brush. A method that works for one student may not work for another. The same applies to the pace of learning. For everyone, it is chosen that is suitable, which is impossible to do at school, which is why it is so important to read at home.

Education

You need to teach your child to read by involving him in an interesting gameplay. First, you should attract his attention to this activity through games, then maintain this attention through various exercises.

Here are some of them:

• Learning the alphabet. We learn new letters every day. To do this, we prepare cards with bright illustrations. Let the baby look for similarities between letters and objects. Reading involves sounds, not letters, so when learning the alphabet, read the sound, not the name of the letter.
• Train wherever you are. Ask your child, for example, while walking, to name all the objects he encounters with a certain letter. If it’s hard for him, help him, give him some advice.

• Attach labels to objects around the house. So these objects will be associated in the child’s mind with certain words. Move your finger over the word and, for example, “SOFA”, “MIRROR”, etc.
• Word recognition game. Prepare cards in advance with words familiar to the baby (“dad”, “mom”, “TV”, “door”, etc.), place them in front of him. One of the parents says a phrase, and the child looks among the cards for the word that is in the sentence.

“Mom has prepared a very tasty lunch” - the child chooses a card with the word “mom”.

• Making words from cubes or cards. 3-4 letters are selected, from which the child makes words. Gradually add the number of letters, complicating the task. There may also be syllables on the cards.
• Learn nursery rhymes and songs with your baby. This develops memory.
• Letter recognition game. Parents give a letter, and the child looks for words with it at the beginning, middle or end.

How to teach a child to read quickly and correctly at 6-7 years old?

You can teach speed reading to a first-grader using more complex exercises:

• Reading is a vital skill. You must convince your child of this. Leave him notes with instructions, requests, wishes. Sometimes arrange a mini-quest: let him look for a gift using signs and instructions.
• Parallel reading. We take two identical texts (for mother and child). The mother reads aloud, changing intonation and tempo, and the child follows the reading. You can stop and ask the child to continue, or read the last sentence spoken, or find a name. Assignments may vary.
• Tongue Twisters. Be sure to develop your articulatory apparatus.
• Words that differ by one letter. Take pairs of words, for example, cat - code, dough - place, etc. The child must explain how the words differ in appearance and explain the meaning of each.
• Speed ​​reading. Time yourself for a minute, and after reading, count the number of words. Then ask your child to read the same passage again, with the emphasis that he will do better the second time. And it will really work. So he will read faster every time.

• Reading to yourself. Reading out loud is always slower, so sometimes give your child the task of reading to himself and then retelling what he read.
• Development of the visual field. In a table, for example, 5x5, write a letter or syllable in each cell. Have the student read them from right to left and vice versa, from top to bottom, diagonally. Give the task to find a specific letter or syllable, to compose a word, as in a word word, only at the simplest level.
• Reading with a buzz. The child reads the text to himself and hums out loud like a bee. This exercise is aimed at increasing concentration.

Exercises for children 8 years old

To develop reading fluency in a second grader, we increase the load and complicate the tasks:

• Game "Words from words". Write long word, for example, “wayward”, and ask to make several small ones out of it.
• Proposals requiring adjustments. Write a set of words similar to a sentence, and the child will put all the words in their places: “The guys went for a swim in the river.”
• Development of anticipation. Take a text where words come with missing letters. As the child reads, he fills in the missing elements.
• Reading "By Tops and Roots." We take a ruler, close the bottom of the line and let the child read the tops. When this task is well worked out, you can move on to the roots.

• "Thinking out loud". The child is asked a question or given an initial phrase and has about 10 minutes to think about it. He must come up with and voice a coherent text. It is necessary to monitor the logic of the sequence, the correctness of presentation, speech errors, correct them.
• You can try reading from right to left. The task is not easy, but it is interesting and even fun for children.
• To complicate the task, the text can be turned over - first by 90 degrees, then by 180. This way, images of whole words will be deposited in the child’s memory.
• Reading by roles. Several people can participate, each one voicing their character with the required intonation. Also, a child can read for all the characters alone, changing his voice when moving from one character to another.

And a few more tips:

• Vary your tasks, don't get stuck on one. This will stir up interest.
• Praise constantly. Do not force, do not punish with reading, do not compare with the achievements of other children. Compare your child with yourself, his current achievements with past ones, and aim for the future.
• Point to personal example that a book is a storehouse of knowledge. Read not only for the child, but also for yourself in front of his eyes.

• Read to your child at night.
• Choose stories with an intriguing ending for your lessons - the young reader should be interested in how the story ends.
• Get used to detailed retelling from an early age.
• The main thing is to instill in your child from an early age respect for books, convince them that they need to be handled carefully and with care.

Often, younger schoolchildren's studies are not going well because they read very slowly. The low speed of obtaining information affects the speed of completion of all work as a whole. As a result, the child sits for a long time over the textbook, and his academic performance is at the “satisfactory” mark.

How to teach a child to read quickly and at the same time comprehend what he read (more details in the article:)? Is it possible to ensure that reading becomes a cognitive process that provides a lot of new information and does not become a “dumb” reading of letters and syllables? We will tell you how to teach a student to speed read without losing the true meaning of the lesson. We read quickly, but efficiently and thoughtfully.

It is extremely important to teach a child not just to read, but also to comprehend what he has read.

Where to start learning speed reading?

Speaking about the classic technique of speed reading, we emphasize that its basis is a complete rejection of internal pronunciation. This technique is not suitable for younger students. It should start no earlier than 10-12 years. Until this age, children better assimilate information that is read at the same speed as when speaking.

Parents and teachers can still learn a number of useful principles and techniques that are included in this technique. A child’s brain at the age of 5-7 years has every opportunity for full development and improvement - many teachers of venerable schools say this: Zaitseva, Montessori and Glen Doman. All of these schools begin teaching children to read at this age (about 6 years), only one world-famous Waldorf school begins the process a little later.

All teachers agree on one fact: learning to read is a voluntary process. You cannot force a child to read against his will. Parents can help their child find the inner strength to master a new skill by using games.

Preparing preschoolers to read

Today on store shelves there is a huge assortment of reading aids. Moms and dads, of course, begin this process by studying letters, for which alphabets are bought in the most different types: talking books and posters, cubes, puzzles and much more.

The ABC comes to the aid of the youngest children

The goal of all parents is extremely important, but you should remember that you need to teach right away so that you don’t have to re-teach later. Often, without knowing it, adults teach using the wrong methods, which ultimately creates confusion in the child’s head, which leads to mistakes.

The most common mistakes parents make

• Pronouncing letters, not sounds. It is a mistake to name the alphabetical variants of the letters: PE, ER, KA. Correct learning requires a brief pronunciation of them: P, R, K. An incorrect beginning will lead to the fact that later, when composing words, the child will have a problem in forming syllables. So, for example, he will not be able to identify the word: PEAPEA. Thus, the baby cannot see the miracle of reading and understanding, which means that the process itself will become absolutely uninteresting for him.
• Erroneous learning to connect letters into syllables and read words. The following approach will be incorrect:
  • we say: P and A will be PA;
  • spelling: B, A, B, A;
  • analyzing a word only with a glance and reproducing it without taking into account the text.

Learn to read correctly

The baby should be taught to draw out the first sound before pronouncing the second - for example, MMMO-RRRE, LLLUUUK, VVVO-DDDA. By teaching your child this way, you will see positive changes in learning much faster.

Reading skill is closely related to correct pronunciation sounds

Very often, reading and writing disorders take their basis in the child’s pronunciation base. The baby pronounces sounds incorrectly, which subsequently affects reading. We advise you to start visiting a speech therapist starting at the age of 5 and not wait for speech to develop on your own.

First grade classes

Famous professor I.P. Fedorenko has developed his own method of teaching reading, the main principle of which is that it is not how much time you spend on a book that matters, but how often and regularly you study.

You can learn to do something at the level of automaticity even without grueling long sessions. All exercises should be short-term, but carried out with regular frequency.

Many parents, unwittingly, put a spoke in the wheels of their child’s desire to learn to read. In many families, the situation is the same: “Sit down at the table, here’s a book for you, read the first fairy tale and don’t leave the table until you finish.” The reading speed of a child studying in the first grade is very low and therefore it takes only one short story it will take him at least an hour. During this time, he will become very tired from mental toil. Parents with this approach kill the child’s desire to read. More gentle and effective method Working on the same text means working on it in portions, 5-10 minutes each. Then these attempts are repeated two more times during the day.

Children who are forced to read usually lose interest in literature completely.

When a child sits down to a book without pleasure, it is important to use a gentle reading mode in this case. With this method, the baby gets a short break between reading one or two lines.

For comparison, you can imagine viewing slides from a filmstrip. In the first frame, the child reads 2 lines, then studies the picture and rests. Then we switch to the next slide and repeat the work.

Extensive teaching experience allowed teachers to use various effective techniques for teaching reading, which can be used at home. Below are examples of some of them.

Exercises

Syllable speed reading table

This set contains a list of syllables that are repeated many times in one reading session. This method of practicing syllables trains the articulatory apparatus. First, children read one line of the table slowly (in unison), then at a slightly faster pace, and then last time- like a tongue twister. During one lesson, from one to three lines are practiced.

The use of syllabic tablets helps the child to quickly remember combinations of sounds

By studying such syllable tables, children begin to understand the principle by which they are built, it is easier for them to navigate and find the required syllable. Over time, children understand how to quickly find a syllable at the intersection of vertical and horizontal lines. The combination of vowels and consonants becomes clear to them from the point of view of the sound-letter system, and in the future it becomes easier to perceive words as a single whole.

Open syllables need to be read both horizontally and vertically (more details in the article:). The principle of reading in the table is twofold. Horizontal lines represent the same consonant sound with different vowel variations. The consonant is read drawn out with a smooth transition into a vowel sound. In vertical lines, the vowel remains the same, but the consonant sounds change.

Choral recitation of the text

They train the articulatory apparatus at the beginning of the lesson, and relieve excessive fatigue in the middle. On the sheet that is given to each student, a number of tongue twisters are proposed. First graders can choose to practice a tongue twister they like or that is related to the topic of the lesson. Pronouncing tongue twisters in a whisper is also excellent training for the articulation apparatus.

Performing articulation exercises improves speech clarity and helps speed reading

Comprehensive reading program

• repeated repetition of what has been written;
• reading tongue twisters at a fast pace;
• Continue reading an unfamiliar text with expression.

Joint implementation of all points of the program, pronouncing in a not very loud voice. Everyone has their own pace. The schedule is as follows:

The read and conscious content of the first part of the fairy tale/story continues with a choral reading in a low voice of the next part. The task lasts 1 minute, after which each student makes a mark to what point he has read. Then the task is repeated with the same passage, the new word is also marked and the results are compared. In most cases, the second time shows that the number of words read has increased. Increasing this number creates a positive attitude in children and they want to achieve more and more success. We advise you to change the pace of reading and read it as a tongue twister, which will develop the articulatory apparatus.

The third part of the exercise is as follows: a familiar text is read at a slow pace with expression. When children reach an unfamiliar part, the pace of reading increases. You will need to read one or two lines. Over time, the number of lines needs to be increased. You will notice that after a few weeks of systematic training, the child will show clear progress.

Consistency and ease of exercises for a child are very important in learning.

Exercise options

1. Task "Throw-notch". When performing the exercise, students' palms are on their knees. It begins with the words of the teacher: “Throw!” Having heard this command, children begin to read the text from the book. Then the teacher says: “Notice!” It's time to relax. Children close their eyes, but their hands remain on their knees all the time. Having heard the “Throw” command again, students look for the line where they stopped and continue reading. The duration of the exercise is about 5 minutes. Thanks to this training, children learn to visually navigate text.
2. Task "Tug". The purpose of this exercise is to control the ability to change the pace of reading. First graders read the text together with the teacher. The teacher chooses a pace that is comfortable for the students, and the students should try to keep up. Then the teacher proceeds to read “to himself,” which the children also repeat. After a short period of time, the teacher begins reading aloud again, and the children, if they catch the pace correctly, should read the same thing with him. You can improve your reading level by doing this exercise in pairs. The better reading student reads “to himself” and at the same time runs his finger along the lines. The neighbor reads aloud, focusing on the partner’s finger. The task of the second student is to keep up with the reading of the stronger partner, which should in the future increase the reading speed.
3. Find the other half. The students’ task will be to search the table for the second half of the word:

Program for children over 8 years old

1. Search for words in the text. In the allotted time, students must find words starting with a specific letter. A more difficult option when teaching speed reading techniques is to search for a specific line in the text. This activity helps improve vertical visual search. The teacher begins to read the line, and the children must find it in the text and read the continuation.
2. Inserting missing letters. The proposed text is missing some letters. How much? Depends on the children's readiness level. There may be dots or spaces instead of letters. This exercise helps speed up reading and also helps to combine letters into words. The child matches the initial and final letters, analyzes them and composes a whole word. Children learn to read the text a little ahead in order to correctly select the right word, and this skill is usually formed in children who read well. A simpler version of the exercise for children over 8 years of age is a text with missing endings. For example: Veche... came... to the city.... We moved... along the paths... between the garage... and notice... a small... kitten... etc.
3. Game "Hide and Seek". The teacher begins to randomly read some line from the text. Students must quickly find their bearings, find this place and continue reading together.
4. Exercise “Word with a mistake.” While reading, the teacher makes a mistake in a word. Children are always interested in correcting inaccuracies, because this increases their authority, as well as their confidence in their abilities.
5. Self-measurements of reading speed. On average, children should read about 120 words per minute or more. Achieving this goal will be easier and more interesting if they start self-measuring their reading speed once a week. The child himself counts the number of words read and writes the results in a table. This task is relevant in grades 3-4 and allows you to improve your reading technique. You can find other examples of speed reading exercises and videos on the Internet.

Reading speed is an important indicator of progress and should be monitored regularly

We stimulate with results

Assessing positive dynamics is very important. The child will receive a good incentive for further work if he sees that he has already achieved some success. You can hang a table or graph above your workplace that would display the progress in learning speed reading and improving the reading technique itself.

It is especially important to improve reading by the end of third grade. At this age, a child should read at least 120 words per minute. Speed ​​reading for children is an excellent option to teach your child to speed up the pace of reading and at the same time understand what they read by reading “to themselves.”