Work to improve reading technique in primary grades.
There is no teacher who is not interested in teaching all children to read well. Teaching children to read correctly, fluently, consciously, and expressively is one of the main tasks of primary education. And this task is extremely relevant, since reading plays a huge role in the education, upbringing and development of a person. Reading is a window through which children see and learn about the world and themselves. Reading abilities and skills are formed not only as the most important type of speech and mental activity, but also as a complex set of abilities and skills that have a general educational character, used by students in studying all academic subjects, in extracurricular and extracurricular life. According to psychologists, reading speed is the most important factor influencing academic performance. Therefore, systematic, purposeful work on developing and improving reading skills from class to class is necessary.
When mastering the skill of reading, children naturally go through certain stages that differ in psychological content:
I. Mastery of sound-letter notations
At the initial stage of mastering reading in children, the main load falls on the processes of decoding printed alphabetic text into oral form. At this stage, the development of the child’s visual and auditory memory plays an important role. The better the visual memory, the faster the child will learn to recognize letters. The better the auditory memorization, the faster the child will learn to correlate the letter image with the sound expression.
II. Syllable reading
At this stage, the development of the child’s analytical and synthetic abilities (analysis and synthesis of thinking) plays an important role. The stage of development of synthetic reading techniques requires the child to develop mental processes and functions: analysis, synthesis, working memory, stability, switching of attention, increasing the field of vision, the child’s general erudition and speech development.
III. Synthetic reading level
This is reading whole words with increasing reading speed (reading technique). This stage is impossible without the development of the above mental processes, as well as the development of an expanded field of vision in the child, coordination of eye movements, and voluntary attention. Thus, the process of developing reading skills in children is influenced by general mental and physical development. A high degree of development of attention, memory, thinking, speech can stimulate reading skills. Conversely, poor development of one or more mental functions can inhibit the successful development of this skill.
What are the ways and conditions in the development of basic forms and methods that influence the level of development of reading technology for primary schoolchildren.
Speed, awareness, expressiveness, as the main characteristics of reading skills, depend on the methods and techniques of working in lessons that contribute to the development of reading skills.
The development of reading technique skills will be effective if you select a system of exercises that activate the attention of schoolchildren, help them read the text with ease and understand what they read (creating a situation of success).
The system includes exercises that promote the development of fluent, conscious, and expressive reading skills.
Work on developing your visual field and working memory.
Take into account the individual characteristics of children.
How to achieve reading speed, awareness and expressiveness in reading?
Some recommendations have been known for a long time, others are new, the main thing is that they are useful. It is important to creatively use various techniques, exercises, modify and combine them depending on the age and preparation of the class.
A system of training exercises to develop the skill of reading whole words.
1. Breathing exercises and voice preparation.
In the book by M.R. Lvov’s “School of Creative Thinking” in the memo “What you need to be able to do in order to speak or read correctly,” the first place is given to “the ability to breathe evenly and deeply - to control your breathing” and “the ability to speak loudly, loudly, but without shouting.”
Blow out the candle. Take a deep breath and exhale all the air at once. Blow out one large candle. Now imagine that there are three candles on your hand. Take a deep breath and exhale in three breaths, blowing out each candle. Imagine that you have a birthday cake in front of you. There are many small candles on it. Take a deep breath and try to blow out as many small candles as possible, making the maximum number of short exhalations.
Spray your laundry with water(at one time, three, five).
Take a deep breath and simulate splashing water on your laundry.
At the flower shop.
Imagine that you came to a flower shop and smelled the delightful aroma of flowering plants. Take a noisy breath in through your nose and exhale (2 – 3 times).
Exhale with a count.
Take a deep breath and count loudly as you exhale until the air runs out.
Using tongue twisters (in unison):
Like on a hill on a hill
Cost 33 Egorki (deep breath)
One Egorka, two Egorkas......(until full exhalation).
It should be noted that after just a few classes there is enough air for a larger number of Yegoras.
Bear cubs.
Imagine that you are little cubs and ask your mother bear to eat. Words must be pronounced drawlingly, in a bass voice, clearly pronouncing the sound m.
Mom, I wish we could
Mom, could we have some milk?
In the elevator.
Imagine that we are riding in an elevator and announcing the floors. The higher the floor, the higher the voice, and vice versa. We go first from first to ninth,
2. Reading blocks.
This stage is aimed mainly at systematic training of the child’s speech apparatus, at early detection of speech defects, as well as at developing the skill of reading whole words. The material for the exercises is the most common paired letter combinations in the Russian language and words with such letter combinations. It is distributed into groups in such a way as to strictly consistently observe the basic principle of learning from simple to complex. The volume of material for the lesson is 20-25 letter combinations and increases according to the increase in the size of the letter combinations themselves (2, 3, 4, 5, etc.). Letter combinations or blocks are written on the board in a column or row. Various placement options on the board help train the eye muscles and develop voluntary attention.
The blocks are recorded directly during the lesson, with students required to read silently as they write. The block is then read in chorus.
3. Practicing diction.
The ability to clearly pronounce sounds and their combinations is achieved in the process of working on tongue twisters. The method of working with tongue twisters is quite well known: from separate, distinct pronunciation to the most clear and fast pronunciation. I only recommend highlighting with colored chalk in the recording of tongue twisters the letters indicating the sounds to be worked on, for example:
WITH Enka with C Anka was driving WITH onku on With ankah.
Sh la Sasha w osse and sucked su w ku.
A set of tongue twisters selected by I.T. Fedorenko
1. A water carrier was carrying water from under the waterfall.
2. Speak, speak, but don’t talk.
3. Geese are cackling on the mountain, a fire is burning under the mountain.
4. Our head will out-head your head, out-head your head.
5. Our duda is both here and there.
6. A tree is planted soon, but not soon the fruits are eaten.
7. There is grass in the yard, there is firewood on the grass, do not cut wood on the grass in the yard.
8. Near the hill on the hill stood 33 Egorkas: one Egorka, two Egorkas, three Egorkas, etc.
9. Three little birds are flying through three empty huts.
10. In one, Klim, stab the wedge.
11. Like the fiber, like the fabric
12. He pecks the trigger and smokes a Turkish pipe.
13. Libretto “Rigoletto”.
14. Have you watered the lily, have you seen Lydia?
15. The fox runs along the six, lick, fox, sand.
16. The ships tacked, tacked, but did not tack.
It will be useful to start working with one line of tongue twister and add a new one at each lesson. To practice clear pronunciation, only one new line is offered, but the volume of reading material increases (2, 3, 4 lines). Since during 3-4 lessons reading a tongue twister begins with a text familiar to the children. And the guys, “taking a running start” (reading the familiar part of the tongue twister), prepared to read the new line at a good pace and without errors.
4. Intonation warm-up.
Often, when demanding expressive reading from children, the teacher does not name what specific criteria this concept is determined by. There is no doubt that the concept of “expressive reading” is multifaceted, and the ability to read expressively largely depends on the life experience of children, the formation of emotional education, and the depth of feelings. And, of course, in elementary school, work on developing the ability to read expressively is just beginning. I think it’s right to start this work by developing three skills.
Choose the desired reading pace (fast, rhythmic or smooth, metered or a combination of these).
Place logical stress in a sentence.
The ability to place logical stress, highlighting with your voice a word or phrase that determines the meaning of the entire sentence, can be practiced on almost any of the poetic texts, asking the children to first highlight the first word in the lines with their voice, then the second, third, fourth. When children learn to confidently place logical stress according to the teacher’s instructions, they can move on to independently searching for a logical word. For this I suggest......
Give me a wooden spoon!
How does the meaning of a sentence change?
Conclusion. The stressed vowel determines the spelling of the word, while the “logically stressed” word clarifies the meaning of the entire sentence.
5. Visual field development.
Scientists have proven that when reading, the eyes are in one of two states: stopping or moving. Perception of text (reading) occurs only when the eyes stop. During eye movement, text is not perceived. The pace of a child’s reading largely depends on the size of the visual field, that is, on the number of words perceived by him during one eye stop and the number of stops. Reading faster means “looking wider,” i.e., capturing as many words as possible in your field of vision. Research by scientists has shown that to increase reading speed you need to:
Reduce the number of eye stops;
Increase the number of words perceived per fixation.
One of the means of developing the visual field is game didactic material, namely, number and letter cards, which can be used in lessons as gymnastics for the eyes. Working with them does not require much time, but gives good results. First, Schulte tables can be used to expand children's field of vision. Children will exercise their eyes with enthusiasm, and their reading technique will also improve.
The main rule of working on the table is this: the eyes should not wander around the table, they look only at the highlighted square, letter, circle, or move in a certain direction, while simultaneously trying to see to the right, left, or everything around.
6. Development of RAM.
Optimal reading is reading at conversational speed, i.e. at a pace of 120 to 150 words per minute. It is to this speed that the human articulatory apparatus has adapted over many centuries, and it is at this speed that a better understanding of the text is achieved.
It has been established that the development of reading technology is often hampered due to poorly developed RAM. Work on its development is carried out with the help of visual dictations. I propose the following option for conducting these dictations: work on typing begins in a reading lesson - reading sentences, pronouncing in chorus or individually, collective clarification and correction of what was said; in a Russian language lesson, repeated demonstration of typing on the board and writing the text in a notebook. This method of work ensures maximum literacy when writing down set sentences and, as a result, creates a “success situation” in the lesson.
It is important to observe the measure in the volume of material. It is better to start by demonstrating one or two sentences at a time and gradually increase to five or six.
When the demonstration of the set is brought to six sentences, you can use tasks of increased complexity:
Write the sentences in reverse order;
Write down only the second and fifth sentences;
Write sentences three through six.
Tests of visual dictations developed by I. T. Fedorenko and a system of training exercises for the development of RAM. The book by Vsevolod Nikolaevich Zaitsev gives recommendations for developing fluent reading that can work in any conditions.
Techniques and types of exercises to develop students' reading techniques.
1. 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 help children master some skills and bring them to automatism, to the level of skill, we need to do small exercises with us every day, at certain intervals (5 minutes in small portions three times a day, than 1 -1.5 hours of meaningless work that discourages reading).
2. Buzz reading. What is buzz reading? This is the kind of reading when all students read simultaneously out loud, in a low voice, each at their own speed, some faster, some slower. If you devote 5 minutes to a lesson, you can achieve certain results (in reading lessons).
3. Daily five-minute reading sessions.
At the beginning of each lesson, children open a book and read in buzz reading mode for 5 minutes. This type of work was borrowed from the schools of the Mongolian People's Republic.
4. Reading before bed. It gives good results. The fact is that the last events of the day are recorded by emotional memory, and during those eight hours when a person sleeps, he is under their impression.
5. Gentle reading mode (if the child does not like to read).
The child reads one or two lines and after that receives a short rest.
6. Repeated reading.
For 1 minute, students read the text in a low voice, after which they mark which word they managed to finish reading. Then the student reads the same passage again, notes which word he read up to and compares it with the first result. Naturally, the second time he read a few words more. Increasing the pace of reading causes positive emotions in students, they want to read again. However, you should not read the same passage more than three times. It is better to change the task and train the articulatory apparatus on the same passage, i.e. use the following exercises, the Fedorenko-Palchenko system (reading at the pace of a tongue twister).
7. Method of stimulating students.
At the end of the lesson, leave 3-4 minutes to self-measure your reading. Reading in a low voice for one minute, counting and writing in a diary (daily). Special games that promote the development of memory and the development of stable attention are useful.
8. “Lips.” Children put the finger of their left hand to their tightly compressed lips (without sound). At the command “Aloud,” children remove their finger and read the text. The command is given several times.
9. "Tug 1". The teacher reads aloud to the children to themselves. The teacher stops, the students show the word where the teacher stopped.
10. "Tug 2". One student runs his finger through the text, reading silently, and the other reads aloud, trying to catch up with the student.
11. "Lightning". Alternating reading in a comfortable mode with reading at the maximum speed accessible to the child. The transition to reading in the most accelerated mode is carried out at the command of the teacher “Lightning” and lasts up to twenty seconds.
"Jumping" Reading through a word, through two words, through three words.
12. “Completing missing words in a sentence.” A printed text with missing letters, syllables, and words is presented. Gaps are marked with spaces, periods, or blank words in a sentence. Filling in gaps promotes quick reading and internal analysis of a whole word or sentence. The exercise develops the ability to take into account the context of each word in a sentence, looking ahead, which is typical for a well-formed reading skill.
13. “Hide and Seek.” Finding a word with a certain feature in the text.
14. "Scanning". In 20-30 seconds, students “scan” the text with their eyes in search of important information.
16. “Trap” (a teacher or a well-read student reads a familiar text and replaces some words with synonyms; students look for a replacement)
Original text. Everyone likes this cheerful dog Vyushka: her ears are like horns, her tail is a ring, her teeth are as white as garlic.
Fix it. Joyful little dog Curly, everyone likes it: ears upright, tail in a semicircle, teeth as white as onions.
17. "Anagrams"
Lines of letters are written on the sheets, whole words are “hidden” between the letters, you need to find them. Exercise on alternate reading of words normally and vice versa. With this reading, the first word is read from left to right, the second word from right to left, etc. Example: Mom alipuk picture. When carrying out this exercise, the child develops the idea that ordinary reading is a relatively simple, feasible task.
Using an example from the story “Upstart”
Nshaa hotoinchya kabaso, Kayla came to us with Govbere Bii, and in the dark it’s bisirkois kire so and linazva we her eibi.
18. Using Schulte tables /30 seconds/
The teacher marks the time (30 seconds), and the children count from 1 to 30, while looking for numbers in the table and showing them. With frequent use of these tables, the time is reduced; counting can be done in reverse order, i.e. from 30 to 1, you can exchange tables, because children learn the location of numbers.
Schulte table
19. Exercises for the development of reading technique (work on the table of words by Misarenko G.G. (Manual by Misarenko G.G. “Didactic material for the development of reading technique in elementary school”) (table attached)
Misarenko G.G.’s technique is aimed at eliminating one of the main causes of difficulties in reading: insufficient development of reading technique.
The author of the technique offers material for developing the ability to quickly and correctly read words of various syllable structures. Systematic exercises in reading this material lead to automation of the perception of “operational reading units.” At the same time, reading speed increases and a quick understanding of the meaning of the words being read is ensured.
From group to group the structure of the word becomes more complex.
The methodological manual can be used for individual and group work.
At the beginning of each lesson, children are offered a warm-up:
1) students read “for themselves” for the time specified by the teacher;
2) students read a given number of words in a chain;
3) children unite in pairs and read words or phrases to each other in turns, 1-2 words for one student, 1-2 words for the other;
4) children read in chorus.
5) students read “for themselves”, marking unfamiliar words with a tick; after the warm-up time, vocabulary work is carried out.
The teacher offers tasks for the columns of words of the first group:
Read a given number of words in a chain, for example. each 3 words.
Work in pairs. Read words to each other in turns - 1-2 words.
Find and read family members among the words read.
Read in a whisper, out loud only those words that end with the letter o.
20. Repeated reading technique. Double measurement of reading technique. /Children begin to read the text from the very beginning/. When reading repeatedly, keep in mind that different students in the class have different reading speeds. Therefore, you should not assign a passage of the same length; it is better to focus on the same period of time.
It's done like this. After the beginning of a new story has been read by the teacher and understood by the children, the teacher invites everyone to start reading at the same time and continue it for one minute. After this, each student notes to what point he has read. Then follows a re-reading of the same passage of text. After this, the student again notices which word he has read and compares with the results of the first reading. Naturally, the second time he read a few words more (some by 2 words, some by 5, and some by 15). Increasing the pace of reading causes positive emotions in children; they want to read again. However, you should not do this more than three times, but it is better to practice your articulatory apparatus on this piece of text.
21. Reading the first and last syllables on a line. ( Exercise for developing angle of view)
22. Reading the same passage at the pace of a tongue twister.
When reading sentences at the pace of a tongue twister, you should not pay attention to the expressiveness of reading; you cannot set two mutually exclusive tasks at the same time. This exercise is intended only for the development of the articulatory apparatus, so the requirements for expressiveness of reading are lowered here, but increased for the clarity of reading the endings of words. The endings of words should not be “swallowed” by students, but should be clearly pronounced. The exercise lasts no more than 30 seconds.
23. “Forming sentences from half words.” (work in pairs)
This exercise develops the ability to make a guess about the entire word from a separate fragment and immediately confirm it with the missing fragment. In addition, an attitude towards letter-by-letter analysis of the word is formed. .
1 What will you do with the ducklings?
2 That’s where the kids saw them and threw their hats behind them.
3 And go ahead and return everything to her!
24. “Head and tail”
25. “Throw - notch”
Its goal is to develop the visual ability to navigate the text. It consists of the following:
The child puts his hands on his knees and begins to read the text aloud at the command “Throw”. When the “Notch” command is heard, the reader lifts his head from the book, closes his eyes and rests for a few seconds, while his hands remain on his knees. On the command “Throw”, the child must find with his eyes the place in the book where he stopped and continue reading aloud.
26.Reading text with the top of the line covered:
There is a secret in this exercise - an exercise with a trick. The fact is that any intelligent child will notice that when the top line is read in half letters, at this time the bottom line is completely open, and will realize that it is much more profitable to have time to quickly read it while it is open, so that later, when it is closed quickly produce the finished result. Many children quickly adopt this strategy, and this is exactly what is needed to increase their reading speed!
This exercise is formed by several significant educational qualities:
Reading silently (because it needs to be hidden);
Verbal-logical memory (since it is necessary to retain several words in memory at once and retain them for several seconds).
Distribution of attention and the ability to perform at least 2 tasks simultaneously (reading a given line out loud and reading the underlying line silently).
28.Reading upside down text:
Normal text is turned upside down, i.e. 180 degrees. The child’s task is to read the text by moving his eyes from right to left. It is said that a child is traveling through an upside-down world and it is urgent for him to quickly learn to read in it.
This exercise contributes to: the formation of complete letter standards in the child’s memory; developing the ability to combine letter-by-letter analysis with semantic prediction of word endings;
If this exercise is modified in such a way that the text is rotated 90 or 270 degrees, then this exercise will be useful for improving the coordination of eye movements and the accuracy of processing perceived information in the occipital cortex.
29.Solid text. The text is typed without spaces. The student's task is to read it correctly.
A baby moose came out into the clearing. A proud elk watched them. Beautiful and smart, these beasts. Hungry and cold in winter. Empty all around. A leaf, some grass, one bitter bark. And suddenly the smell of hay. In the clearing there is a big feeding trough. Good-armed heroes have put a fragrant hay feeding trough. He is the owner in the forest and takes care of the trees, birds, and animals.
3. Reading with grid . Didactic simulator “Grid”
The “Grid” simulator is a set of quadrangles cut out of thick paper measuring 16x10 cm. Windows measuring 6x1 cm are cut out in each quadrangle. The grids differ in the width of the partition. In grid No. 4, all partitions between the windows are 4 mm. In grid No. 5 the partition width is 5 mm, in No. 6 - 6 mm.
Text reading training begins with grid number 4. It is superimposed on the readable part of the page and gradually moves down. When a grid is applied to the text, perpendicular partitions block some sections of the text (letters, letter combinations, words).
Students, perceiving the elements of texts visible in the windows, must mentally fill in the sections of the line blocked by membranes, restoring the meaning. If the logical connections of the content are lost in certain places, you can allow the grid to be moved 2-3 mm to the left or right to increase the field of visible text. To facilitate the restoration of blocked sections of the text, you can proceed to reading in a low voice.
Reading training with a grid lasts no more than 5 minutes continuously and is replaced by reading without a grid for 2-3 minutes. The total training time is no more than 10-15 minutes. Grid No. 4 should be changed to No. 5 when a feeling of easy reading appears.
Thus, if you systematically carry out exercises to improve reading technique in the first half of lessons, starting from the first grade, you can teach students to read, cultivating their love of reading.
The presentation “Reading with Grid” is intended for younger schoolchildren; it helps to increase the volume of visual perception, improve reading technique, and promotes the development of semantic guesswork.
4. Reading with hide and seek.
Using a computer also allows you to personalize the learning process. Each child can be given an individual task, which is completed at a pace convenient for him with an appropriate level of difficulty. A computer is a universal toy that has the ability to tune in to a specific child, patiently respond to any of his actions, communicate with him, providing activities in his zone of proximal development.
So, for example, you can give tasks “Typing text” on the computer.
And also let students listen to audio stories with subtitles. These exercises develop computer skills, memory, thinking and imagination.
You can also use computer games in lessons.
Game "Read".
On the screen is a Dinosaur holding a scroll. The scroll unfolds and the word that needs to be read is shown on it. After some time, the scroll is rolled up, and you need to choose from the pictures located along the perimeter of the playing field the one whose name this word refers to.
Rice. Game environment "Read".
In the case of a correct answer, the word display time (which can be preset) decreases (the current reading speed increases by “1”), in the case of an incorrect answer, it increases (the current reading speed decreases by “1”). After some time, the computer thus adapts to the student's reading level and forces him to work intensively. Reading speed (in conventional units) is indicated at the bottom of the playing field.
It is not necessary to wait for the scroll to be rolled up; if the player has managed to read the word, then he can indicate the corresponding picture at any time.
At a minimum speed of zero, the word does not disappear until the corresponding picture is indicated.
By clicking with the mouse in the scroll area, you can again bring up the word that was shown earlier on the screen.
The game is used in the block of development of speed reading skills.
In order to attract the parent community, groups are created on social networks “Reading with pleasure”, where the teacher purposefully directs parents to work on their child’s speed reading. The teacher recommends keeping spider diaries, where the parent must daily monitor and record in the diary the number of words read by the child per minute. At parent-teacher meetings, the teacher, who also keeps a similar diary, compares his results with the results reflected in the diaries kept by the parents.
| Speed | |||||||
| Quantity |
| Student's last name | Reading technique indicators | Reading level | Reading comprehension level |
||||||
| Reading method | Number and nature of errors | Reading time | Reading speed |
||||||
The school also conducts action research on “Development of Reading Techniques in Primary School Students.” (Figure 5)
It should be noted that this study does not pretend to completely resolve issues related to the development of reading technology in primary school students.
Thus, when teaching reading, the use of the widest range of modern methods and educational materials based on the personal-activity approach stimulates cognitive activity, creates positive motivation and thereby contributes to the formation of reading competence, which ultimately allows one to achieve the goals set by the curriculum and improve the quality of reading techniques in schools.
Excessive attention to developing reading speed often provokes incorrect reading. Correct reading is considered to be reading without distortion, substitution of letters or syllables, omission or insertion, and without repetition. In order for the formation of correct reading to be effective, the teacher must determine a special reading regimen: 1) daily exercises (special texts, tongue twisters, long tongue twisters, memorizing poetry and prose). 2). Read error warnings; preparation for reading, introductory conversation, work with split alphabet (grade 1), analysis of a difficult word by composition, choral reading aloud of difficult words (by syllables, parts, whole).
Also, the correctness of reading is influenced by: posture when reading, normal distance between the eyes and the text, preliminary reading “to oneself”, exemplary reading by the teacher.
According to L.K. Nazarova, reading awareness is the reader’s ability to clearly and deeply understand the content of the text. It consists of the meaning of individual words, the meaning of sentences, and parts of the text.
The main technique that ensures the development of reading skills is repeated reference to the text, rereading it each time with a new task. .
Students’ favorite type of reading is role-playing reading, which evokes a lot of feelings and emotions. In modern pedagogy, a set of exercises has been developed to develop the skill of reading and understanding texts. The authors of these developments were a group of teachers and psychologists: Zaika E.V., Nechaeva N.V., Kudina G.N., Novlyanskaya Z.N., Ladyzhenskaya T.A., Simanovsky A.E.
Parents' help is very important when teaching their children. Therefore, at parent meetings, you need to try to convince every parent that reading should become a child’s daily habit, while, especially in the first stages of competent reading, it is necessary to create a situation of interest for those around him listening to his reading. It is good when parents show a keen interest in the content of the story, passage, etc. It is very important, I urge parents, to be extremely restrained, patient, forgiving and friendly towards the child.
Only lively, emotional, varied teaching of reading lessons attracts and holds the attention of children, develops an interest in reading, which then does not fade away in subsequent grades.
Conclusion. Undoubtedly, students should spend 30–35 minutes on direct reading in class. We must not forget about this. Otherwise, what kind of reading fluency can we talk about? Fast reading activates the processes of thinking, attention, memory and is one of the means of improving the educational process for a wide variety of levels of learning. When children begin to read with interest, reading fluency and comprehension will appear, and performance in other subjects will increase.
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Slide captions:
The presentation was developed based on the methodology of E. V. Zaik “Exercises for the development of reading technique” (grade 1)
Reading syllables from right to left and vice versa BY NA CHI KU LY TE OP AN ICH UK YL ET
Reading the words of the first column from left to right, the second column from right to left (read line by line) SEL KOM MIRACLE RAZ WORD GRAIN SEL KOM MIRACLE RAZ WORD GRAIN
Reading the words of the first column from right to left, the second column from left to right (read line by line) SEL KOM MIRACLE RAZ WORD GRAIN SEL KOM MIRACLE RAZ WORD GRAIN
Reading lines from left to right An eccentric mathematician lived in Germany, He accidentally folded bread and sausage. Then he put the result in his mouth, That's how Man Invented the Sandwich.
Reading lines from right to left An eccentric mathematician lived in Germany, He accidentally folded bread and sausage. Then he put the result in his mouth, That's how Man Invented the Sandwich.
Reading lines from bottom to top and from left to right An eccentric mathematician lived in Germany, He accidentally folded bread and sausage. Then he put the result in his mouth, That's how Man Invented the Sandwich.
Reading lines from bottom to top and from right to left An eccentric mathematician lived in Germany, He accidentally folded bread and sausage. Then he put the result in his mouth, That's how Man Invented the Sandwich.
Reading lines at speed An eccentric mathematician lived in Germany, He accidentally folded bread and sausage. Then he put the result in his mouth, That's how Man Invented the Sandwich.
Reading words syllable by syllable (the first syllable of each word, then the second and third) Like yourself, like the sleigh.
Reading the text through the word (STARTING WITH THE FIRST WORD) The matter was not given: The Master was afraid of the matter! He worked ineptly - the Master himself... He was afraid of the Work.
Reading the text through the word (STARTING WITH THE SECOND WORD) The matter was not given: The Master’s business was afraid! He worked ineptly - the Master himself... He was afraid of the Work.
Reading the line covered by the lower half DARIA GIVES DINA MELONS.
Reading a line covered by the lower half. WHITE RRAMS BEAT THE DRUMS.
Reading a line with the upper half covered OUR POLKAN FALLED INTO A TRAP.
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Exercises aimed at developing speed reading in elementary school during literary reading lessons
1. Exercises related to visual perception. They are aimed at developing correct reading, attention to the visual image of the word, and improving the way of reading aloud and silently. 1st grade Kt...
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Hello, dear colleagues and caring parents!
Finally, I returned to the topic “Teaching dynamic reading” that I started at the end of June. Let me remind you what this is.
A small field of view is one of the important factors that interferes with fast reading. Today, I will introduce you to several exercises that will help expand your field of vision.
Cut texts.
Training texts are cut vertically into two or three parts, which are shifted relative to each other both vertically and horizontally, thereby, when reading such a text, the eyes make a wave-like movement, as a result of which the eye muscles are trained and the field of vision expands.
Also, during the exercise, attention and memory are trained, since the presence of breaks in the line forces you to maintain a high concentration of attention all the time and retain in your memory what has already been read.
Prepare a series of tables according to the sample.
The task boils down to very quickly finding all the numbers in an increasing sequence from 1 to 25 without gaps, observing the following conditions:
1. Before starting to work with the table, focus your gaze on its center to see the entire table.
2. When searching for consecutive numbers, eye fixation should also be in the center of the table.
Looking at the center of the table with panoramic vision requires seeing and reading the entire table. Initially, the training is carried out on the smallest square, the side of which is no larger than a newspaper column. Having mastered this task, you can move on to working with a larger table.
Reading-sprint consists in the fact that the child reads an unfamiliar text to himself at maximum speed, tightly clenching his lips and teeth. And after reading, he answers questions about the text posed by adults before reading. While reading, the adult urges the child: “Faster, faster, even faster!”, adding: “You need to read everything.” It is recommended to do a reading sprint before reading each text aloud.
Before reading, you should prepare the child psychologically, give the commands: “Get ready! Attention! Began!" When teaching sprint reading, the following reminder is used:
Memo:
Purse your lips and teeth tightly.
Read only with your eyes.
Read as quickly as possible.
Answer the questions about the text.
Reading with word counting lies in the fact that students, at their maximum speed, counting the words of the text to themselves, must simultaneously understand its content. And after finishing counting the number of words, name this number and answer the questions formulated by an adult before reading to the text. The purpose of reading with word counting is to load the child’s ears with extraneous work—word counting. In this case, the child is deprived of the opportunity to pronounce the text to himself. The child learns to read only with his eyes. The following reminder has been developed for the reading exercise with counting words:
Memo:
Purse your lips and teeth tightly.
Read only with your eyes.
Read as quickly as possible, counting the words of the text to yourself.
Answer the questions about the text.
Reading-reconnaissance. This exercise consists of the child looking through the text at his maximum speed and finding answers to the questions posed by an adult before reading.
Memo:
Purse your lips and teeth tightly.
Place your finger or pointer at the beginning of the line.
Looking through the text with a vertical eye movement, find answers to the questions.
All these exercises aimed at expanding the field of vision are quite applicable in reading (literature) classes and lessons already in grades 3-4 of primary school.
That's all for today, see you!
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Slide 1
The presentation was made by a primary school teacher at Municipal Educational Institution Secondary School No. 1 in Sim, Chelyabinsk Region. Tkacheva Oksana Nikolaevna 2010
Never by any means will you force the reader to experience the world through boredom. It should be interesting to read. A. N. Tolstoy.
Slide 2
solidTEXT
TEXT WITH PICTURES
FIND ME READING REVERSE TEXT SPINDLE COLLECT TEXT
TEXT WITH OVERLAY
READING WITH GRID
READING WITH HALVES OF WORDS
UPSIDE DOWN
NOISE-FLAT TEXT
MIXED LETTERS
NO ORDER
Slide 3
May snow It's snowing! The children are surprised: “Has winter returned to us again?” It's simple On the apple tree The wind Wants to count all the petals. (V. Prikhodko)
Slide 4
A baby moose came out into the clearing. A proud elk watched them. Beautiful and smart, these beasts. Hungry and cold in winter. Empty all around. A leaf, some grass, one bitter bark. And suddenly the smell of hay. There is a big feeding trough in the clearing. The good hands of the rangers have laid out a fragrant hay feeding trough. He is the owner in the forest and takes care of the trees, birds, and animals. V. Karaseva
Slide 5
The YIZHK quietly splashed his feet on the garden DROKKIN. Children were walking towards us. “Stop, hedgehog!” - KURKINL Petya took out his cap. A little orphan forester peeked out from behind a stump and quietly squeaked: “Don’t offend the prickly COBOKLE, children!” The kids became quiet. There was a ball of needles on the path, a SROKOA flashed among the branches, and a BARREL peeped out of the hollow. "Who is this?" – asked Vasya. The boys got scared and ran away. And YIZHK calmly went DMOOY.
Unexpected meeting
Slide 6
THE SQUIRREL AND THE WOLF BLACK PGYRALA FROM VTEKA TO VTEKA AND ULAPA PMRYAO ON SOGNO VLOKA. VLOK VKCHISOL AND KHETOL EATS IT. BLACK SLATA PSORTI: – PASS ME. VLOK SAID: - GOOD, I FEEL FOR YOU, BECAUSE YOU SCRATCH ME, OMG YOU BLACKS ARE SO VERY MUCH. I'M EVERYWHERE SCHUNKO, AND YOU'RE A HUNDRED MIRSH - YOU'RE ALL IRATEGED AND FUCKED THERE. BLACK SAZAKLA: – PTUSI ME PZHEDRE ON DEVREO, AND FUCK YOU SIZHAKU, OTHERWISE I’LL FUCK YOU. VLOK PSITUL, AND BLACK ULSH ON DEVREO AND OUT OF SAZAKLA: – TBE OGTOTO SCHUNKO THAT YT IS ANGRY. SALTY YOUR HEART IS BURNING. AND WE ARE HAPPY THAT WE DO NOT GIVE FRACTIONS AND THE NUMBER OF EVIL. L. Tolstoy
Slide 9
The lion was sleeping. The mouse ran over his body. He woke up and caught her. The mouse began to ask him to let her in; she said: “If you let me in, I’ll do you good.” The lion laughed that the mouse promised to do good to him, and let it go. Then the hunters caught the lion and tied it to a tree with a rope. The mouse heard the lion's roar, came running, gnawed the rope and said: “Remember, you laughed, you didn’t think that I could do you any good, but now you see that good can come from a mouse.”
The Lion and the Mouse L.N. Tolstoy
Slide 10
V l e s u o a n m b y d p i k
Slide 13
First hunt It is necessary to __ pups__ run__ chickens in twos. “Let’s go,” I thought__, “to hunt__ for wild__ animals__ and birds__.” Sneak__ under the collar__ and run__ along the floor__. I saw__ his wild__ sound__, birds__, insect__ and I thought__ about this__. Bittern thought__: “I’m deceiving him__.” Hoopoe thought__: “I surprised him__.” Lizard__ thought__: “I didn’t believe__.” Gusen__, babo__, Kuzne__ think: “We’re hiding it from not__.” “We are all for this__ constantly__ mind__,” they thought__ about this__. And then__ I already ran__ up to the lake__ and thought__: “Now I’ll catch__ them!” – and prepare__ already jump__... (V. Bianchi)
Slide 14
First hunt The puppy got tired of chasing chickens around the yard. “I’ll go,” he thinks, “to hunt for wild animals and birds.” He slipped under the gate and ran across the meadow. Wild animals, birds, insects saw him and each thought to himself. The bittern thinks: “I’ll deceive him.” The hoopoe thinks: “I will surprise him.” The lizard thinks: “I’ll get away from him.” Caterpillars, butterflies, grasshoppers think: “We will hide from him.” “We can all stand up for ourselves,” they think to themselves. And the puppy has already run up to the lake and thinks: “Now I’ll catch them!” – and got ready to jump... (V. Bianchi)
Slide 15
(K.D. Ushinsky)
Slide 18
The animals were arguing, and they argued among themselves which of them the owner loved more. “Of course, I,” he says, “I carry the plow and the harrow for him, and drive it; he himself rides me; He would be completely lost without me. “No, the owner loves me more,” he says, “I feed his whole family.” “No, me,” he grumbles, “I guard his property.” He listened to this argument and said: “Stop arguing in vain: I need all of you, and each of you is good in his place.” (K.D. Ushinsky)
Slide 19
SNOWDROP In the garden, where the birch trees were crowded together, a blue eye looked at the Snowdrop. First, little by little, Green put out his leg, Then he stretched With all his little strength And quietly asked: “I see the weather is warm and clear; Tell me, is it true that it’s spring?” (P. Solovyova)
Slide 20
http://nsc.1september.ru/article.php?ID=200404202 V. Prikhodko “May Snow”, K.D. Ushinsky “Together it’s crowded, but apart it’s boring”
Vakhrusheva T.V., Poova E.V. 300 exercises in the Russian language. – Moscow: “Aquarium” 2001. (texts “Winter Day”, “Squirrel”)
http://andreeva.21411s16.edusite.ru/images/p4_ovca2.jpg sheep
http://nature.ok.ru/picture/fish/5-1.jpg sturgeon
http://i.i.ua/photo/images/pic/9/4/487949_5ea1889.jpg snowman
http://www.bookivedi.ru/photo/11/2009-12-08/9bc25ae72bd0_ki_pervaja_ohota.jpg cover of the book “The First Hunt”
http://img1.liveinternet.ru/images/attach/b/3/26/109/26109354_1212167171_3_1.jpg hedgehog
http://img0.liveinternet.ru/images/attach/c/0//44/87/44087268_vesna_06.jpg spring
http://s48.radikal.ru/i121/0901/aa/6c0f9a4a449f.jpg morning
http://i038.radikal.ru/0805/7b/0cfdc4115284.png snowdrop
Slide 21
http://www.docwalt.com/books.html bookshelf
http://nkozlov.ru/upload/images/0706/0706191311390.jpg squirrel and wolf
http://www.klopp.ru/uploads/posts/2007-11/1195274095_belka1.jpg squirrel
http://www.dag-agro.com/Sites/dag/Uploads/terrion_5280.22CDBA77E2FC48AB9170579813BFE9BE.jpg tractor
http://www.fictionbook.ru/static/bookimages/00/13/55/00135533.bin.dir/h/i_020.jpg tamer
http://www.fit-instrument.ru/pics/115190.jpg hammer
http://black738.narod.ru/5f8350820dd8.png children and book
http://arttravel.dn.ua/upload/file103.jpg bullfinch on an apple tree branch
http://s52.radikal.ru/i135/0908/8a/4ac50393d309.jpg teacher
http://900igr.net/data/chelovek/Otkuda-ja-vzjalsja-1.files/0029-038-U-losikhi-losenok.jpg moose
http://s48.radikal.ru/i120/0904/08/f57ebf058672.jpg garden
Literature. 1. Andreev O.A., Khromov L.N. Learn to read quickly. - M.: Education, 1991. 2. Zaitsev V.N. Reserves for learning to read. - M.: Education, 1991. 3. Kornev A.N. Disturbances in children’s reading and writing. - St. Petersburg: ID “MiM”, 1997. 4. Omorokova M.I. and others. Overcoming difficulties. - M.: Education, 1990. 5. Tikhomirova I.I. Interest in reading: how to awaken it? // School library.- No. 6.-2001.
Slide 22
http://kakadu.509.com1.ru:8018/WWW/zooclub/horses/Image34.jpe
http://www.solnet.ee/gallery/pic/knk/sobaka1.jpg
http://kommersanty.ru/img_do/91bb87dadb7157ac6adb7c5e6f41c5c3.jpg
http://www.school6.edu.mhost.ru/pic/ilia_kolosov.jpg
http://static.diary.ru/userdir/1/2/3/8/123861/37613830.jpg
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