(full story including five videos)
So, you set out to teach your baby to read books. You will start, of course, by learning letters with it. In what order should they be taught? Of course, not in alphabetical order and not in complete disorder, when a child is given mixed vowels, then consonants.
An important factor at the initial stage of learning to read in warehouses is the child's solid knowledge of the ten letters denoting vowels (hereinafter, for simplicity, I will simply call them "vowels"). I have repeatedly drawn my attention to the fact that children who do not read well, even schoolchildren, hesitate to name vowels, and when reading they stumble, remembering whether it is E, or E, or Yu. In view of the paramount importance of knowing ten vowels for full reading (so that the child does not "stumble" in each warehouse) I developed this game technique for their quick study, which I have been using successfully for several years now.
The methodology is based on the principle of multiple display and synchronous voicing of a group of symbols with their gradual partial replacement, proposed by the outstanding teacher Glenn Doman. In this case, the task is facilitated by the fact that in Russian vowels form pairs that seem to rhyme:
A - I, O - E, U - Yu, S - I, E - E.
I supplemented the multiple display with five reinforcing games I developed.
The purpose of this method is to give the child a solid knowledge of ten vowels in five lessons. Often, parents believe that their child does not need this: “He has known all the letters since the age of two.” When you start showing him the letters, it turns out that he does not know them well. Confuses E with Yo or Yu, does not know E, Y, sometimes thinks, remembering some letter. Before you start learning to read, the child's knowledge of all vowels must be brought to automatism.
From other ways of studying letters, which often only slow down their assimilation and make it difficult to use (A - watermelon, I - turkey or O - like a bagel, Yu - Yulin's letter, I - looks like a telegraph pole, etc.), this technique differs simplicity and efficiency. I calculated that the entire teaching of a child to ten vowels using this technique takes a total of just over an hour.
This technique is also an integral part of the lessons of the FIRST STAGE OF TRAINING. But since she has independent meaning and can be used even before learning to read, I have separated it from these five lessons into a separate section of the e-book.
A COMMON PART
The duration of each of the five lessons of this technique is a few minutes. Lessons can be conducted by both the teacher and the parents of the child twice a week. On the remaining days of the week, parents repeat the contents of the previous lesson with the child. It takes them two to seven minutes a day to do this.
Lesson #1
Print the supplied vowel cards on white paper, preferably as heavy as your printer will allow (see Appendix), and cut out the first four letters. If you make the cards yourself, write the letters A, O in large print with a red felt-tip pen on cards 12x10cm in size, and I, E in a slightly smaller font with a blue felt-tip pen on cards 9x10cm in size.
On the back of each card, write this letter by hand for yourself so you don't have to look at the front side when showing the letters to the child.
Showing the first two pairs of vowels (A - Z, O - E).
Place two pairs of cards in a pile as shown, with the back side facing you. (Video fragment 1)
Move card A closest to you forward (as indicated by the arrow) and show it to the child. Say, "This is A." Then shift the next card forward and say: “This is me”; then - "This is O"; and then - "This is Yo." Show each card no longer than 1 second. Make it fun, in the form of a game. Look not at the cards, but into the eyes of the child to see where he is looking and to attract his attention. Most children already know the letters A and O. You can pause and give the child the opportunity to name them. And quickly call the letters I and E yourself, before the child, so as not to give him the opportunity to make a mistake. And do not require the child to repeat them. Your task is to quickly show these four letters and at the same time recite a small rhyme:
"This is A"
"This is me"
"This is about"
"It is"
Children can easily memorize longer verses, especially since they will soon begin to repeat this easy rhyme on their own.
If you are a teacher, explain to the mother of the child who is present at the lesson that she must show and call these four letters to him every day until the next lesson at least five times a day. Have her do this the first time in your presence so you can correct her if she does something wrong. Feel free to explain everything to your parents in as much detail as you would to their children, and check how they understood you. Shuffle the cards. Ask your mom to arrange them in the correct order. Then she should sit or put the child in front of her and, while showing the letters, look into his eyes. She should pronounce letters unfamiliar to the child clearly and before him. Common Mistake when mom takes out the next letter and holds it in her other hand, without covering the next letter with it. In this case, the child sees two letters at the same time.
Tell your mother that all homework will take her half a minute a day, because. one such display lasts five seconds. It's important not to skip them. Gradually, the pause after the word "This is ..." should be increased, and the word itself should be pronounced with an interrogative intonation, as if encouraging the child to name the letters himself. The child must simply name the letter. He should not say "this is A" or "letter A". Give your mother the four letters you made, ask them to bring them with you to class.
Lesson #2
By the beginning of this lesson, the children had already repeated for two or three days after their mother A, Z, O, Yo and remembered them well in this order.
Fixing games.
Now with these four letters you need to play five reinforcing games so that the children remember them firmly both in the order of the learned rhyme and separately.
Lay four cards on the table in front of the child in pairs, calling them out loud, in the order in which they were shown to him. After that, start playing.
1st game. "Wind".
Explain to your child that the red letters are big brothers and the blue letters are little brothers. Then say: "The wind came up and mixed all the brothers." Shuffle the letters yourself so they don't turn upside down. Then let the child put them in order in pairs, calling out loud: A - next to me, O - next to Yo (at first with your help). ( Video fragment 3)
2nd game. "Hide and Seek".
Cover the smaller cards with large ones (red letters on top) and change the order of these pairs: “The little brothers hid under the big ones and switched places so that Lenochka would not find them. Guess which little brother hid under big brother Oh? That's right, Yo hid under O! And under A? That's right, me!"
3rd game. "Retreats".
You play the same way, but this time it's the other way around - the big brothers hide under the little ones. ( Video fragment 4)
4th game. "Crow".
Move your palms over the cards laid out in the correct order and say: "The crow flew, flew, flew, flew and ... ate a letter." Quickly cover one of the letters with your palm: “What letter did the crow eat?” It is better to drive with both palms at the same time, so that it is more difficult for the child to guess which letter you are going to cover. If he couldn't answer quickly, tear your hand away for a moment and cover the letter again. If even then he doesn’t say, tell me, for example: “Next to O. That’s right, Yo!” Over time, the child will remember the location of the letters and will guess them easily.
5th game. "Cards".
Now play with the same cards with your child the way adults play cards. You shuffle the cards, then toss a card on the table in front of him and ask, "What is this?" He called correctly - he won and took the card, he made a mistake - another student takes it, and at home - his mother. Do not rush to allow other students to prompt, let the child think a little. At first, try throwing cards in pairs: first O, then E, A - Z, etc. If the child wins confidently, throw in pairs, but in reverse order. Then start throwing around. ( Video fragment 5)
The mother present at the lesson memorizes and writes down how to play these five games at home. You only need to play once a day, unless the child himself asks for more. But each time stop the game while he still wants to play: "We'll finish the game another time."
Display of three pairs of vowels (A - Z, O - E, U - Yu).
After you have played five games with the first two pairs of letters, cut out the next pair of U-Y cards you printed out, write them on the back for yourself and add them to the pile (after the lesson, give this pile, all six letters, to mom).
Now show the child already three pairs of letters in the same way as you showed him two pairs in lesson No. 1. Only this time the first four letters are called by the child, and you quickly name the last two yourself, preventing him from making a mistake (remind your mother about this too). Give mom the same instructions as in lesson #1. By the next lesson, in two or three days of the show, the child will remember a new rhyme:
"This is A"
"This is me"
"This is about"
"It is"
"This is Y"
"This is Yu"
(Video fragment 2)
Give your mother these six letters you made, ask them to bring them with you to the next lesson.
Attention! After lesson number 2, the mother shows the child several times a day already these three pairs of vowels, but so far she plays reinforcing games with him only for the first two pairs (A - Z, O - E) once a day.
Lesson #3
By the beginning of this lesson, the children have already learned the rhyme:
"This is A"
"This is me"
"This is about"
"It is"
"This is Y"
"This is Yu"
and the letters A, I, O, E, thanks to the five fixing games, are also known randomly. Now you need to consolidate the knowledge of the last vowels they learned U and Yu.
Fixing games.
Lay out the next six cards on the table in front of the child in pairs, calling them out loud, in the order in which they were shown to him. After that, play the games detailed in lesson #2.
Display of three pairs of vowels (O - E, U - Yu, Y - I).
Starting from this lesson, each time we add a new pair of vowels, we remove the first pair so that total displayed letters did not exceed six. The cards are now stacked in the following order.
Show the child these three pairs of letters as you did in previous lessons. As before, the child calls the first four letters, and you quickly name the last two yourself, preventing him from making a mistake (remind your mother about this too).
Give your mother all the letters you made, ask them to bring them with you to the next lesson. Tell your mom that all homework will now take her no more than six minutes a day and remind her that it is important not to miss any of them.
Attention! Pay attention to the mother that after this lesson, the child needs to be shown these three pairs of vowels several times a day, putting aside the well-known A - Z. And in the evening it is necessary to play reinforcing games with him only for the first three pairs: A - I, O - E, U - Y (so far without Y, - I).
Lesson #4
By the beginning of the fourth lesson, the children know the following vowels in pairs: A - I, O - E, U - Yu, Y - I, and the letters A, I, O, E, U, Yu, thanks to reinforcing games, they know randomly. Now you need to consolidate the knowledge of the last vowels they learned - Y and I.
Fixing games.
You already understood that the number of vowels with which we play reinforcing games increases with each lesson: in the second lesson we played with four letters, in the third - with six, and now these five games need to be played with eight letters.
Lay out the next eight cards on the table in front of the child in pairs, calling them out loud, in the order in which they were shown to him. After that, play the games detailed in lesson #2.
Display of three pairs of vowels (U - Yu, Y - I, E - E).
This time you remove the first two pairs of cards A - Z and O - E, and cut out the last pair of E - E you printed out. Write these cards on the back for yourself and add them to the stack. The total number of letters shown is still six and the rhyme is just as easy to remember. It is also important that the letters E and Yo, which children often confuse, never “meet” when shown: when the letter E “came” in the fourth lesson, the letter Yo already “left”. The cards are now stacked in the following order.
Show the child these three pairs of letters as you did in previous lessons. As before, the first four letters are called by the child, and you quickly name the new E and E for him yourself, preventing him from making a mistake (once again remind your mother of this). Give your mother all ten letters you made, ask them to bring them with you to class. Tell her that all homework will now take her no more than six to seven minutes a day and remind her that it is important not to miss a single one.
Attention! Pay attention to the mother that after this lesson, the child needs to be shown several times a day the last three pairs of vowels, putting aside the well-known A - Z and O - E. And in the evening, you need to play reinforcing games with him for the first four pairs once : A - I, O - E, U - Yu, S - I (so far without E, E).
Lesson #5
By the beginning of the fifth lesson, the children know all ten vowels, it remains only to consolidate the knowledge of the last two vowels they have learned E and E.
Fixing games.
In this lesson, five games need to be played with all ten vowels already.
Lay out ten cards in pairs on the table in front of the child, calling them out loud, in the order in which they were shown to him. After that, play the games detailed in lesson #2.
Now you can give the child's mother all ten letters you made so that she continues to play reinforcing games with him once a day until the child begins to cope with them easily and accurately. Then, of all the games, you need to leave only the last one - “Cards”. With this game, you need to ensure that the child recognizes each letter instantly. To do this, when showing letters, you need to cover them with your palm, opening them only for a moment. This game only lasts a few seconds, and in the process of learning to read, it is worth continuing to play until the child begins to read.
Conclusion.
If you strictly adhered to this lesson plan, then after lesson number 5 your child knows all ten vowels as you know them: he calls them without hesitation and without mistake. It happens, however, that the child stumbles before naming any letter, and sometimes he confuses any two with each other. I noticed that this happens in two cases. Firstly, if the child has already been taught haphazardly before, and the error "settled" in his head. Secondly, if the parents are engaged in amateur performances, they “run ahead” and show the child at home those vowels that you have not given in the lesson so far. Remind parents that this should not be done, even if the child already knew some letters before.
If, nevertheless, for any of these reasons, the child makes mistakes or names some letter uncertainly, just continue playing Cards with him for some more time. At the same time, if the child does not remember any letter well, for example, Yo, throw this card paired with O: first O, then Y. Then throw them in pairs, but in reverse order, and only over time start throwing randomly. But never try to help your child remember a letter by external signs or associations: “This is my mother’s letter, and this is Yulia’s letter, this is Yo with dots, and this is E without dots.” This will completely confuse him: he will remember that one of them has dots, but he will not know which one, and will try to guess. And to read something simple, like "beloved kitten", he will not be able to do it at all. After all, you will have to not only deal with “Yo with dots”, but also remember your girlfriend Yulia, aunt Ira and mother Olya. So resist the temptation to teach your child letters as soon as possible somehow, but with the help of this technique, lay in him a solid foundation of knowledge of vowels from the very beginning. Moreover, memorizing systematically shown letters in the form of three-line rhymes does not require any effort from the child, and both children and parents like reinforcing games.
The methodology for studying the remaining 23 letters of the alphabet is given in the lessons of the FIRST STAGE OF LEARNING. Manuals for practicing this technique are given in the Appendix to this section.
Perhaps the title of this article will seem immodest to you, and the author - presumptuous. Perhaps you think that the author used such a title in order to attract the attention of readers.
Yes it is. The purpose of this heading is to draw your attention to the really most effective way to teach your child the letters of the Russian alphabet in the shortest possible time and teach him to pronounce these letters with sounds. You will see for yourself the simplicity and effectiveness of this method by reading this article and starting to teach your child letters with its help. After five lessons, your child will know all 10 vowels well and begin to memorize consonants, even if before that he did not know a single letter. And, most importantly, he will learn letters in the process of games and will remember them firmly.
But first, a little digression. Before you start teaching your child letters, you must decide what he needs it for. Some parents are proud that they managed to teach letters to a two-year-old or even a one-and-a-half-year-old child. But this is worth doing only if at the same time you begin to teach your child to read. Any knowledge must find its own without delay. practical use. And teaching letters in itself, without simultaneous learning to read, does not make sense. There are many other, equally effective, ways to develop a child's memory and stimulate the brain during the formation period. It’s also good if, by the beginning of learning to read, the child forgets these prematurely learned letters and does not pronounce them the way he was once taught: Bae, Ve, Ge ... or By, You, Gee ..., otherwise when reading it it will bother him a lot. You ask: "Well, if you teach a child letters and reading at the same time, then at what age is it better to start, is it already possible from two years old?" I believe that at home, in the family, a mother with a child of this age can already do; but first for half a minute, and then for several minutes during the day. As a result of such “lessons”, built in the form of a game, the child will develop the ability to concentrate on a particular lesson, and then, starting from the age of three and even a little earlier, he can be taught to read in a group of children like him. Just do not forget that learning to read, and especially early, should take place without coercion, in the game, against the backdrop of positive emotions.
Game technique for studying ten vowels in 5 lessons
So, you set out to teach your baby to read books. You will start, of course, by learning letters with it. In what order should they be taught? Of course, not in alphabetical order and not in complete disorder, when a child is given mixed vowels, then consonants.
An important factor at the initial stage of learning to read in warehouses is the child's solid knowledge of the ten letters denoting vowels (hereinafter, for simplicity, I will simply call them "vowels"). I have repeatedly drawn my attention to the fact that children who do not read well, even schoolchildren, hesitantly name vowels, and when reading they stumble, remembering whether it is E, or Yo, or YU. In view of the paramount importance of knowing ten vowels for full reading (so that the child does not "stumble" in each warehouse), I developed this game technique for quickly learning them, which I have been successfully using for several years now.
The duration of each of the five lessons of this technique is a few minutes. Lessons are held twice a week, and on the other days of the week, parents repeat the contents of the previous lesson with their child for two to seven minutes a day. I calculated that the entire teaching of a child to ten vowels using this technique takes a total of just over an hour.
The methodology is based on the principle of multiple display and synchronous voicing of a group of symbols with their gradual partial replacement, proposed by the outstanding teacher Glenn Doman. In this case, the task is facilitated by the fact that in Russian vowels form pairs that seem to rhyme: A - I, O - E, U - Yu, S - I, E - E. I supplemented the multiple display with five reinforcing games I developed.
- The purpose of this technique is to give the child a solid knowledge of ten vowels in five lessons. Often, parents believe that their child does not need this: "He has known all the letters since the age of two." When you start showing him the letters, it turns out that he does not know them well. confuses E with Yo or with YU, does not know E, S, sometimes thinks, remembering some letter. Before you start learning to read, the child's knowledge of all vowels must be brought to automatism.
- From other ways of learning letters, which often only hinder their assimilation and make it difficult to use ( BUT- watermelon, And- turkey or O- like a donut YU- Julia letter, I- similar to a pole with a lantern, etc.), this technique is simple and effective.
Lesson #1
Write or print the vowels on heavy white paper, each on a separate card: letters A, O, U, S, E- in large bold red print on cards 12 × 10 cm in size, and I, Yo, Yu, I, E- in bold blue font in a slightly smaller size on cards 9 × 10 cm. For the first lesson, you only need flashcards. A, I, Oh, Yo.
| BUT | I |
| O | Yo |
On the back of each card, write this letter by hand for yourself so you don't have to look at the front side when showing the letters to the child.
Classes can be taught by a teacher or one of the child's parents.
Showing the first two pairs of vowels (A - Z, O - E).
Place two pairs of cards in a pile, as shown in the left picture, with the reverse side facing you. Move the card closest to you BUT forward (as indicated by the arrow in the right picture) and show it to your child. Say: "This is BUT". Then move the next card forward and say: "This is - I"; then - "This is - O"; and then - "This is - Yo". Show each card no longer than 1 second. Do it fun, in the form of a game. Look not at the cards, but into the eyes of the child to see where he is looking and attract his attention. Letters BUT and O most kids already know. You can pause and give the child the opportunity to name them. A letters I and Yo quickly call yourself, before the child, so as not to give him the opportunity to make a mistake. And do not require the child to repeat them. Your task is to quickly show these four letters and at the same time recite a small rhyme:
"This is - BUT"
"This is - I"
"This is - O"
"This is - Yo"
Children can easily memorize longer verses, and even more so, they will soon begin to repeat such an easy rhyme on their own.
If you are a teacher, explain to the mother of the child who is present at the lesson that she must show and call these four letters to him every day until the next lesson at least five times a day. Have her do this the first time in your presence so you can correct her if she does something wrong. Feel free to explain everything to your parents in as much detail as you would to their children, and check how they understood you. Shuffle the cards. Ask your mom to arrange them in the right order. Then she should sit or put the child in front of her and, while showing the letters, look into his eyes. She should pronounce letters unfamiliar to the child clearly and before him. A typical mistake is when mom takes out another letter and holds it in her other hand without covering the last letter with it. In this case, the child sees two letters at the same time.
Tell your mother that all homework will take her half a minute a day, because. one such display lasts five seconds. It's important not to skip them. Gradually, the pause after the word "This ..." should be increased, and the word itself should be pronounced with an interrogative intonation, as if encouraging the child to name the letters himself. The child must simply name the letter. He shouldn't say "this BUT" or "letter BUT". Give your mother the four letters you made, ask them to bring them with you to class.
Lesson #2
By the beginning of this lesson, the children have already repeated for two or three days after their mother A, I, Oh, Yo and remember them well in that order.
Fixing games.
Now with these four letters you need to play five reinforcing games so that the children remember them firmly both in the order of the learned rhyme and separately.
Lay four cards on the table in front of the child in pairs, calling them out loud, in the order in which they were shown to him. After that, start playing.
| BUT | I |
| O | Yo |
1st game. "Wind". Explain to your child that the red letters are big brothers and the blue ones are little brothers. Then say: "The wind came up and mixed all the brothers." Shuffle the letters yourself so they don't turn upside down. Then let the child put them in order in pairs, calling out loud: BUT- near I, O- near Yo(first with your help).
2nd game. "Hide and Seek". Cover the smaller cards with large ones (red letters on top) and change the order of these pairs: "The little brothers hid under the big ones and switched places so that Lenochka would not find them. Guess which little brother hid under the big brother O? That's right, under O hid Yo! And under BUT? Correctly, I!"
3rd game. "Overlaps". You play the same way, but this time it's the other way around - the big brothers hide under the little ones.
4th game. "Crow". Move your palms over the cards laid out in the correct order and say: "The crow flew, flew, flew, flew and ... ate the letter." Quickly cover one of the letters with your palm: "What letter did the crow eat?" It is better to drive with both palms at the same time, so that it is more difficult for the child to guess which letter you are going to cover. If he couldn't answer quickly, tear your hand away for a moment and cover the letter again. If even then he doesn’t say, tell me, for example: “Next to O. Correctly, Yo!" Over time, the child will remember the location of the letters and will guess them easily.
5th game. "Cards". Now play with the same cards with your child the way adults play cards. You shuffle the cards, then drop a card on the table in front of him and ask, "What is this?" He called correctly - he won and took the card, he made a mistake - another student takes it, and at home - his mother. Do not rush to allow other students to prompt, let the child think a little. At first, try throwing cards in pairs: first O, for her Yo, BUT — I etc. If the child wins confidently, throw in pairs, but in reverse order. Then start throwing around.
The mother present at the lesson memorizes and writes down how to play these five games at home. You only need to play once a day, unless the child himself asks for more. But each time stop the game while he still wants to play: "We'll finish the game another time."
Display of three pairs of vowels (A - I, O - E, U - Yu).
After you have played five games with the first two pairs of letters, take out the next pair of cards you have made. U - Yu, write them on the back for yourself and add them to the pile (after the lesson, give this pile, all six letters, to mom).
| BUT | I |
| O | Yo |
| At | YU |
Now show the child already three pairs of letters in the same way as you showed him two pairs in lesson No. 1. Only this time the first four letters are called by the child, and you quickly name the last two yourself, preventing him from making a mistake (remind your mother about this too). Give mom the same instructions as in lesson number 1. By the next lesson, in two or three days of the show, the child will already remember a new rhyme:
"This is - BUT"
"This is - I"
"This is - O"
"This is - Yo"
"This is - At"
"This is - YU"
Give your mother these six letters you made, ask them to bring them with you to the next lesson.
Attention! After lesson number 2, the mother shows the child several times a day already these three pairs of vowels, but so far she plays reinforcing games with him only for the first two pairs ( A - I, O - E) once a day.
Lesson #3
By the beginning of this lesson, the children have already learned the rhyme:
"This is - BUT"
"This is - I"
"This is - O"
"This is - Yo"
"This is - At"
"This is - YU",
and the letters A, I, Oh, Yo thanks to five reinforcing games they know and randomly. Now you need to consolidate the knowledge of the last vowels they learned At and YU.
Fixing games.
Lay out the next six cards on the table in front of the child in pairs, calling them out loud, in the order in which they were shown to him. After that, play the games detailed in Lesson #2.
Show the child these three pairs of letters as you did in previous lessons. As before, the child calls the first four letters, and you quickly name the last two yourself, preventing him from making a mistake (remind your mother about this too).
Give your mother all the letters you made, ask them to bring them with you to the next lesson. Tell your mom that all homework will now take her no more than six minutes a day and remind her that it is important not to miss any of them.
Attention! Pay attention to mom that after this lesson, the child needs to be shown several times a day already these three pairs of vowels, putting aside the well-known to him AND I. And in the evening, you need to play fixing games with him once only for the first three pairs: A - I, O - E, U - Y(so far without S,— And).
Lesson #4
By the beginning of the fourth lesson, children know the following vowels in pairs: A - I, O - E, U - Yu, S - I, and the letters A, I, O, Yo, U, Yu thanks to reinforcing games they know and randomly. Now you need to consolidate the knowledge of the last vowels they learned S and And.
Fixing games.
You already understood that the number of vowels with which we play reinforcing games increases with each lesson: in the second lesson we played with four letters, in the third - with six, and now these five games need to be played with eight letters.
Lay out the next eight cards on the table in front of the child in pairs, calling them out loud, in the order in which they were shown to him. After that, play the games detailed in Lesson #2.
| BUT | I |
| O | Yo |
| At | YU |
| S | And |
Display of three pairs of vowels (U - Yu, Y - I, E - E).
This time you remove the first two pairs of cards. AND I and Oh - Yo, and take out the last pair you made E - E. Write these cards on the back for yourself and add them to the pile. The total number of letters shown is still six and the rhyme is just as easy to remember. It is also important that the letters E and Yo, which children often confuse, never "meet" when shown: when the letter "came" E in the fourth lesson, the letter Yo already gone". The cards are now stacked in the following order.
| At | YU |
| S | And |
| E | E |
Show the child these three pairs of letters as you did in previous lessons. As before, the first four letters are called by the child, and new ones for him E and E you quickly call yourself, not letting him make a mistake (once again remind your mother about this). Give your mother all ten letters you made, ask them to bring them with you to class. Tell her that all homework will now take her no more than six to seven minutes a day and remind her that it is important not to miss a single one. Might be a weird question, sorry.
But the truth is very disturbing.
Thank you!
And how to understand - the child has already memorized the letter or not, if he is still 4 months old and he cannot speak
This article corresponds to the current level of ideas about early development, given in the book Read before you walk in 1995-1996.
The author is right in saying:
"Before you start teaching a child letters, you must decide what he needs it for."
"Any knowledge should immediately find its practical application."
- That is, letters should be learned if you teach reading at the same time, otherwise the child will quickly forget the letters.
What is the error of the author, if any?
This error is purely technical, but it can play a fatal role - the author himself, apparently, is intuitively aware, but he calls "letters" - letters, and not letter sounds, as recommended in the "real world" system. early development Reading is earlier than walking. "It is clear from the text that he does not exclude naming the letters BE, GE, DE, etc. But this is categorically excluded in Tyulenev's system, which, since the 80s, that it is impossible to say to a child even once BE, GE, etc., because the child instantly remembers and then it is very difficult for him to compose words from the letters BE, ME, GE, etc.!
Another clarification.
When asked at what age, the author replies that from two years old you can start:
"I believe that at home, in the family, a mother with a child of this age may well be engaged; but first for half a minute, and then for several minutes during the day."
This is correct, but you can start according to the method of Reading - earlier than speaking Sharovarov and "Reading - before walking" by Tyulenev, you can start even before the year.
So, in 2002, in fact, it was recorded that a child can be taught to read by a special method as early as six months - this was reported at this conference.
Here's another clarification. The author recommends:
"Write or print the vowels on thick white paper, each on a separate card: the letters A, O, U, Y, E - in large bold red print on cards 12 × 10 cm in size, and I, E, Yu, I, E - in blue in bold type slightly smaller on cards 9x10cm...."
- for classes in a group, this size of cards may come in handy.
However, since 1988 it has been proven that much smaller cards can be used, such as the "ABC of Genius" cards - Universal Developmental ABC of Methods intellectual development, abbreviated as URAMIR - for classes with a newborn, they measure 7 x 3 cm.
In general, the article is wonderful, although there are no links to primary sources, and many of the ideas and recommendations of the book Read before walking in this article are either not learned, or the author does not know about them ...
I think that this is exactly how Polyakov did it, it is necessary to work out each step of the methods of early development. :)
oh, it’s a whole dissertation, I just learned sounds, and then they learned to read according to Zhukova with both small and senior
HOW TO TEACH A CHILD TO READ BY SYLLABLES
How to learn vowels and consonants correctly.
First, we learn open vowels, solid: A, O, U, Y, E.
Then we learn solid voiced consonants: M, L.
Important: you need to pronounce consonants only with sounds, that is, not Me, not Em, but simply “M” and that’s it.
Then we learn deaf and hissing sounds: Zh, Sh, K, D, T, etc.
Repetition is the mother of learning.
Be sure to repeat the material covered in each lesson, that is, the sounds that we learned in the previous lesson. Consolidation of the material will allow you to quickly develop the correct reading mechanism for the child.
We read in syllables.
But now, when we have already learned some of the sounds, we need to teach the child to read in syllables. It's actually not as difficult as it seems.
Let's analyze the syllable "Ma".
Look in the primer how the first letter of the syllable - "M" - runs to the second letter - "a". This is how a child should be taught to read in syllables: “m-m-m-ma-a-a-a-a” - “m-m-m-ma-a-a-a-a”. The child must understand that the first letter runs to the second, and as a result, both are pronounced together, together, inseparably from each other.
Learn simple syllables.
The first syllables that you should teach your child to read should be simple, consisting of two sounds, for example, MA, LA, PA, LO, PO.
The child must understand how sounds are composed into syllables, he must understand the algorithm for this reading by syllables. Then, after a couple of days, he will begin to read more complex syllables like a knurled one: ZhU, VE, DO, that is, with hissing and deaf consonants.
Learn more complex syllables.
It is still too early to move on to reading books, that is, to reading words. It is better to reinforce reading by syllables for a longer time, so that the child thoroughly understands the mechanism for compiling syllables, and from them - already words.
So, after the child has already begun to read in syllables consisting of two letters, start giving him more complex syllables in which the vowel comes before the consonant: AB, OM, US, EH.
Learning to read the first simple words.
But already here you can begin to read the first simple words: MA-MA, RA-MA, MO-LO-KO.
We follow the pronunciation.
To teach your child to read well, be sure to follow the first pronunciation of syllables.
Attention: some parents and even teachers and educators in kindergartens make children sing syllables. Children get used to this and begin to sing them constantly, without even making spaces between words. That is, “ma-ma-we-la-ra-mu” is sung by such children in one breath. And some children even manage to sing the entire text of the entire paragraph without pausing even when there are periods, commas or exclamation (question) marks.
Therefore: if you teach a child to read, teach well right away - do not allow the child to sing everything in a row, be sure to make him pause between words and even more so between sentences. Immediately teach the child this way: sang the word, pause, sang the second, pause. Then he will shorten the pauses himself, but to start, pauses must be made.
At what age should a child be taught to read?
Don't rush things. If your child is 3 or 4 years old, he is not at all willing to sit and scribble over books, read fluently or make letters into syllables. At this age, it is still too early to start teaching a child to read, unless, of course, he himself expresses his strong desire to learn to read and write.
Another thing is that at 5 and even 6 years old - at this age, in fact, the preparatory age for school, children must be taught to read and write basic phrases block letters. Type "MAMA", "COW", "MILK". Usually, teachers in kindergartens cope with this. But those children who do not go to kindergarten for one reason or another must definitely receive this knowledge at home from their parents, or grandparents, or from a tutor. The fact is that the modern curriculum in high school already implies that the child comes to the first grade already able to read in syllables.
Therefore, if you teach him before school, then at school it will be very easy for him to read, and he will survive the first stress from school calmly.
We learn by playing.
Do not try to immediately teach your child to read fluently, or expressively. First of all, he must learn to compose syllables on his own, read them in a book, compose words and sentences, that is, simply master the technique of reading. Let it be very slow at first, let it be difficult for him. But you must smoothly, quietly and calmly correct his mistakes, as if playfully. After all, the game is always relaxation, the absence of stress. Namely, this is what is needed for the child to calmly understand everything that adults require of him.
If you follow all these tips and rules, you will teach your child to read quite quickly - in 1.5-2 months.
We will tell you how to learn 10 vowels quickly and easily in 5 lessons. If you strictly follow the melodic recommendations from this article, your child will know all the vowels in a month, he will not have problems learning to read.
otvetprost.com
What you will need:
- Prepare 5 cards 12x10 cm. You can use cardboard or thick white paper. Write or print letters on them in red large bold type A, O, U, S, E.
- Prepare 5 cards 9x10 cm. Write on them in blue font I, Yo, Yu, I, E.
- On the reverse side cards, write the letters by hand (for yourself, so as not to look at the front side when showing the letters to the child).
LESSON #1
For the first lesson, you will need flashcards. A, I, Oh, Yo.
1. Fold the cards back to you. Show the child the first card and say: "This is - BUT».
2. Then move the next card forward and say: “This is I».
3. "This is - O».
4. "This is - Yo».
- Show each card no longer than 1 second.
Look not at the cards, but into the eyes of the child. Come up with a fun game to get your baby's attention.
- Do not require the child to repeat them.
Your task is to quickly show all four letters and say them like a rhyme.
- Every day until the next lesson, show the child cards with these letters, call them in exactly the order as indicated above.
- IMPORTANT! Hold the cards so that the child does not see the next letter.
- Over time, take a long pause after the word "This is ...". Pronounce it interrogatively.
- The child should simply say "Ah!", "Oh!", without the word "it".
Such a game with cards will take you no more than a minute, you can repeat it several times a day (minimum 5). The main thing is to do it regularly, do not miss classes.
LESSON #2
- Repeat with child A, I, Oh, Yo exactly in that order.
- Lay the cards in front of the child in pairs: 1 row - AND I; 2 row - Oh - Yo.
Play games with these letters so that the children memorize them as a rhyme and individually.
"Wind". Red letters are big brothers, blue letters are little brothers. A strong wind came up and mixed all the brothers. Shuffle the letters, but make sure they are not upside down. The task of the child: fold the cards in pairs, calling out loud: BUT- near I, O- near Yo. First help, and then let him do it himself.
"Hide and Seek". Put the red letters on top and cover them with blue ones. The little brothers hid under the big brothers and switched places so that (child's name) would not find them. Guess which little brother hid under big brother O? That's right, under O hid Yo! And under BUT? Correctly, I!
"Retreats". The same, only now the big brothers are hiding under the little ones.
"Crow". Arrange the letters in pairs in the correct order. Move both palms (to make it harder for the child to guess) over the cards with the words: "The crow flew, flew, flew, flew and ... ate a letter." Quickly cover one of the letters with your palm: “What letter did the crow eat?” If the child does not respond quickly, remove your hand for a few seconds and let him peek. If even then he doesn’t say, tell me, for example: “Next to O. Correctly, Yo!" Over time, the child will remember the location of the letters and will guess them easily.
"Cards". Shuffle the cards. Take one and put it in front of the child: "What is this?" If he guessed right, he takes it, if not, the card remains with you. First, it is better to throw out cards in pairs: first O, for her Yo, BUT — I etc. If you see that the child does not experience difficulties and calls everything correctly, show in reverse order and out of order.
It is better to play these games once a day, if the child himself does not ask for more. Stop the game while he still wants to play: “We’ll finish the game next time” so that the kid doesn’t get bored with your activities and looks forward to the next one.
We repeat the past and learn new things: A - Z, O - E, U - Y
After you have played five games with the first two pairs of letters, draw the next pair of cards. U - Yu.
In this lesson, show the child already three pairs of letters. Just like you showed him in the first lesson. The child will name the familiar pairs himself, and you will quickly name the last two, without giving the child the opportunity to make a mistake. For two or three days of the show, which will take place before the next lesson, the child will remember a new rhyme:
"This is - I»
"This is - O»
"This is - Yo»
"This is - At»
"This is - YU»
Practice for several days, show your child several times a day already these three pairs of vowels. IMPORTANT! In reinforcing games, still use only the first two pairs for now: A - I, O - Yo, and no more than once a day.
LESSON #3
Games and strengthening exercises
Lay out six cards in pairs on the table in front of the child, calling them out loud, in the order in which you showed them to him. Play the same games as described in lesson #2.
We repeat the past and learn new things: O - E, U - Yu, S - I
First pair of cards AND I) do not use. The cards are now stacked like this: O - Yo, U - Yu, S - I. In all subsequent lessons, do the same so that the total number of letters is 6. The methodology is the same: the child calls the familiar letters himself, the new ones - you.
Classes will take you about six minutes a day, but it is very important not to miss a single one.
Do not forget that it is not time to play reinforcing games with a new couple.
LESSON #4
Games and strengthening exercises
The number of vowels with which we play reinforcing games increases with each lesson: now five games need to be played with 8 letters.
We repeat the past and learn new things: U - Yu, S - I, E - E
Remove from stack AND I and Oh - Yo and add a couple E - E. IMPORTANT! Letters E and Yo, which children often confuse, never “meet” when shown: when the letter “came” E in the fourth lesson, the letter Yo already gone".
Do everything exactly the same as in the previous lessons, adding a new pair. Don't play reinforcing games with her yet.
LESSON #5
Games and strengthening exercises
In this activity, play games with all ten vowels. You can do this for as long as you want until the child loses interest. If you see that the child recognizes and names vowels quickly, does not make mistakes and does not think, move on to studying consonants and reading.
Tips for parents: how to help your child remember vowels
- Twice a week let's new material, and repeat the rest of the days.
It is important that classes are daily (regular). Less than 10 minutes a day is enough to see the result: the child will remember all 10 vowels, learn to pronounce them correctly and not be confused.
- Do not try to help your child remember a letter by some external signs or associations.
"This is my mother's letter", " Yo with dots, and this E without dots. By doing this, you only interfere and confuse! When reading, there will be problems with recognizing letters: the baby will have to remember his mother O lu and aunt YU lu, and Yo jica with dots...
- The most important thing that children need to learn when learning vowels is that they CAN BE SINGED.
videouroki.net
How to explain vowels to a child? Vowel sounds are formed only with the help of voice. The air, when it passes through the throat and mouth, does not encounter obstacles, as is usually the case with the pronunciation of consonants. We can draw a vowel sound for as long as we have enough breath.
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Tell your child that big red letters are big brothers, blue letters are little brothers. Both of them love to sing songs.
The big brothers sing in scary deep voices. Demonstrate exactly how: A, O, U, S, E. You can use the tonality of the scale: sol-fa-mi-re-do.
These songs will help children memorize vowels by ear.
- A very IMPORTANT point to which you should pay attention when teaching letters. Show your child the vowels written in different fonts and colors.
The kid must learn to recognize the letter in any form and size.
- Learn with your child a rhyme about vowels:
Vowels stretch in a ringing song,
They can cry and scream
They can cradle a child in a crib,
But they do not want to creak and grumble.
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