1.2 Specific reading disorders junior schoolchildren

To date, no single term has been found to refer to reading disorders. An analysis of the literature has shown that two main groups of reading disorders are traditionally distinguished - primary and secondary dyslexia.

Primary dyslexias are detected in clinical trials. They arise as a result of organic lesions of the cerebral cortex, when the disintegration of the reading process is observed. Secondary dyslexias are various types of reading disorders caused by the lack of formation of verbal and non-verbal higher mental functions that underlie the formation of this skill.

There are different approaches to the definition of the concept of "dyslexia". In domestic literature, it is customary to attribute only reading disorders to dyslexia (G.A. Kashe, R.I. Lalaeva, R.E. Levina, N.A. Nikashina, L.F. Spirova).

R.I. Lalaeva offers the following definition of dyslexia: "Dyslexia is a partial disorder in the process of mastering reading, manifested in numerous repeated errors of a persistent nature, due to the unformed mental functions involved in the process of mastering reading."

A.N. Kornev defines dyslexia as a condition, the main manifestation of which is a persistent selective inability to master the skill of reading, despite a sufficient level of intellectual and speech development, the absence of violations of the auditory and visual analyzers and optimal learning conditions. Dyslexia occurs as a result of a violation of specific cerebral processes that make up the functional basis of the reading skill.

Thus, the main features of dyslexic errors are typicality, a repetitive persistent character, and the fact that dyslexia is a consequence of violations or unformedness of a number of verbal and non-verbal higher mental processes and functions that underlie the formation of reading skills.

It should be especially noted that if one of the components that make up the functional basis of reading is violated, the implementation of compensatory mechanisms is possible. At the same time, with a combination of various disadvantages, the possibility of compensation is reduced. This leads to the appearance of specific dyslexic errors.

In the general picture of reading disorders, the shortcomings do not appear, as a rule, in isolation, but correlate with stacking or jerky reading by syllables, the presence of frequent regressions and excessively long eye fixations, the absence of semantic guesses, and a small field of view. The relationship of low reading speed with the lack of formation of other components of this process determines the absence of an increase in the reading rate for a long time.

Violation of correct reading manifests itself in various groups of errors:

1. Ignorance of letters.

2. Mixing and replacing sounds when reading:

Mixings and substitutions of acoustically and articulatory close sounds (voiced and deaf: plate-blit; hard and soft: letter-letter, lovelubit; affricate: sheep-sheep; affricate and their components: sheep-oat; whistling and hissing: let's go-eat; labialized vowels: dog-subaka; replacement of vowels with a: Borya-Barya, etc.).

According to G.M. Sumchenko, these types of errors occur in children regardless of the absence or presence of speech disorders in them. However, children with speech impediments make more such mistakes at the elementary sound-letter level.

Mixing and replacing sounds that correspond to graphically similar letters (P-L: pharmacy-alteka; U-CH: carry-nesch; U-X: bag-schemka; F-R: jacket-court; L-R: letter-letter ; I-C: plays-cplays; J-X: runs-bekhit, etc.).

3. Distortions of the sound-syllabic structure of the word:

Omissions of consonants in their confluences, including in words that are replaced by simpler ones (plays-plays, trunk-table);

Omissions of consonants and vowels in the absence of confluence (for Bobik - for Bobia, street-ults);

Adding a vowel sound in words with a confluence of consonants (bread-choleb);

Adding consonant sounds (souk-svok);

Permutation of sounds (loaf-ubkhanka, pharmacy-pateka);

Skipping, rearranging, replacing, adding syllables (car-mine, aquarium-rium, runs-dyazikl, take-nyarun, Bobik-ntototic).

4. Agrammatisms when reading:

Changing the number and case endings of nouns (To the bitch of a crow. = To the bitch of a crow. At the car's tires. = At ​​the car's tires.);

Incorrect agreement in gender, number and case of the noun and adjective (sweet candy = sweet candy);

Incorrect use of noun endings in combination with numerals (four wheels = four wheels);

Change in the number of pronouns (behind him = behind them, they = he);

Changing the number, type, tense of verbs (sing = sing, run = ran);

Changing the gender of past tense verbs (Kot lapped milk. = Kot lapped milk.);

Omissions, mixing of prepositions and conjunctions (Bobik has a bag in his teeth. = Bobik has a bag in his teeth. Bobik is running after them. = Bobik is running on them. Vera and Borya have a dog Bobik. = Vera, Borya has a dog Bobik.);

Violations of the sentence structure: omissions, additions, permutations of words (A car has a tire. = Our car has a tire).

With dyslexia, the expressiveness of reading is sharply disturbed. Often children make incorrect stress, and the number of such errors in two-syllable words is less than in three-syllable ones. The intonational structure of the readable sentence is also violated. Often at the end of the phrase there is no intonation of completeness. It can appear in the middle of a sentence, dividing it into meaningless parts.

The semantic side of the reading process is also violated. Lack or shortcomings in reading comprehension are manifested at the level of a single word, sentence and text. They can be noted with various ways of reading, but are more common with syllable-by-syllable than with synthetic reading.

In a number of cases, misunderstanding of the material being read is due to gross violations of the correctness of reading, since the sound image of a word is poorly recognized during incorrect reading and its connection with the meaning is not established. However, violations of understanding are also observed with technically correct reading. In this case, the reading is called "mechanical".

If the semantic side of the reading process is violated, it is difficult not only to determine the evaluative characteristics of actions and actors but also an understanding of the actual content of the material being read.

In Russian literature, until recently, dyslexia was associated mainly with the unformedness of oral speech and the late onset of its development. Noting frequency speech disorders with dyslexia, R.E. Levina, L.F. Spirova and others write that oral speech and reading disorders are the result of exposure to a single pathogenetic factor. In mild cases, difficulties are detected only at the stage of acquiring literacy. In severe cases, oral speech is primarily impaired, and later reading and writing disorders are revealed.

When developing this problem, researchers pay special attention to the study of phonemic disorders of oral speech. According to A.N. Kornev, 92% of children with reading disorders have insufficient mastery of the skills of phonemic analysis, in 33% of cases phonemic perception is unformed, and 44% of children have defects in sound pronunciation.

G.A. Kashe, R.E. Levina, L.F. Spirova note that dyslexia occurs when pronunciation deficiencies are an indicator of the incompleteness of the process of phoneme formation. This is observed in 25-30% of children with impaired sound pronunciation. At the same time, phonemic perception and sound analysis may turn out to be unformed even with the primary preservation of the acoustic analyzer, since violations of sound pronunciation affect the clarity of perception of sounds, both in one's own speech and in the speech of others. On the other hand, fuzzy phonemic representations affect the reading process even in cases of correct sound pronunciation. Insufficient mastery of the sound composition of the word makes it difficult to master letters as graphemes and prevents the formation of the skill of merging sounds into syllables.

These disorders are associated with the underdevelopment of the functions of the phonemic system and are the most common among younger students. That is why, in the future, we will consider these violations and the difficulties associated with them in teaching reading.

Two times worse than a normal child. Speech underdevelopment is manifested in a significant deviation from the norm in the formation of phonetic representations underlying sound analysis. Children of primary school age with speech underdevelopment are characterized by violations of the expressiveness of reading, the absence of the necessary pauses, defined by punctuation marks, non-observance of pauses at the end of a sentence, jerky ...

Since this disorder is observed in several members in separate families. Reading impairment often becomes apparent by grade 2. Sometimes dyslexia compensates over time, but in some cases it remains at an older age. With DYSGRAPHY, children of primary school have difficulty mastering writing: their dictations, the exercises they performed contain many grammatical errors. They are not...

With reading impairment Conclusion In accordance with the objectives of the study, the first chapter analyzed the psychological and pedagogical literature on the problem of computer technology in the correction of reading disorders in children of primary school age, which allowed us to draw the following conclusions. The main conditions for the successful mastery of reading skills is the formation of oral ...

Introduction

I. Psychological and pedagogical substantiation of the problem of teaching reading to younger students

1.1 Features of education in primary school

1.2 Psychological approach to understanding the essence of reading

1.3 Psychophysiological characteristics of the reading process

II. Theoretical basis teaching reading to children of primary school age

2.1 Comparative and critical analysis of literacy teaching methods in the history of pedagogy

2.2 Sound analytical-synthetic method of teaching literacy

2.3 Overview of methods and principles of teaching reading

Conclusion

Bibliography

Applications

Introduction

In order for a child to be successful in school, first of all, he needs to master the basic learning skills: reading, writing and counting. We can say that they are the basis of all education.

Reading is a means of acquiring new knowledge necessary for further learning. A student who has not learned to read, or is poorly able to do so, cannot successfully acquire knowledge. After all, the process schooling always involves the independent work of children, especially work on the book. Insufficient mastery of the reading technique by students, and most importantly the ability to understand what they read, will be accompanied by serious difficulties in their academic work, which can lead to academic failure.

The problem of teaching reading is one of the most important problems of the pedagogical process and it has always attracted the attention of psychologists and teachers. Many domestic authors dealt with the issues of poor progress of younger schoolchildren and the problem of developing the reading activity of students: P.P. Blonsky, D.B. Elkonin, N.A. Menchinskaya, L.S. Slavina, S.M. Trombach, T.G. Egorov, G.N. Kudina, G.A. Zuckerman. These problems were also considered by many foreign researchers M. Cole, J. Morton and others.

Despite the fact that held in primary school diagnostic sections imply an assessment of the formation of reading skills not only by means of a speed criterion (number of words per minute), but also an assessment of reading comprehension, for many teachers the first criterion is the main one. As psychologist L.V. Shibaev, the reading technique, which the teacher takes care of in elementary school, is considered to be established, and reading as a full-fledged activity that has the status of a cultural value does not add up. Meanwhile, modern world practice is focused on the criterion of understanding the text. For example, reading proficiency tests regularly conducted in many countries are based on the reading literacy criterion, which is formulated as “a person’s ability to comprehend written texts and reflect on them, to use their content to achieve their own goals, develop knowledge and capabilities, and actively participate in the life of society."

The International Study of Student Educational Achievement (PISA), conducted in 2000 using this system, recorded a very sad result: Russian schoolchildren ranked 27th in terms of reading literacy. In particular, to read at the "highest level" - i.e. “Understand complex texts, evaluate the information presented, formulate hypotheses and conclusions,” only 3% of the surveyed Russian schoolchildren were able to. There were 9% of students in Russia who showed a level below the first (includes basic skills: finding simple information explicitly given in the text, interpreting the text in order to determine the main topic), in Russia there were 9%, on average across countries - 6%.

This circumstance forces us to return to the development of criteria for assessing the formation of reading skills.

As a "working" criterion, we propose to use the "reading quality" criterion. Reading quality refers to the ability to read meaningfully.

From the above, it was formulated problem further research: what techniques and teaching methods will improve the quality of reading in primary school children.

object learning is the process of teaching reading to younger students.

Subject: features of teaching reading to younger students.

Target work: the implementation of targeted work on teaching reading to children of primary school age using a variety of techniques and methods.

To achieve the goal of the study, the following were formulated. tasks :

1) To study the psychological and pedagogical literature on the problem of teaching reading to children of primary school age;

2) Determine the role of reading in the development of primary school children;

3) To study the influence of various techniques and methods on the quality of teaching reading to younger students

4) Reveal the level

Hypothesis: we assumed that the quality of reading for children of primary school age will depend on the teacher's use of various techniques and methods in teaching reading to read.

Research methods. In accordance with the tasks set, the following research methods are used:

study and analysis of psychological and pedagogical literature on the research problem;

individual conversations with children;

Psychological and pedagogical experiment (stating);

· Qualitative and quantitative analysis of the obtained results.

this work is not deep scientific research, but, nevertheless, claims to be a small manual for teaching children of primary school age to read.

Chapter 1. Psychological and pedagogical substantiation of the problem of teaching reading to younger students

1. 1 Features of education in primary school

"Junior school age is the period in the life of a child from six to ten years old, when he is in primary school." "During this period, teaching is the main activity in which a person is formed." In the elementary grades, children begin to learn the beginnings of the sciences. At this stage, the intellectual-cognitive sphere of the psyche is predominantly developing. At this stage, many mental neoplasms appear, old ones are improved and developed. "The school period is characterized by the intensive development of cognitive functions, sensory-perceptual, mental, mnemonic, etc."

Usually an elementary school student willingly goes to this educational institution. For pupils of the first-fourth grades, the striving for the position of a schoolboy is characteristic. . During the first days of school great importance has experience acquired by the child at home. Previously, a small preschooler was the only and unique being, but with admission to school, he finds himself in an environment where around him are the same "unique and only". Except having to adjust to the rhythm school life and new requirements, to master the space of the school, to master the ways of self-organization and organization of their time, the younger student must learn to interact with classmates. But the main task of the younger student is to succeed in school.

It is also important to note that at the stage of primary school age, the child experiences the so-called crisis of seven years. The child's perception of his place in the system of relations changes. "The social situation of development is changing, and the child finds himself on the border of a new age period." The child is aware of his place in the world of social relations and acquires a new social position of the student, which is directly related to educational activities. This process radically changes his self-awareness, which leads to a reassessment of values. Studying becomes of great importance for a student, therefore, for example, a chain of failures of a child in this leading activity at this stage can lead to the formation of stable complexes or even a syndrome of chronic underachievement.

The most important personal characteristics of a younger student include: trusting obedience to authority, increased susceptibility, attentiveness, a naive-playful attitude to much of what he encounters ". In the student's behavior primary school obedience, conformity and imitation are visible.

Learning at school is quite new for children and therefore interesting activity However, they also face a number of difficulties. Schoolchildren initially, of course, do not know how to independently formulate learning tasks and perform actions to solve them. For the time being, the teacher helps them in this, but gradually they acquire the appropriate skills themselves (it is in this process that they develop independently carried out educational activities, the ability to learn). . Children at this age have a share of impulsiveness, capriciousness, stubbornness. Volitional processes are not yet sufficiently developed in younger students. Gradually, the ability to show strong-willed efforts appears in the mental activity and behavior of schoolchildren. Students develop voluntary mental actions, for example, intentional memorization, volitional attention, directed and persistent observation, persistence in solving various problems. Therefore, the importance of evaluating the results of the student's activities by adults is increasing. The educational and cognitive activity of a schoolchild, as socially and individually significant, essentially has a dual stimulation: internal, when the student receives satisfaction by acquiring new knowledge and skills, and external, when his achievements in cognition are evaluated by the teacher.

Evaluation by the teacher is an incentive for the student. This assessment also greatly affects the student's self-esteem. Moreover, the need for evaluation and the strength of experiences are much higher for weaker students. Evaluation acts as a reward. Evaluation by the teacher helps the child learn to self-assess their own work over time. Moreover, this should be not just an assessment of the result, but also the actions of the student themselves, the method chosen by him for solving any specific problem. A teacher in the elementary grades of a school cannot confine himself to simply making a mark in a journal as an assessment of a student's performance. A meaningful assessment is important here, that is, the teacher needs to explain to the student why this particular assessment was made, highlight the positive and negative sides child's work. Subsequently, the teacher, evaluating the educational activities of children, its results and process, forms evaluation criteria for children. .

Learning activity is motivated by various motives. The child has a desire for self-development and a cognitive need. This is an interest in the content side learning activities to what is being studied, and interest in the process of activity - how, in what ways results are achieved, learning tasks are solved. . But not only the result of educational activity, the assessment motivates the little student, but also the process of educational activity itself: the development and improvement of oneself as a person, one's talents and abilities. A schoolchild, becoming a subject of cognitive activity in the general system of educational influences, at the same time acquires personal properties and a personal attitude to what he does and to the learning process as a whole. .

The peculiarity and complexity of the educational and cognitive activity of the school period lies in the fact that it is carried out mainly in conditions of direct communication with teachers and students of the class and school. Initially, younger students rely entirely on the opinion of the teacher. They look at the teacher's attitude towards different students and may even adopt this attitude. But in the process of communicating with their classmates and learning activities, younger students are already more critical of themselves. They begin to evaluate both bad and good deeds. Although still "the central place in the educational process is the communication of the student with the teacher" .

At primary school age, the most favorable opportunities are formed for the formation of moral and social qualities, positive traits personality. The pliability and well-known suggestibility of schoolchildren, their gullibility, their tendency to imitate, the enormous authority enjoyed by the teacher, create favorable prerequisites for the formation of a highly moral personality.

The predominant type of thinking is visual-figurative, and the process of holistic perception is still not sufficiently formed, attention is often involuntary. First-graders pay attention to what stands out brighter: size, shape, color or color.

The child still has a long and thorny path of schooling, during which he will learn new subjects, new skills, new skills. He will improve himself and develop his abilities, but the foundations for their further formation are laid precisely in the first years of study.

1.2 Psychological approach to understanding the essence of reading

Development of training and cognitive interests is of great importance for academic achievement (success of educational activity). How should one build studying proccess in order to ensure the development of educational and cognitive interests?

The first thing to start with is to use the attitude with which young students come to school. The main source of acquiring knowledge of schoolchildren is reading. It is necessary to organize reading aloud by the first grader until they master the reading technique well.

In everyday consciousness, two different skills are often confused - the ability to learn, which the child has yet to acquire, and the ability to read. This confusion occurs among those who reduce the goals of reading lessons to the practical task of teaching reading skills.

The conscious nature of learning makes it the first task for students to understand the significance of what they are learning. In the lower grades, first of all, there is an understanding of the meaning of what you need to learn to read, to learn to understand what you read.

Along with this, there is an understanding of the meaning and that, having learned to read, you can read interesting books yourself, without waiting for your elders. Reading becomes effective and practically necessary for schoolchildren.

The main task of students in grades 1-2 is to practically master the concept of "point of view", to learn how to find the point of view of storytellers and heroes in the works.

To do this, students need to master the following skills:

1. Inclusion and emotional empathy;

2. Work with the text under the guidance of the teacher in the position of the reader;

3. Creation of one's own statement in the position of the author (composition, story on behalf of the hero, story about one's own life).

These types of skills remain leading for all education in primary school, but gradually become more complex.

Students in grades 3-4 are able to independently understand the idea of ​​the work, they can separate their own reader's position and the position of the author.

In order to use certain indicators to assess the level of development of the reading activity of students, it is necessary to correlate their results with some reference values.

The reading process includes two sides: one, which finds its expression in the movement of the eyes and in speech-sound-motor processes, and the other, expressed in the movement of thoughts, feelings, intentions of the reader, caused by the content of what is read. In the process of learning to read, the sound and visual forms of a word are connected by its semantic content into a single image. Training on sound fusions and sound combinations leads to the fact that the child learns the formal laws of constructing words in the Russian language and learns to read aloud easily and fluently, absolutely not understanding the meaning readable text.

Reading is one of the basic skills, the development of which largely determines the success of a student's education. The effectiveness of working with a wide variety of texts depends on the methods of semantic processing involved by the reader for his understanding. Shibaeva L.V. believes that high-order reading skills are complex system, which contains both elementary operations of sign encoding, decoding of grammatical structures, and difficult ways semantic interpretation of the main text, author's position, etc.

Reading technique, formed at the level of high-order skills, is an essential prerequisite for a developed reading activity. In the conditions of school education, the low level of reading skills among schoolchildren will constantly make itself felt in educational and extracurricular situations already in primary school.

Professor Davydova A.V. believes that poor reading skills often cause students to fail in other subjects. Shortcomings in reading not only make it difficult to understand what is being read, but also cause in children a dislike for reading, as a result of which the mental development of the child is delayed.

What is the importance of reading in the educational activities of the child and in his life in general? “Reading,” wrote the most prominent representative of the national teaching methodology N.F. Bunakov, is the main tool of the elementary school, with which it can act both on the mental and moral development of its students.

As Goretsky V.G. wrote: “Reading is an inexhaustible source of enrichment with knowledge, a universal way to develop a child’s cognitive and speech abilities, his creative powers. A powerful means of educating moral qualities. Reading is also something that is taught to younger students, through which they are brought up and developed; this and that by means of which children learn the majority of educational subjects.

The development of the skill of reading as a type of speech activity occurs from an expanded loud speech form of reading aloud to reading to oneself, carried out as a mental action that takes place in the inner plane. Reading skills are formed not only as a type of speech and mental activity. As a means of self-education and self-development, but also as a complex set of skills that has a general educational character. Modern child perceives today a lot of different information, which has a great influence on the formation and development of his mind and culture. To cope with such a flow of information is possible only by acquiring a certain stock of basic knowledge and developing such qualities as independent thinking, criticism, and creative imagination. Reading is an important means that makes this goal possible and achievable.

Teacher Tsvetaeva L.S. states that reading is now regarded as one of the highest intellectual functions. Reading is difficult mental process, and above all the process of semantic perception writing, her understanding.

The complexity of the structure of reading and the difficulties of its study led to the emergence of different aspects in its study.

Some foreign researchers consider reading from the standpoint of its uniqueness. R. Strong considers reading as a process that includes communication, vision, listening and writing. A. Gates considers reading as a process that includes all kinds of thinking, imagination, as well as emotional processes.

Research on the problem of interaction between reading technique and understanding, research on the genesis of reading, its psychological structure on different stages learning to read, research on teaching reading, the role of reading material (text), its characteristics in reading - recognition and understanding of the text - these are sociopsychological and linguistic studies.

A special place in a number of these areas is occupied by the study of the problem of interaction between the structure of reading, its technique and understanding of what is read. Works have appeared in which the question of the relationship between the sensorimotor and semantic levels in reading was discussed. In the works of J. Morton, it was shown that in an experienced reader, the sensorimotor side is subordinated to the main task of reading, its goal is understanding.

There is a general position, which was expressed in the works of S.L. Rubinstein, who wrote that any text is only a condition of mental activity: what is objectively contained in the text can also acquire a subjective form in the reader’s head, and this subjective form of existence is the result of the reader’s own mental activity.

Let us first turn to the analysis of eye movements during reading. Is it possible to imagine the movement of the eyes in the form of strictly sequential, rhythmic movements carried out, supported by the letters of the text. Eye movement during reading is irregular. The speed of eye movement is so great that the possibility of reading at this moment is excluded. The process of reading is carried out at the moment of stops (fixations) of the eyes.

The ratio of different eye movements - forward and backward through the text, stops - is not constant and varies depending on various factors - the text itself, the reading conditions, the reader's attitudes, the reader's ability to penetrate the meaning. All this indicates the complexity of visual perception in the structure of reading.

Visual processes in the act of reading cannot be regarded as some separate formations: they are subordinated to the main task of reading - the reflection of the content contained in the story.

Unmistakable perception is the main condition for the correct understanding of what is being read. The independent focus of the reader on the understanding of the author (i.e., on the search for author's assessments related to the inner world of the characters) and a positive emotional and evaluative attitude towards the text being read are essential points that characterize a developed reader's activity.

In order to avoid different interpretations of the term "reading skill", it is important to stipulate what content is embedded in it. V.G. Goretsky and L.I. Tikunova believe that the complex of skills, which in school life is called "reading skill" for brevity, can be represented in general terms by the following scheme (Fig. 1):

Fig.1 A set of skills in teaching reading.

The leading place in this complex is occupied by such a component (quality) as awareness, understanding of what is being read. All other components of reading skill constitute its technical side, or what is meant by reading technique. It is subject to the semantic side, understanding. The quality of the reading skill, the level of its formation is not only the result of reading classes, it is not only the product of classroom and extracurricular reading lessons, but also the student's reading of various text materials in the lessons in all other academic disciplines.

The book teaches only when the student knows how to work with the book, knows how to read. From the ability to read, i.e. to understand what they read, both upbringing and mental development largely depend.

Teacher G.G. Granik and other scholars consider working with a book primarily as learning to understand its content.

Reading speed;

memorization;

Understanding and acceptance of the text being read.

Reading speed should be in the optimal range, taking into account the age and dynamics of the mental activity of students. When determining the speed of reading, it must be borne in mind that it depends on temperament. For example, in an introvert, it can be slow. It is not always desirable to speed it up, because. in this case, the understanding of the text may suffer. Comprehension is one of the main indicators of text processing.

Teacher Kudina G.N. believes that in order to determine the level of reading activity, the focus on the author's assessments is in a certain sense more important than the focus on the inner world of the characters, since the latter appears as the general mental development with age, and the former can arise only as a result of purposeful teaching of literature. Understanding a work requires mastering the way the reader works with the text.

In the emotional-evaluative attitude of the reader to the story, one can single out: a general assessment (positive or negative) and modal-specific emotional reactions(joy, sadness, anxiety). Younger students, trying to explain their positive attitude, give answers like "like" because it's "interesting" and "interesting" because it's "good". Those children who give meaningful answers do not always adequately interpret the text, which indicates the absence of a direct connection between the understanding of the story and the attitude towards it.

The main indicator of the development of the reading activity of schoolchildren can be considered the success of understanding the author by readers, and additional - the orientation of readers to understanding the author's assessments and a positive attitude towards the text.

1.3 Psychophysiological characteristics of the reading process

Reading is a complex process. An adult, experienced reader does not notice the elementary actions that make up the reading process, since these actions are automated, but a 6-year-old child learning to read does not yet combine all elementary actions into one complex one, for him each element is an independent action, often - very difficult, requiring not only strong-willed, intellectual, but even great physical effort.

An experienced reader does not stop his gaze at every letter and even at every word: 2-3 words fall into his "reading field" at once, fixed by a brief stop of the eyes. It has been established that the reader's gaze moves along the line in jerks, stopping on the line 3-4 times. Awareness of the text occurs during stops. The number of stops depends not only on the experience of the reader, but also on the difficulty of the text.

An experienced reader does not need to read aloud: quiet reading proceeds 1.5-2 times faster than loud reading, understanding of the text turns out to be even higher, since when reading quietly, the reader has the opportunity to “run” the text much ahead with his eyes, return to individual places of what he read, reread them ( work on readable text).

a) The “reading field” of a novice reader covers only one letter in order to “recognize” it, often he compares it with others; reading a letter arouses in him a natural desire to immediately pronounce a sound, but the teacher requires him to pronounce a whole syllable - therefore, he has to read at least one more letter, keeping the previous one in memory, he must merge two or three sounds. And here for many children lie considerable difficulties.

After all, to read a word, it is not enough to reproduce the sounds that make it up. The process of reading proceeds slowly, since in order to read a word, it is necessary to perform as many acts of perception and recognition as there are letters in the word, and besides, you still need to merge sounds into syllables, and syllables into words.

b) The eyes of a novice reader often lose a line, as he has to go back, reread letters, syllables. His gaze is not yet accustomed to moving strictly parallel to the lines. This difficulty gradually disappears as the scope of the student's attention expands, and he perceives at once a whole syllable or a whole word.

c) A beginner to read does not always easily understand the meaning of what he has read. Great attention is paid to the technical side of reading, to each elementary action, and by the time the word is read and pronounced, the student does not have time to realize it. Understanding the meaning is torn off from reading, "recognition" of the word does not occur simultaneously with its reading, but after. The school pays great attention to the consciousness of reading. It is enhanced by pictures, questions and explanations of the teacher, visual aids; reading aloud contributes to awareness, auditory stimulus supports the visual perception of the word and helps to understand its meaning. And yet, poor reading awareness is one of the main difficulties in teaching literacy.

d) It is typical for an inexperienced reader to guess a word either by the first syllable, or by a picture, or by context. However, attempts to guess the words, although they lead to errors in reading, indicate that the student seeks to read consciously. (Guesses are also characteristic of an experienced reader, but his guesses rarely lead to errors.) Errors caused by guesses are corrected by immediate reading by syllables, sound-letter analysis and synthesis.

The greatest difficulty in teaching reading is the difficulty of sound fusion: children pronounce individual sounds, but they cannot get a syllable.

The main and, in fact, the only effective way to overcome the difficulty of sound fusion is syllabic reading. Setting the syllable as the unit of reading can minimize the difficulty of sound fusion.

As you can see, the process of reading for a first grader is a complex, very difficult process, the elements of which are not only very weakly interconnected, but also carry independent, their own difficulties. Overcoming them and merging all the elements into a complex action require great volitional efforts and a significant amount of attention, its stability.

The key to success in learning is the development in the child of such important cognitive processes like perception, memory, thinking and speech.

Such an organization of learning, in which each student is included in an active, largely independent cognitive activity, will develop the speed and accuracy of perception, stability, duration and breadth of attention, the volume and readiness of memory, flexibility, logic and abstractness of thinking, complexity, richness, variety and correctness of speech.

The development of a student is possible only in activity. So, to be attentive in relation to the subject means to be active in relation to it: "What we call the organization of the student's attention is, first of all, the organization of the specific processes of his educational activity."

AT modern school adopted a sound analytical-synthetic method of teaching literacy. Special studies and experience show that children coming to grade 1, especially from kindergarten, according to their mental development, they are ready both for the perception of individual sounds, and for analysis and synthesis as mental actions.

During the period of learning to read and write, great attention is paid to the development of phonemic hearing, that is, the ability to distinguish between individual sounds in a speech stream, to distinguish sounds from words, from syllables. Students must “recognize” phonemes (basic sounds) not only in strong, but also in weak positions, to distinguish between phoneme sound variants.

But at school, the requirements for phonemic hearing are very high: schoolchildren are trained in decomposing words into sounds, in isolating a sound from combinations with various other sounds, etc.

Phonemic hearing is necessary not only for successful learning, but also for developing a spelling skill: in Russian, a huge number of spellings is associated with the need to correlate a letter with a phoneme in a weak position (Russian spelling is sometimes called phonemic).

The development of phonemic hearing also requires a highly developed auditory apparatus. Therefore, during the period of literacy training, it is necessary to conduct various auditory exercises (development of auditory perceptions).

The basis of teaching both reading and writing is the speech of the children themselves, the level of its development by the time they enter school.

Chapter II . Theoretical foundations of teaching reading to children of primary preschool age

2.1 Comparative and critical review of methods of teaching reading

2.1.1 Overview of methods and principles for teaching a child to read

Each age comes up with its own methods of teaching reading. Then he forgets them, in order to “rediscover” them and admire them again after several decades. Each has its own charm. However, let's look at all this diversity.

There are two main, fundamentally opposite methods of teaching reading. One is called the whole word method, the other is called the phonological method.

For a long time there were discussions on the topic of whether it is necessary to teach phonetics at all. By 1930, a number of studies were carried out on this topic, and everyone came to the conclusion that phonetics is necessary, the only question is how and in what volume to give it to children.

For example, such an experiment was set up. A group of children was divided in half, and the first subgroup was taught to read using the whole word method, the second - using the phonological method. When the children began to read, they were tested. At the first stage, children from the first group read aloud and to themselves better. The "phonological" children coped more easily with unfamiliar words, and by the end of the second grade they outstripped their classmates in terms of the level of perception and the richness of their vocabulary.

According to the observations of scientists, "whole-word" children made typical mistakes. For example, when reading a caption under a picture, they replaced words that were similar in meaning. Instead of "tiger" they could say "lion", instead of "girl" - "children", instead of "car" - "wheels". The desire to assign a word to a strictly defined meaning led to the fact that for the entire year of study, these children could not learn to read new words without someone's help.

In fairness, it must be said that "phonological" children experienced difficulties in reading those words where the letters were rearranged or replaced with similar ones.

Thus, it became clear that phonetics is necessary for most young readers. Latest Research confirmed that people read words spell by letter. But due to the fact that this process occurs instantly, it seems that we perceive the word as a whole.

Going further in research, psychologists realized that reading is the pronunciation of a text to oneself. Proponents of the theory of perception of the text as a whole believed and still believe that we perceive words from the text directly. But experiments have shown that the same part of the brain is involved during reading to oneself as when reading aloud.

Oddly enough, you can learn to read without knowing the alphabet. Followers "whole words" method urge not to teach the child letters. And only recently the final conclusions of scientists became known: only knowledge of letters makes the process of learning to read as successful as possible.

An experiment was carried out. The children were shown cards with words. Only in one group these words were captions under the pictures, while in the other the same words were given without illustration. Each group was presented with the same four words. Then the children were connected, the cards were mixed and shown again. It turned out that children learn words only on those cards from which they learned. That is, a child who memorizes words with an illustration is much less likely to recognize the graphic appearance of a word than one who memorizes the spelling in its "pure form".

This indirectly confirms the fact that the alphabet is necessary. But the main thing is not what the letters are called, but what they stand for. Children should not only know the names and sequence of letters, but learn to pay attention to the letters, perceive them as part of a whole.

Also, the alphabet is an abstract code. The kid, who had previously dealt with real things, begins to use symbols, and this is the first step towards the development of abstract thinking.

There cannot be one universal method of teaching reading in any language. But the general approach may be: to start learning with an understanding of letters and sounds, with phonetics. This principle works in almost any language. Even in China, where hieroglyphs are traditionally used in writing, for the past 50 years, children have been first taught to read words using the Latin alphabet, and then they move on to traditional writing.

In Russian, most words are read as they are written. The exception is the cases of the so-called "laziness" of the language, when the historical appearance of the word is changed by the modern pronunciation ("malako" instead of "milk", "krof" instead of "shelter", "sun" instead of "sun", etc.) But even if we will read as it is written - it will not be a mistake and will not change the meaning.

A few decades ago, the technique was the same: first, children learned the names of letters, then sounds, and then combined the letters into syllables. The difficulty was that the first-graders for a long time could not learn the difference between how the letter is called and how it is pronounced. The syllables turned out to be long, and it was very difficult for the child to keep several letters in his head. AT last years successfully used principle of warehouses - phonemes. There are not so many warehouses in Russian, and it is convenient to manipulate them.

So, we found out that a child needs to know phonetics. But this does not mean that the child should memorize boring rules and distinguish between qualitative and quantitative reduction. The main thing that needs to be maintained is an interest in learning. And there is only one rule: the child is interested as long as his capabilities coincide with the tasks set.

It is necessary to make sure that the child succeeds, so that his successes are obvious. For example, take for mastering a couple of dozen words denoting objects in the house. If you hang tablets with words on these objects, the child will soon begin to recognize familiar inscriptions. Then you can play "guessing game", loto with the same words - and the child will feel self-confidence. Only against the background of positive emotions will further training be effective.

Let's take a closer look at the methods of teaching reading.

Phonetic method. The phonetic approach is based on the alphabetic principle. It is based on teaching the pronunciation of letters and sounds (phonetics), and when the child accumulates sufficient knowledge, he moves on to syllables, and then to whole words. There are two directions in the phonetic approach:

Method of systematic phonetics. Before reading whole words, children are taught in sequence the sounds corresponding to the letters and are trained to connect these sounds. Sometimes the program also includes phonetic analysis - the ability to manipulate phonemes.

Method of internal phonetics focuses on visual and semantic reading. That is, children are taught to recognize or identify words not through letters, but through a picture or context. And only then, analyzing familiar words, the sounds denoted by letters are studied. In general, this method has a lower efficiency than the method of systematic phonetics. This is due to some features of our thinking. Scientists have found that reading ability is directly related to the knowledge of letters and sounds, the ability to distinguish phonemes in oral speech. These skills in the initial learning to read are even more important than the general level of intelligence.

linguistic method. Linguistics is the science of the nature and structure of language. Part of it is used in teaching reading. Children come to school with a large vocabulary, and this method suggests starting with words that are used frequently, as well as those that are read as they are written. It is on the example of the latter that the child learns the correspondence between letters and sounds.

Whole word method. Here, children are taught to recognize words as whole units, without breaking them down into components. In this method, neither the names of letters nor sounds are taught. Show the child the word and say it. After 50-100 words have been learned, he is given a text in which these words often occur.

In Russia, this method is known as the Glenn Doman method. champions early development got into it in the 90s.

Whole text method. In some ways it is similar to the method of whole words, but it appeals more to the language experience of the child. For example, a book with a fascinating plot is given. The child reads, meets unfamiliar words, the meaning of which he needs to guess with the help of context or illustrations. At the same time, not only reading is encouraged, but also writing your own stories.

The purpose of this approach is to make the reading experience enjoyable. One of the features is that phonetic rules are not explained at all. The connection between letters and sounds is established in the process of reading, in an implicit way. If a child reads a word incorrectly, they do not correct it. The overriding argument is that reading, like learning to speak a language, is a natural process, and children are able to master all the subtleties of this process on their own.

Zaitsev's method. Nikolai Zaitsev defined the warehouse as a unit of language structure. A warehouse is a pair of a consonant and a vowel, or a consonant and a hard or soft sign, or one letter. Warehouses Zaitsev wrote on the faces of the cubes. He made the cubes different in color, size and sound they make. This helps children feel the difference between vowels and consonants, voiced and soft. Using these warehouses, the child makes up words.

The technique refers to phonetic methods, because a warehouse is either a syllable or a phoneme. Thus, the child learns to read immediately by phonemes, but at the same time unobtrusively receives the concept of letter-sound correspondences, since on the faces of the cubes he encounters not only warehouses, but letters "one by one".

Moore method. Moore begins by teaching the child letters and sounds. He introduces the child to the laboratory, where there is a special typewriter. She pronounces sounds, as well as the names of punctuation marks and numbers, when you press the corresponding key. At the next stage, the child is shown combinations of letters, for example, simple words, and asked to type them on a typewriter. And so on - write, read and print.

Montessori method. Maria Montessori gave children the letters of the alphabet and taught them to recognize them, write and pronounce them. Later, when the children learned to combine sounds into words, she suggested combining words into sentences.

2.2 Techniques for teaching reading

The primary task of the teacher is to provide intensive improvement in the reading of students. Younger students must master holistic reading techniques, i.e. reading with words that contribute to the fusion of the technical side of reading and reading comprehension into a single process, master the so-called tempo reading and, by the end of primary school education, master conscious and expressive reading at an approximate rate of 90 - 100 words per minute and above.

AT pedagogical technologies, no matter how they themselves are scientifically substantiated and verified, the personal factor always has a great, and sometimes decisive, significance. It is no coincidence that the great teacher V.G. Belinsky noticed that even the oldest (i.e. known) can look and be new if you are a person with your own opinion, approach, and your way of expressing the oldest should give the character of novelty.

When teaching children the skills of conscious reading, the psychological and physiological nature of reading should be taken into account. To do this, the teacher in his work on teaching reading uses sets of exercises. Among the traditional complexes there are those that have already been used by teachers - innovators. For example,

Buzzing reading. Buzz reading is reading when all students read aloud at the same time, in an undertone. Weekly five-minute reading. Each child has a book on the desk (an art book with a bookmark). And any lesson - whether it be reading, Russian, mathematics, work, start with the fact that the children open the book, read for 5 minutes in the buzzing reading mode, mark with a pencil to what point they have read, put a bookmark, close the book. And then there is the usual lesson.

phonetic charging. The purpose of this exercise: the formation of culture sound speech, that is, clear articulation, correct breathing, clear pronunciation; development of visual memory; formation of the ability to merge sounds into syllables, get words by adding the missing part of the word to the syllables; the formation of the ability to hear sound, which makes it possible to absolutely correctly write from dictation. Exercises and games for phonetic charging are given in Appendix 1.

When teaching reading, one should take into account the fact that the pace of reading in younger students can slow down such a phenomenon as regression. In practice, the teacher should use exercises that eliminate this phenomenon. (Annex 2)

Games and exercises are replaced by speech exercises. Speech charging develops a clear pronunciation, correct articulation, attention. Expressiveness is a single pace of reading, memory, enriches speech. The material for speech exercises can be tongue twisters, nursery rhymes, quatrains.

Tongue twisters are first read silently, only with eyes without articulation, then silently, but with articulation, loudly but slowly, and finally loudly and quickly three times, each time increasing the pace of reading. (Annex 3)

When teaching reading, much attention should be paid to the use of voice power (loudly, quietly, in a whisper), and the teacher must show an increase or decrease in voice power, tempo with the help of hands (by conducting). (Appendix 4.)

It is advisable to use numerical and alphabetic pyramids. Purpose: fixation of vision on the middle line or number series and reading syllables.

In grades 2 and 3, when reading voluminous works, the middle line divides the words that need to be read from the board, and which, when independent work above the text are difficult to read. Thus, two tasks are solved: the field of clear, vision expands and the preliminary pronunciation of difficult words. For example, in the tale of G.Kh. Andersen "Five from one pod" we can distinguish the following words that are difficult to read: stale,

cheered up,

blooming,

Working memory plays an important role in the development of reading technique. You can often observe the following picture: a child reads a sentence consisting of 6-8 words, after reading up to 3-4 words, he forgot the first word. Therefore, he cannot catch the meaning of the sentence, cannot link all the words together. In this case, you need to work on the RAM. This is done with the help of the so-called visual dictations, the texts of which were developed and proposed by Professor I.T. Fedorenko.

Each of the 18 sets contains 6 sentences. The peculiarity of these sentences is as follows: if the sentence contains only 2 words “Snow is melting” - 8 letters, then the last sentence of the 18th set consists of 46 letters. 6 sentences from one set are written on the board, then one sentence is displayed, the guys read this sentence silently for a certain time and try to remember it. Exposure time - 4 - 7 seconds. After this time, the sentence is erased and the students are invited to write it down in their notebooks. This was followed by exposure, reading, memorization and recording of the second sentence. It takes from 5 to 8 minutes for 6 sentences of one set. It is recommended to move on to the next set only after almost all children have time to remember and correctly write down the displayed sentences. The main condition for carrying out such work is its systematic nature, i.e. visual dictations should be carried out daily.

In order to improve reading technique and consciousness, dynamic reading is introduced in the second half of grade 2. This is a qualitatively new method: not letters, syllables or words are read, but whole groups of words, blocks; The reader becomes, as it were, a co-author of the text. In dynamic reading with the eyes, words are perceived as pictures. (Appendix 5).

In the course of analyzing the methods and techniques of teaching reading, we came to the conclusion that at primary school age, additional classes are not needed to form the skill of conscious reading. Enough reading lessons, which skillfully carried out a selected set of exercises that form this skill.

For a younger student, understanding the text being read is a certain difficulty. He is hampered by the lack of intonation, facial expressions, and gestures. At the same time, the student does not yet know all the techniques (amplifying words, punctuation marks, word order, phrase construction) that help to understand the behavior of the characters, the author's attitude towards them.

Sound analysis and synthesis, the skill of fluent, fluent reading, the development of complex thought processes that allow one to capture the richness of semantic and ideological content - all this contributes to the mastery of reading. "Understanding" reading is not given immediately. Helps first of all expressive reading aloud by the teacher, and then by the students themselves, the written text is supplemented by a lively intonation, expressing the experience, the emotional attitude to what is read.

Of particular interest is the transition from reading out loud to reading silently, i.e., the internalization of reading. As a result of the study by B. F. Babaev and L. S. Zhitchenko, several forms of speech behavior of children were discovered.

1. An extended whisper is a completely distinct and complete pronunciation of words and phrases with a decrease in volume.

2. Reduced whisper - pronunciation of individual syllables of the word while braking the rest; syllables are voiced on which the student considers it necessary to emphasize; the activity of the organs of articulation is markedly reduced.

3. Silent movement of the lips - the action of the inertia of external speech pronunciation, but without the participation of the voice.

4. Unvoiced lip twitching, which occurs, as a rule, at the beginning of reading and disappears after reading the first phrases.

5. Reading with one eye, approaching in external indicators the silent reading of older children and adults.

No predominant form of speech behavior was found in first-graders. The same is true for second graders. In grade III students, the transition to reading to oneself without any pronounced external manifestations of it is quite obvious.

Research shows that whispering is not a transition from loud to silent. In terms of speed, method of articulation, it completely coincides with loud, differing from it only in a purely physical sign, like the strength of sound. In such reading, no new qualities appear, no structural changes in comparison with loud reading - it is not internally necessary, dictated by the written language itself.

Of great interest from the point of view of the transition from loud to silent reading is the reduced whisper. It corresponds to the level of loud reading when it is already performed in full words, i.e., when not a syllable, but a word becomes the unit of speech perception. At this level, the child begins to operate with verbal images perceived in the text, based on the external speech pronunciation of individual elements. This is confirmed by the fact that reading with soundless lip movement, immediately following a reduced whisper, corresponds to phrasal, i.e., relatively fluent loud reading. At this level, the speed of silent reading noticeably increases in comparison with the speed of loud reading due to the further curtailment of speech articulations.

The data presented allow us to raise the question of the period when it is possible to demand silent reading from children. Obviously, the age of the student and the class in which he studies are not a determining factor. Individual differences come to the fore in the internalization of reading: the degree of preparedness for reading and the pace of its development. The transfer of students to silent reading can be differentiated and started in the first grade. However, in each specific case, readiness for it is determined by the degree of mastery of loud reading and, in particular, by the peculiarities of perception of the text being read. Internalization of reading is possible no earlier than the text begins to be perceived word by word, with the subsequent development of advanced visual perception.

During primary school age, all aspects of speech develop: phonetic, grammatical, lexical.

Library
materials

1. Relevance of the problem

pleasure.

as a gift.

film has been staged.

17. At first, it is better for children to read short stories, and not great works: then u
they will feel a sense of completeness and satisfaction.

- the child will feel like a participant in the events that are depicted by the writer,


creative potential.

How should a teacher act?

The study "Unforgettable Books of Childhood", conducted by the Department of Children's Literature of the St. Petersburg Academy of Culture in 1999 among high school students, showed that it was precisely those books that touched "to the core", emotionally shocked, that were not forgotten. It is characteristic that among these works, there are almost no works included in the school curriculum. And this is no coincidence. The famous psychologist V.V. Davydov in 1996 stated that modern pedagogy was helplessbefore the task of forming feelings - the basis of raising a child. And although the current school sets the task of the emotional development of children, it is not easy to solve it. After all, for this you need to have a certain methodology, know the specific methodology of the lesson, the criteria for assessing the reading development of the child during the period of study. But literary educational standard built on a purely rational basis. It ignores the subjective side of reading. The standard does not leave the student the right to the uniqueness of his perception.

Let's show this with an example.

Thus, it follows from this that the origins of the influence of verbal images on a person must be sought not in the work itself, not in its logical analysis, and not in the reader, but in "combination" - in the actCO-creativity, CO-experience . Influence begins where there is a discovery of subjectively significant, "own" elements in the text, where someone else's poetic image is overgrown with the flesh of the reader's own ideas. It is not only reflected in the mind of the reader, but is transformed in it. And it is then that the spiritual energy of classical works is released from the book pages and begins to work for the development of the child's personality, for the disclosure and enrichment of his soul.

And here it is appropriate to pay attention to the existence of such a system as the system of E. N. Ilyin (St. Petersburg):"TEACHING LITERATURE AS A SUBJECT SHAPING A HUMAN" , the basis of which is the teaching of literature as an art.





- Enchant with a book;
- Inspire the hero;
- Enchant writer;

Reading is a difficult and sometimes painful process that takes a lot of time and effort from children. And until the child learns to read quickly and meaningfully, to think and empathize while reading, this process will not give him joy and pleasure. But, as a rule, the development of certain skills is facilitated by the performance of multiple training exercises, which rarely attract anyone with their monotony and monotony. The teacher's task is to find an attractive moment in them, to present them to children in such a way that they are performed with interest and desire. How can I do that?

The main one is multi-reading, a technique in which the student, answering a particular question, expressing his point of view, seeks reinforcement for his thoughts, judgments, feelings in the text, referring to it again and again. This repeated appeal to the text each time will reveal to the student in the already familiar text something new, unexpected, surprising him and at the same time interesting. At the same time, the depth of immersion in a literary text increases, and interest in reading increases.

1. Reading the entire text.

3. Reading according to a prepared plan.



6. Reading in a chain by paragraph.



















board).

RETURNING READING

FREE READING

Preparing your child for reading fiction how to learn how to “decode” the text to the sacrament of turning dead lines of text into the spiritual energy of his own personality (a work of art is an unusual letter from the author to the reader);
- to awaken in the child an emotional resonance to what is read, to help him in an artistic image to seek and find consonance with his own soul; enrich his life experience; promote reader self-esteem and revelation and create conditions for their implementation;
- stimulate the creativity of children as a response to what they read; accumulate samples of creative reading, make them the property of students; to teach on these samples the perception of artistic images;
- help the child to be surprised; to look for the driving force of the spiritual development of children by means of literature not in general discussions about the writer and his work, not in the meanings of the works discovered by someone, but in the very figurative fabric of the work in its concreteness, which is the causative agent of the reader's co-creation.
- to teach the language of verbal images, their ambiguity, the ability to transform into different meanings;
- to help the student to turn impersonal educational reading into subjectively significant, to jointly look for points of contact between the "I" of the writer and the "I" of the reader; learn to see the world through the eyes of another;
“Reading means thinking with another head than your own”, Arthur Schopenhauer (German philosopher);
- to maintain in the reading child the originality of his judgments about what he read;
to exclude the stereotype of opinions and assessments is an indicator of alienation from verbal images.

In essence, we teach not to read, our real task is to teach to understand the text being read.

The main educational result of reading lessons in elementary school should be that they give rise to children's INTEREST in subsequent literary education, arouse a thirst for literary knowledge proper in order to answer more and more new questions: not only about what and how the book told them and who was their interlocutor, but also WHY the author is talking about THIS. WHY exactly HE says, WHY he says THIS, and not otherwise, and WHY the author MANAGES to squeeze out SUCH thoughts and feelings from readers.

"School material cannot excite each section ... Does it mean that educational material is necessarily boring? No, excitement, joy is brought not by the material itself, but by the work done by the student, overcoming difficulties, a small victory of thought, a small victory over oneself. This is where the source of interest, which may be permanent.

V. Sukhomlinsky.

Literature:

1. Bugrimenko B.A., Tsukerman G.A. "Reading without coercion", M, 1993.
2. Zaitsev V.N. Reading reserves. M., 1991.
3. Lutova T.N. Literary reading in elementary school. Cultivate an interest in reading
junior schoolchildren, N.Novgorod, 2006

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Brief description of the document:

INTEREST IN READING CHILDREN OF PRIMARY SCHOOL AGE

1. Relevance of the problem

AT recent times attitude towards the book has changed. With the advent of television and the computer, the flow of information has fallen upon man with unprecedented force. Now, in order to know and keep abreast of the latest achievements of scientific thought, it is not at all necessary to read. It is enough to draw information from the TV screen or display.Children master the computer before they learn to read, navigate the keyboard better than in the table of contents of the book. Their literary experience is limited to stories from the "ABC" and anthologies, and later - attempts to master the works of the school curriculum in an abridged version.How to arouse interest in reading, how to develop it, support it - this, in my opinion, is one of the critical tasks not only schools, but also preschool educational institutions. The awakening of interest in the book occurs in preschool age. And here the family should play a leading role. And the task of educators is to acquaint parents with the methods of communicating with children with a book. In elementary school, it is necessary to maintain interest in the book. But you can support what has developed. There are children in every class who really get to know the book only at school.

Now let's think about all this in more detail.

2. What is the interest in educational psychology

What the child needs to remember and what to learn, first of all, should be interesting for him. V. Sukhomlinsky.The meaning of the concept of "interest" in educational psychology is quite wide: this term is used to refer to such concepts as "attention", "curiosity", "concentration", "awareness", "desire" and "motivation". We will focus on understanding interest as an emotional experience. cognitive need, I wonder what is emotionally meaningful.
3. The role of the family in the development of interest in reading

It has been proven that the sooner you start accustoming a child to a particular type of activity, the better the result will be. To achieve a result, you need a SYSTEM.The beginning of this system is in the family. The child adopts the attitude towards reading and the book that exists in his parents. Not without reason, back in the 16th century, the lines were written: "A child learns what he sees in his home, his parents are an example to him."

And if the parents are literate and thinking people, then they will be the first to start working on shaping the child's interest in the book. How can they do it? Here are some tips for parents:

1. Enjoy reading yourself (quote, laugh, memorize passages, share
read ...) and thereby develop in children an attitude to reading, as to
pleasure.

2. Read aloud to children from an early age. Do not replace true acquaintance with
book listening to audio recordings of fairy tales.

3. Take your children to the library with you and teach them how to use its funds.

4. Show that you value reading: buy books, give them yourself and receive them in
as a gift.

5. Make reading fun: show books are full of great
ideas that children can use in their lives.

6. Let the children choose their own books and magazines.

7. Subscribe to magazines for the child (in his name), taking into account his interests.

8. Have the child read aloud to small children or to someone in the household.

9. Encourage reading (allow staying up to read).

10. Play board games that require reading.

11. There should be a children's library in the house.

12. Collect books on topics that will inspire children to read more about the topic (books
about dinosaurs, space travel, etc.)

13. Invite the children to read a book before or after watching the movie.
film has been staged.

14. If the children have watched an interesting TV show, get a book on the subject.

15. Set up a home theatre: role-play using costumes and props.

16. Often ask the opinion of children about the books they read.

(From the book by W. Williams "The negligent reader. How to educate and maintain the habit of reading in children.")

As can be seen from the above tips, parents are encouraged to create an atmosphere in which communication with a book in a child would evoke only positive emotions, and would be associated with getting pleasure from such communication. Any school subject, except for literature, gives the student ready-made knowledge that he must learn, remember and apply at the right time. In literature, the student acquires knowledge himself, empathizing with the characters and the author of the work. Only through empathy can a child know someone else's pain and joy, grief and despair, and in this way increase his life experience, experience different states of the soul, fix them not only in the memory of the mind, but also in the heart. Fictional life adds to the real one what was not in it and even what cannot be at all. It gives the reader the opportunity to transform into the hero of the work, to visit the past or the future. Only literature is capable of enabling a person to experience many others in one life, to experience the unexperienced, to experience the unexperienced.

4. Formation, development and maintenance of interest in reading among younger students.

In a reading lesson, as a rule, there is no place for the student's personal impressions, his experiences, his subjective images. The studied work is not considered as something consonant with the present and future life of the child, his inner "I". And if this is not the case, there is no interest in reading, there is no motivation coming from within ("I want"), it is entirely subordinate to motivation coming from outside ("ordered").As the well-known critic and philosopher I.F. Karyakin says: “As long as the student treats literature only as evidence of what happens to others, and not to himself, until he recognizes his own in someone else, ... until he is burned by this discovery Until then, there is no interest in reading, no need for it either.

A positive attitude towards reading, in his opinion, begins from the moment when:

The child will feel like a participant in the events that are depicted by the writer,
-when he discovers personal meaning in what he reads,
- when the book appears before him as a space for the realization of his own
creative potential.

The work of a teacher in analyzing a work of art will be effective only when the child is interested in reading, in literature in general. Only then will the lesson not just talk about some work, but there will be a confidential conversation that will deeply affect the child, make you think about something and acquire something important for yourself. Only then will each new work be for the child as a discovery of something new for him personally.

How to do it? How to instill in a student the ability to work with a book, to awaken a love for the artistic word?The leading role in solving this problem belongs to reading lessons.Analysis of existing programs for literary reading of younger schoolchildren shows that, despite the positive changes in the system of work on the literary education of younger schoolchildren, there is a lack of development of a methodology that provides a high emotional and aesthetic level of the reading process.So, for example, the main attention is paid to the development of the technical side of reading (reading technique) and the semantic side (teaching the analysis of a work of art). Requirements for a child initial stage literary education, are mainly aimed at the knowledge, skills and abilities of the child, and not at his individual development.The specificity of literature lies in verbal figurativeness, the comprehension of reality in works of art occurs on the basis of thinking in images, not concepts. Since the word is a publicly accessible everyday material of communication, special efforts are required on the part of the teacher to form a sense of surprise in front of the beauty of the word * in front of its diversity and ability to create unique artistic images.

How should a teacher act?

At primary school age (7-9 years) there is an extremely rapid development of the emotional sphere, the so-called sensory intelligence.Paying great attention to this feature of primary school age, the teacher can achieve high efficiency in his work on literary reading.On the basis of positive emotional experiences, the needs and interests of a person appear and are fixed.It is at the primary school age that the accumulation of feelings and experiences takes place by leaps and bounds. Therefore, younger students are looking for entertainment, strong emotional experiences in reading. Their imagination is captured by action-packed works, heroic deeds seem to be the norm of life, and their favorite heroes are, first of all, heroes of action.Children of primary school age need works that teach them to be surprised. The ability to be surprised by an event, a phenomenon, a person is very necessary for a child: interest in life, a thirst for knowledge, the ability to see beauty and cherish it are born from surprise.Ignoring the literary predilections of students of this age, it is possible for many years to "kill" their interest not only in literature as a subject but also for reading in general.

What features of readers of primary school age should the teacher take into account when preparing for the lesson?

1. A small reader reacts to the text primarily emotionally. Children's experiences associated with the text are of great value for elementary school. The importance for the child of the ability to feel, to experience has been written more than once. Let us recall the well-known words of V. G. Belinsky, who believed that the main thing in the process of reading is for children to "feel" as much as possible:
"Let the poetry of the word act on them, like music, right through the heart, past the head, for which its time will come." V. G. Belinsky.

The study "Unforgettable Books of Childhood", conducted by the Department of Children's Literature of the St. Petersburg Academy of Culture in 1999 among high school students, showed that it was precisely those books that touched "to the core", emotionally shocked, that were not forgotten. It is characteristic that among these works, there are almost no works included in the school curriculum. And this is no coincidence. The famous psychologist V.V. Davydov in 1996 stated that modern pedagogy was helpless in the face of the task of forming feelings - the basis of raising a child. And although the current school sets the task of the emotional development of children, it is not easy to solve it. After all, for this you need to have a certain methodology, know the specific methodology of the lesson, the criteria for assessing the reading development of the child during the period of study. But the literary, educational standard is built on a purely rational basis. It ignores the subjective side of reading. The standard does not leave the student the right to the uniqueness of his perception.

2. Another feature of readers of primary school age is the identification of the artistic world and the real one. It is no coincidence that this period in the development of the reader is called the age of "naive realism." This is expressed in relation to the character as to a living, real; in showing confidence in his portrayal. Thinking concretely, children constantly ask: "Did it really happen?"

3. It should be noted that younger students have sensitivity to the word and to the artistic detail. The child sometimes reacts to such psychological subtleties that adults sometimes do not notice.

4. Inherent in younger students is the so-called effect of presence, which means the child's ability to live in the image.

5. The last feature of the younger reader is the lack of reaction to the art form.

AT work of art children first of all see the characters, the plot, individual events, but do not read the author in the text, do not find the "landmarks" left by him, do not enter into a dialogue with him. Stanzas, epithets, punctuation marks, division into paragraphs - the child himself does not notice anything of this, which means that he misses the author's "milestones", without comprehending which there can be no understanding.This quality of perception of younger students is the support for the teacher in the process of developing their interest in literary work, and hence to the lesson of reading.At the lesson, the teacher needs to show the children that reading is communication, a dialogue between the reader and the author. But this communication is not direct, but communication through a text created by the author.If the teacher adheres to the premise that in a work of art it is important not only what is written, but also how it is written, by what means, then the children will definitely pay attention to the artistic form of the work, which is more important in artistic speech than in normal communication. The presence of such a feature of the perception of younger students as an emotional response to a work is the basis for the emergence of an interesting process - the process of co-creation of a writer and a reader.

"The most useful books are those half of which are created by the reader; he will knead the thoughts, the germ of which is offered to him; he corrects what seems to him erroneous, he reinforces with his knowledge what, in his opinion, is weak" (Francois Voltaire, French writer, philosopher-educator of the 18th century).

Let's show this with an example.

Here we have Deniska Korablev, the hero of the stories of V. Dragunsky. It reads: The Ukrainian night is quiet... The sky is transparent. The stars are shining ... "What happens to him at this moment? Gogol's lines gradually disappear, and he sees himself standing on the porch of his house and contemplating the amazing beauty: a sleeping small town, a white church," how she, too, sleeps and floats on a curly a cloud", stars that "chirp and whistle like grasshoppers", and next to it is a puppy and a grandfather who died in the war and whom Deniska never saw alive, but loved very much.

As you can see, mean lines to the City. in the perception of the child "overgrown" with details that are not in the text. They created a whole picture in the mind of the reader, into which he himself fit. Image-pictures are created partly from the experience of the boy's life impressions, partly by his imagination. It has its own sounds and colors, its own associations and memories. But it would be wrong to say that this picture of a quiet Ukrainian night belongs only to Deniska. It also belongs to the author, for it is woven from the threads of his poem. The images of the poet were transformed into the images of the reader. Without a poet they would not have arisen. In turn, without Deniska, the author's lines would have lost one of their original readings. Thus, we have before us a unique result of the joint work of the poet and the reader, a visible image of the fusion of one soul with another, a completed miracle of transformation.This is how the influence of the book on the reading child occurs. And sometimes it is very difficult to single out the main result of the lesson: what is more important - an understanding of the author's position or the child's personal experiences from what he read? Most likely, these 2 sides of the perception of a work of art are equivalent. Only one side (literary perception) obeys the laws of literature, and the other side (personal perception) - the laws of the individual development of the child.

The task of the teacher is to leave the child the right to the uniqueness of his perception, not to suppress it, but to proceed from it and rely on it ”After all, by the presence of these qualities, we can judge what the personality of the child is, what his creative charge is. Therefore, it is very important that children know that in literature lessons they will not only analyze the work, draw a general conclusion about it and its main idea, but also that all their experiences, images, thoughts and memories that are born in them in the process of reading , will not be left unattended in the lesson (even if they are not entirely consonant with the position of the author).

Thus, it follows from this that the origins of the influence of verbal images on a person should be sought not in the work itself, not in its logical analysis, and not in the reader, but in "combination" - in the act of CO-creation, CO-experience. Influence begins where there is a discovery of subjectively significant, "own" elements in the text, where someone else's poetic image is overgrown with the flesh of the reader's own ideas. It is not only reflected in the mind of the reader, but is transformed in it. And it is then that the spiritual energy of classical works is released from the book pages and begins to work for the development of the child's personality, for the disclosure and enrichment of his soul.

So, the literary material itself, intended for reading by children in elementary school, is amazing in nature, because it is a unique verbal art, designed for the reciprocal creativity of readers, capable of capturing the personality of the child as a whole, making all the strings of his soul play. The imaginary reality created by great writers opens the door for the child to the real reality surrounding him, moves him towards life, towards people, towards himself.The role of the teacher in reading lessons is of decisive importance, sometimes determining the fate of reading throughout a person's life.

And here it is appropriate to pay attention to the existence of such a system as the system of EN Ilyin (St. Petersburg): "TEACHING LITERATURE AS A SUBJECT SHAPING A HUMAN", the basis of which is the teaching of literature as an art.
For him, the lesson of literature is:
- lesson - communication, not just work;
is an art, not only training session;
- this is life, not a subject in the schedule.
A feature of his literature lessons is strict adherence to the law of "Three O":
- Enchant with a book;
- Inspire the hero;
- Enchant writer;
Ilyin goes to the children not only with the topic of the lesson, but with a burning problem, since each work of art included in the curriculum of the school literature course contains many moral problems that are posed in one way or another. Thus, in his lessons such situations are created when the student must constantly think and feel! And draw conclusions. Everyone knows that The best way to understand is to think for yourself!
Evgeny Nikolaevich believes that the ideas embedded in a work of art should be obtained through the efforts of one's own mind. Therefore, he strives to keep the class in a state of argument. At the lessons, students analyze the facts, and he, opposing them, creates a problem situation. Then disputes arise, during which students not only acquire knowledge, but also learn to defend their point of view. Own thought, born in the process of reading, pleases, inspires children.

So, emotional perception, enriched with intellectual work, gives rise to artistic pleasure - the highest motive for communicating with art * Spiritual fullness encourages communication, desire, and in the future to express one's impressions.

5. Improving reading skills.

Reading is a difficult and sometimes painful process that takes a lot of time and effort from children. And until the child learns to read quickly and meaningfully, to think and empathize while reading, this process will not give him joy and pleasure. But, as a rule, the development of certain skills is facilitated by the performance of multiple training exercises, which rarely attract anyone with their monotony and monotony. The task of the teacher is to find an attractive moment in them, to present them to children in such a way that they are performed with interest and desire. How can I do that?

Methodology knows many methods of developing reading technique, that is, the correct way of reading, correctness, tempo, and partly expressiveness.

The main one is "multi-reading" - a technique in which the student, answering a particular question, expressing his point of view, seeks reinforcement for his thoughts, judgments, feelings in the text, referring to it again and again. This repeated appeal to the text each time will reveal to the student in the already familiar text something new, unexpected, surprising him and at the same time interesting. At the same time, the depth of immersion in a literary text increases, and interest in reading increases.

Types of work on the text in the reading lesson:

1. Reading the entire text.
2. Reading the text, with the aim of dividing into parts and drawing up a plan.
3. Reading according to a prepared plan.
4. Reading with text abbreviation (children do not read sentences or words that can be
lower). Preparing for a summary.
5. Reading in a chain by sentence.
6. Reading in a chain by paragraph.
7. Reading in order to find a suitable passage for the drawing.
8. Reading to find a passage that will help answer the question.
9. Reading the most beautiful place in the text.
10. Finding the whole sentence at the given beginning or end of the sentence. (Later
sentence can be replaced by a logically complete passage).
11. Finding a sentence or passage that reflects main idea text.
12. Reading in order to find 3 (4.5...) conclusions in the text.
13. Establishment by reading causal relationships.
14. Reading by roles in order to most accurately and fully convey the characters of the characters.
15. Reading by dialogue roles, excluding the words of the author.
16. Finding and reading figurative words and descriptions.
17. Finding and reading words with logical stress.
18. Isolation of a word from the text to the proposed scheme, for example: chn, lei.
19. Who will quickly find a word for a certain rule in the text.
20. Finding the longest word in the text.
21. Finding two-, three-, four-syllable words.
22. Finding in the text and reading combinations: pronoun + verb, etc.
23. Reading with marks of incomprehensible words.
24. Finding and reading in the text words that are close in meaning to data (words are written on
board).

Probably everyone will agree that any action that is dictated from above, and in which a person has no personal interest, is performed reluctantly and, as a rule, gives little benefit. Therefore, it is very important for the teacher to provide the student with the right of free choice. Willingly read, actively perceived and gives the impression of what is relevant to the reader, what makes him act on his own initiative, independently

RETURNING READING- this is a re-reading of works already familiar to children after a while. Such reading contributes to the development in children of a positive attitude towards communication with the book by satisfying their need to re-experience the plots and images that captured their imagination. At the same time, there is a deepening and reassessment of the previously received impressions, when the perceived images emerge in memory and are highlighted in a new way, bringing the child closer to understanding the ideological and artistic meaning of the work.
The main point of the returning reading lesson is to make suggestions in the class about “why Sasha or Natasha wanted to reread this work.” It is also necessary not only to reveal to children the importance of revisiting a work as an opportunity for an additional meeting with their favorite characters and their authors, but also to help students identify new meanings of the work, leading children to realize their renewed perception of what they read.

FREE READINGis an appeal to the student to read own will and with the right to decide for himself: why should he read, what exactly to read, how to read and when to read. The meaning of this reading is as follows:
Love for reading cannot arise without the child having the opportunity to freely determine his attitude towards him, including interest in the content of reading, the personality of the author or in the pursuit of spiritual growth, the desire to keep up with others in reading skills, etc.
Free reading as reading without limits constraining the child allows him to read to the best of his ability and in optimal conditions for himself to conduct a dialogue with the author of the work, which in itself stimulates the desire to conduct this dialogue. Free reading provides the child with the opportunity to express their reading interests.

Thus, if we want the masterpieces of literature to be read not by the order of the teacher and not regarded by the child as a punishment, but would bring the joy of touching a miracle, we need a special strategy for reading fiction that would correspond to the virtual nature of verbal images and their perception. This strategy involves:

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To ask questions.

Thinking becomes the dominant function in primary school age. Due to this, the mental processes themselves are intensively developed, rebuilt, on the other hand, the development of other mental functions depends on the intellect.

The transition from visual-figurative to verbal-logical thinking, which was outlined in preschool age, is hung up. The child has logically correct reasoning: he uses operations. However, this is not yet formal - logical operations, a younger student cannot yet reason in a hypothetical plan. J. Piaget called operations characteristic of a given age specific, since they can only be used on specific, visual material.

In the process of learning, scientific concepts are formed in younger students. Having an extremely important influence on the formation of verbal - logical thinking However, they do not appear out of nowhere. In order to assimilate them, children must have sufficiently developed worldly concepts - ideas acquired at preschool age and continue to spontaneously appear outside the school walls based on each child's own experience. Everyday concepts are the lower conceptual level, scientific ones are the upper, higher, distinguished by awareness and arbitrariness. In the words of L. S. Vygotsky, “everyday concepts grow upward through scientific ones, scientific concepts grow downward through everyday ones.” /11, p.259/. Mastering the logic of science, the child establishes relationships between concepts, realizes the content of generalized concepts, and this content, connecting with the child's everyday experience, absorbs it, as it were. A scientific concept in the process of assimilation goes from generalization to specific objects.

Mastering the system of scientific concepts in the learning process makes it possible to talk about the development of the fundamentals of conceptual, or theoretical, thinking in younger students. This thinking allows the student to solve problems, focusing not on external, visual signs and connections of objects, but on internal, essential properties and relationships. The development of theoretical thinking depends on the type of training.

Along with assimilation of the content of the system of scientific concepts, the child masters the methods of organizing a new type of labor for him - educational. At this moment, a qualitatively new property of the human psyche appears - reflection. It manifests itself in the ability to highlight the features of their actions and make them the subject of analysis. Already by the fourth grade, the child can set himself in front of himself learning task, draw up a mode of operation, evaluate and check it.

As V. A. Sukhomlinsky said: “Teaching becomes labor only if it contains the most important signs of any labor - purpose, efforts, results.” /1, p. 507/. And then the result of educational work is scientific thinking.

The development of other mental functions depends on the development of thinking.

At the beginning of primary school age, perception is not sufficiently differentiated. Because of this, the child sometimes confuses letters and numbers that are similar in spelling. Although he can purposefully examine objects and drawings, he is distinguished, just as in preschool age, by the most striking, conspicuous properties - mainly color, shape, size.

By the end of primary school age, with appropriate training, a synthesizing perception appears. Developing intelligence creates the ability to establish connections between the elements of the perceived.

Despite the fact that during this period, visual-figurative thinking is of great importance, directly perceived by the child no longer prevents him from reasoning and drawing the right conclusions. As you know, Piaget's phenomena disappear at the age of 7-8. And now intellectual operations allow the child to judge things without rigid dependence on the visual situation.

Memory develops in two directions - permissiveness and meaningfulness. Younger students are able to purposefully, arbitrarily memorize material that is not interesting to them.

Younger students have a good mechanical memory. They tend to repeat verbatim what they remember. Improving semantic memory at this age makes it possible to master a fairly wide range of mnemonic techniques, that is, rational ways of memorizing. When a child understands educational material understands it, he remembers it at the same time. Thus, intellectual work is at the same time a mnemonic activity, thinking and semantic memory are inextricably linked.

At the early school age, attention develops. Without sufficient formation of this mental function, the learning process is impossible. Younger students are already able to concentrate on uninteresting actions, but involuntary attention still predominates in them. For them, external impressions are a strong distraction, it is difficult for them to focus on incomprehensible, complex material. At this age, attention has a number of shortcomings, such as: 1) narrow attention: the child is not able to observe many objects at the same time, and his attention is completely absorbed by the few that occupy him at the moment; 2) easily fatigued attention: the child cannot concentrate for a long time, especially on the same thing; 3) wandering attention: it is difficult for a student to establish attention, to fix it confidently, firmly and correctly; 4) passive attention: children's attention is little capable of voluntary effort and needs frequent stimuli; 5) specific attention: directed mainly to objects of external perception.

In educational activities, the child's voluntary attention develops. Initially, following the instructions of the teacher, working under his constant supervision, he gradually acquires the ability to complete tasks on his own - he sets a goal and controls his actions. Control over the process of one's activity is, in fact, the student's voluntary attention.

Different children are attentive in different ways: attention has different properties, and these properties develop in them to an unequal degree, creating individual variants. Some students have a stable. But poorly switched attention, they solve one problem for quite a long time and diligently, but it is difficult for them to quickly move on to the next one. Others switch easily in the process academic work, but just as easily distracted by extraneous moments. For others, a good organization of attention is combined with its small volume. In general, two main lines of development of mental functions can be distinguished - intellectualization and arbitrariness.