What your child needs to read fluently. How to teach children in elementary school to read correctly and fluently. For concentration of attention

How to teach children to read fluently and correctly in elementary school

A modern man, a man of the future, cannot live without a book.
Reading in his life is the most important way of climbing,

self-improvement, self-education.
Sh. A. Amonashvili

In a modern school, you cannot find a teacher who would not ask himself this question. In his book "A Conversation with a Young School Director" V.A. Sukhomlinsky wrote that fluent, normal reading is reading at a pace of 150-300 words per minute. Even if we take as a basis the lower figure of these recommendations, i.e. 150 words per minute, then even then the third point of view will not coincide with the first. To find out the validity of these or those recommendations, V.N. Zaitsev, dealing with the problem of reading technique, compared the performance of students in grades 6-8 (excellent students, good students, C grade students) with the reading speed of the same students in the third grade. What has emerged? Those who became excellent students read by the end of the third grade an average of 150 words per minute, good students -120 words per minute, Troechniki - 80-90 words per minute. Therefore, if we want our children to do mostly excellently, we must follow the recommendations of V.A. Sukhomlinsky.

To prevent this problem, you need to start working on developing fluency, mindfulness and expressive reading skills in grade 1. Systematic work is carried out at certain stages of mastering reading skills:

Baby canslowly memorize letterforms"By eye" andconfuse similar letters. To form a fluent reading lettershould be recognized instantly, but many children need time to recognize it. In this case, reading is impossible.

The letter recognized "by eye" shouldvery quickly correlate with the sound that it stands for. Moreover, sheshould not relate to the audible sound, but to the pronounced- after all, when reading, the child needs to pronounce the sounds sequentially.

While readingsounds should be pronounced together. The unit of reading in Russian is the syllable. Children often haveproblems with continuous reading of a syllable - they break sounds in it( RA - RA ).

The next problem iscontinuous reading of the word. Children continueread syllables(which can be observed even among high school students). As a result, reading speed and reading comprehension suffer (the meaning of a torn word is difficult to recognize).

To read fluently, a child mustsee the whole word. In the future, he needs to cover with a glance not only the word, but two and more. Because ofinsufficient development of peripheral vision(the child is concentrated on a small fragment - most often a syllable), hecannot freely glide over the textand see enough of it (a word or combination of words).

Only reading "to oneself" can be considered a full reading.and "for yourself." Only this way provides an understanding of the meaning of the read. Because children are taught to read "out loud," they have difficulty moving to reading "to themselves." They continuesoundlessly articulateor even read in a whisper.

Forunderstanding the textchild shouldknow the words he reads. If the meaning of the word is unknown to him, hedoes not "recognize"him evenwith error-free reading. Now many childreninsufficient vocabulary, as they begin to speak later than the prescribed time; besides, they don't read much to them.

In order to teach the child to read correctly and fluently, I will use a number of techniques:

Exercise frequency. It is not the duration that matters, but the frequency of the training exercises. Human memory is arranged in such a way that what is remembered is not what is constantly in front of your eyes, but what flickers: that is, then no. This is what creates irritation and is remembered. Therefore, if we want to master some skills, bring them to automatism, to the level of skill, it is better to exercise in short portions, but with greater frequency. In this regard, home reading training should be carried out in three to four portions.

Reading before bed gives good results. The fact is that the last events of the day are recorded by emotional memory, and in those hours when a person sleeps, he is under their impression. Remember, before children were put to bed, telling him a story. Vivid impressions of an interesting book before bed strengthen the taste for reading.

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

Whirring reading also gives good results. With the usual methodology, the teacher asks no more than 10 students per lesson. Moreover, each of them exercises for 1-2 minutes. With "buzzing" reading, when all students read aloud at the same time, in an undertone, so as not to interfere with their comrades, each at its own speed for 5 minutes, the simulator time increases dramatically.

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

a) Multiple reading is carried out in this way. The teacher sets the same time span for all children. After the beginning of a new story is read by the teacher and realized by the children, they are invited to start reading and continue it for a minute. After a minute, each student notices up to which word he managed to read. This is followed by a second reading of the same passage. In this case, the student again notices what words he managed to reach, and compares with the first result. An increase in the pace of reading causes positive emotions in schoolchildren, they want to read again. However, you should not read the same passage more than three times. It is better to organize the next exercise on the same piece - tongue twisters.

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

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

8. The game "Tug".

a) the teacher reads aloud, changing the reading speed. Students read aloud, trying to keep up with the teacher.
b) the teacher reads aloud, the children silently. The teacher stops, the students continue to read.

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

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

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

12. "Scanning". For 20-30 seconds, students "run through" the text with their eyes in search of important information.

13. Development of a wide field of vision.

a) the teacher names a letter of the alphabet, the child finds and shows this letter with his finger or pencil. Practice letting your child remember where each letter is located. Measure the time of finding all the letters of the alphabet.

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

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

d) Reading creeping line

e) Exercise "Diving" After doing breathing exercises to work out the duration of the exhalation, taking a deep breath, read the text on one exhalation until there is enough breath. Stop and mark where you will stop. Do not force breathing. Repeat 3 times. At the end of the exercise, pay attention to the increase in the number of words with each successive reading of this passage.

f) Reading in pairs, racing. One student reads, the other listens and fixes mistakes and counts the number of words read. Then the students switch roles.

g) Exercise "Lightning" Children sit in front of the text. On the count of times - the children close their eyes. By touch, they aim a finger at a line Two, three, four - they open and try to read as many words as possible. On the count of five, they close their eyes. Then there is a discussion about who saw what.

14. Stimulating the desire to read.

Magnetic scale of achievements with photographs of readers. The dynamics of students' reading is determined daily.

Reading together with the teacher, then alternately student-teacher and vice versa.

Reading dialogues and short dramatizations with characters from works

In order for the child to clearly see his growth in mastering the reading technique, it is necessary to measure the reading speed more often.

By this time, students are already reading fluently, so conscious reading appears. I am working on the expressiveness of reading using the notebooks "Learning to read expressively."

1 technology - ZHIGSO strategy (desire to speak individually, create, form their thoughts) Students are divided into groups and each group receives an assignment.

1 group - choose from the text words that will help describe the character of the positive hero

Group 2 - find words describing a negative hero

Group 3 - find words in the text describing the landscape.

2. One of the most frequently used in reading lessons is the "Insert" method (technology of critical thinking). This method is well known to many as the "litter method", but not always completed. On the margins of the textbook, children make notes with a pencil, answering the questions:

1) I know (+)

2) I don't know (-)

3) I liked (!)

4) I do not understand (?)

So, the entire text is read, and notes are made. Then the children are divided into groups and prepare oral or written answers to one of these questions (according to the assignment), group 11 - I knew, group 2 - did not know, etc. Working groups are formed until the end of the academic term. Each group has its own passport, in which the work of the group is noted: the speaker's assessment and the schedule of the commanders on duty. The duty commander manages the order of work in the group and appoints a speaker from among the group members not previously involved in this work. Thus, during the academic quarter, everyone has time to be both the speaker and the commander on duty. If there is not enough study time, the card is filled in the next quarter and only then a new group is formed.

3. Lessons with elements of "dramatization" in the study of fables, fairy tales.

3. The technology of the five-verse

1 line - 1 noun (about the hero)

2 line - 2 adjectives (its qualities)

3 line - 3 verbs (its characteristic properties)

4 line - 4 words - phrase

5 - line - 1 word - synonym for the first word

6 line - a sentence that contains the meaning of the work.

4. Technique "RAFT" - role-playing activation of fantasy and creativity.

P - the role that we will portray;

And - the audience - for whom?

F - form - how? (conversation, dialogue, monologue, fairy tale)

T - topic - what are we going to talk about

Creative, role-based retellings are required in literary reading lessons.

The use of developmental teaching methods - the method of associations, the method of "Brainstorming", the method of forecasting - helps to develop students' ability to search, select, systematize, analyze, that is, delve deeper into the work read. Students understand how important it is to read quickly and deliberately in order to answer all the questions posed.

All these techniques and technologies increase the interest of students in the lesson, work with the text, improve the reader's interest, and the reading technique.

Literature:

"Application of new pedagogical technologies in teaching students to read" Bogatyreva Elena Mikhailovna primary school teacher Novoselskaya secondary school, district G. Musrepova, North Kazakhstan region

"How to teach children to read fluently in elementary school" Chemerikina Galina Aleksandrovna, primary school teacher, deputy. Director for Water Resources Management, Secondary School No. 3 named after V.N.Schegolev, ZATO Svetly, Saratov Region

"Formation of reading skills in primary school" Kozlova G.R.

Salnikova T.P. - M., 2000

Often, younger schoolchildren are learning very well, because they read very slowly. The low speed of obtaining information affects the speed of the entire work as a whole. As a result, the child sits over the textbook for a long time, and his progress is at the "satisfactory" mark.

How to teach a child to read quickly and at the same time be aware of what he has read (more in the article:)? Is it possible to ensure that reading becomes a cognitive process that provides a lot of new information and does not become a "stupid" reading of letters and syllables? We will tell you how to teach a student to read speed and not lose the true meaning of the lesson. We read quickly, but efficiently and thoughtfully.

It is extremely important to teach the child not only to read, but also to be aware of what he has read.

Where to start learning speed reading?

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

Parents and educators can still learn a number of useful principles and techniques that are included in this methodology. A child's brain at the age of 5-7 has all the possibilities for full disclosure and improvement - many teachers of venerable schools speak about this: Zaitsev, Montessori and Glen Doman. All these schools begin to teach children to read exactly at this age (about 6 years old), only one Waldorf school, known to the whole world, begins the process a little later.

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

Preparing preschoolers for reading

Today, there is a huge assortment of teaching aids on store shelves. Moms and dads, of course, begin this process by studying letters, for which they buy alphabets in a variety of forms: talking books and posters, cubes, puzzles and much more.

The alphabet comes to the aid of the youngest children

The goal for all parents is extremely important, but it should be remembered that you need to teach right away so that you do not have to retrain later. Often, without knowing it, adults teach by the wrong methods, which ultimately creates confusion in the child's head, which leads to mistakes.

The most common mistakes parents make

Pronunciation of letters, not sounds. It is a mistake to name the alphabetic variants of the letters: PE, ER, KA. For correct learning, they need to be briefly pronounced: P, R, K. The wrong beginning will lead to the fact that later, during the word composition, the child will have a problem in the formation of syllables. So, for example, he will not be able to identify the word: PEAPEA. Thus, the baby cannot see the miracle of reading and understanding, which means that the process itself will become absolutely uninteresting for him.
Erroneous learning to connect letters into syllables and reading words. The following approach will be wrong:
- we say: P and A will be PA;
- reading by letter: B, A, B, A;
- analysis of a word only with a glance and its reproduction without taking into account the text.

Learning to read correctly

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

Reading skill is closely related to correct pronunciation of sounds.

Very often reading and writing disorders take their basis in the child's pronunciation base. The kid pronounces sounds incorrectly, which further affects reading. We advise you to start visiting a speech therapist from the age of 5 years and do not wait until speech is established on its own.

Classes in the first grade

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

You can learn to do something at the level of automatism even without exhausting long studies. All exercises should be short-lived, but carried out with regular frequency.

Many parents, unwittingly, put a spoke in the wheel of the child's desire to learn to read. In many families, the situation is the same: "Sit down at the table, here's a book for you, read the first story and until you finish, don't leave the table." The reading speed of a toddler in first grade is very slow and therefore it will take him at least an hour to read one short story. During this time, he will be very tired of the mental hard work. Parents with this approach kill the child's desire to read. A more gentle and effective way to work through the same text is to work on it in portions, 5-10 minutes each. Then these attempts are repeated two more times during the day.

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

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

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

Extensive pedagogical experience has allowed teachers to apply various effective methods of teaching reading, which can be used at home. Below are examples of some of them.

Exercises

Speed reading syllabic table

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

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

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

Open syllables must be read both horizontally and vertically (for more details, see the article :). The principle of reading in the table is twofold. Horizontal lines display the same consonant sound with different vowel variations. A lingering consonant is read with a smooth transition to a vowel sound. In vertical lines, the vowel remains the same, but the consonants change.

Choral recitation of the text

The articulatory apparatus is trained at the beginning of the lesson, and in the middle, excessive fatigue is removed. On the sheet, which is given to each student, a number of tongue twisters are suggested. First graders can choose a tongue twister that they like or related to the topic of the lesson for practicing. Whispering tongue twisters is also an excellent workout for the articulation apparatus.

Articulation exercises improve speech clarity and speed reading

Comprehensive reading program

repeated repetition of what has been written;
reading in a fast rhythm of tongue twisters;
continuation of reading unfamiliar text with expression.

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

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

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

In training, the sequence and ease of exercises for the child is very important.

Exercise options

The task "Throw-serif". The student's palms are on the lap during the exercise. It begins with the words of the teacher: "Throw!" Upon hearing this command, children begin to read the text from the book. Then the teacher says, "Serif!" It's time to rest. Children close their eyes, but their hands remain on their knees all the time. Hearing the command "Throw" again, the students look for the line where they left off and continue reading. The duration of the exercise is about 5 minutes. Thanks to this training, children learn visual orientation from the text.
Task "Tug". The purpose of this exercise is to control the ability to change the pace of reading. First graders read the text together with the teacher. The teacher chooses a pace that is convenient for the students, and the students must try to keep up. Then the teacher starts reading "to himself", which is also repeated by the children. After a short period of time, the teacher starts reading aloud again, and the children, if they catch the tempo correctly, should read the same thing with him. You can improve your reading level by doing this exercise in pairs. The student who reads better reads "to himself" and at the same time runs his finger along the lines. The neighbor reads aloud, focusing on the partner's finger. The task of the second student is to keep up with the reading of a stronger partner, which should, in the long run, increase the reading speed.
Find a half. The task of the students will be to find the second half of the word in the table:

Program for children over 8 years old

Search for words in the text. In the allotted time, students must find words starting with a specific letter. A more difficult option when learning the speed reading technique is to search for a specific line in the text. This activity helps improve visual vertical search. The teacher begins to read the line, and the children must find it in the text and read the continuation.
Insert missing letters. Some letters are missing from the proposed text. How much? Depends on the level of preparedness of the children. Dots or spaces can be used instead of letters. This exercise helps speed up reading and also helps to combine letters into words. The child correlates the initial and final letters, analyzes them and composes the whole word. Children learn to read the text a little ahead in order to find the right word correctly, and this skill is usually formed in children who read well. A simpler version of the exercise for children over 8 years of age is a text with missing endings. For example: Veche ... came ... into the city .... We moved ... along the paths ... between the garage ... and notice ... little ... kitten ... etc.
The game "Hide and Seek". The teacher begins to randomly read a line from the text. Students should quickly find their bearings, find this place and continue reading together.
Exercise "Word with a mistake." While reading, the teacher makes a mistake in the word. Children are always interested in correcting inaccuracies, because this way their authority increases, as well as self-confidence.
Self-measurements of the reading speed. Children on average should read about 120 words per minute or more. It will be easier and more interesting to achieve this goal if they begin to measure their reading speed on their own once a week. The child himself counts the number of words read and enters the results on the plate. Such a task is relevant in grade 3-4 and allows you to improve your reading technique. You can find other examples of speed reading exercises and videos on the Internet.

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

We stimulate with results

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

It is especially important to pull up reading towards the end of the third grade. At this age, a child should read at least 120 words per minute. Speed reading for children is a great option to teach a child to speed up the pace of reading and at the same time to understand what he read, reading "to himself."

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

Pessimistic thoughts have not helped anyone yet! Ask the question “how to teach a child to read fluently”, arm yourself with the advice of experienced teachers and conquer new heights with your baby!

Reasons for slow reading

Only a child who swallows typed words quickly and meaningfully is more successful and better than a reading toddler. However, without proper and regular training, the kid will not be able to keep up with the lessons.

There are many reasons for slow reading. Let's list the most common ones:

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

If the kid has difficulties in teaching speed reading and adherence to reading techniques, parents and teachers should determine their reasons. Tackling the root of the problem will yield more results than eliminating its consequences.

Learning and speed reading: typical mistakes of adults

All caring parents want their child to be ahead of their peers in development, or at least comply with the norms. Sometimes adults independently take up learning to read, which makes small but serious mistakes that only push children back.

Typical mistakes made by adults:

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

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

Five principles of fast reading

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

Quickly swallowing the pages of a book and turning reading into a fun experience will allow you to master the following five principles:

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

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

Motivation in teaching reading technique

Let's face it, a junior high school student has little chance of truly falling in love with reading. The most interesting books are still too tough for him because of their large volume and the abundance of unfamiliar words. At this stage, the main task of parents is to develop a craving for new knowledge and a desire to learn to read as soon as possible.

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

Mastering the reading skill is a difficult task that cannot be completed in one day. Go to this goal in small steps every day, and progress will not be long in coming.

Don't give your child a thick book with no pictures or small print. It is better to give preference to text that is decorated with colorful illustrations or clearly divided into paragraphs. Interesting literature will awaken interest in reading and turn it into a desired process.
Do not consider the book a punishment - avoid the phrase "well, if you have nothing to do, now we will read" and similar formulations. The wrong attitude will reinforce the child in the opinion that reading is long, unpleasant and uninteresting.
Do not offer sweets, computer games, or other specific rewards. Otherwise, the child will consider reading a disgusting thing, which you just have to go through in order to get what you want.
Do not watch a movie or cartoon with your child before you get to know the work.
Read it yourself, and retell the new information to your baby with rapture. Your child will be infected by your example and will also want to spend time reading a book.

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

Do not force children to read, but stimulate their interest in knowledge. Buy them a colorful book, tell them your favorite fairy tale, then promise to watch a movie about your favorite characters. Reading should not be a desperate attempt to tidy up your homework. Turn it into a fun process that you will want to come back to again and again.

How to teach a child to read quickly?

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

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

"Joker letters" - prepare cards with rhymes, proverbs and riddles. Do not forget to make 3-4 letters "abnormal": make them stand on their heads, lie on their sides, or represent some kind of sign or object. Ask your child to read the card.
"Fly". Imagine with your child how a fly, dog, snake, and so on would talk. Feel free to get creative when teaching to read.
"Who is bigger?". Invite your child to choose their favorite letter from the alphabet. Take turns calling the words that begin with it.
"Chain". This exercise is similar to the popular Cities game. Since an elementary school student is not always good at geography, name any objects or phenomena with him in turn. The main thing is that the first letter of the new word coincides with the end of the previous one.
Crossing out is another example of how learning to read can be fun and creative. Prepare cards, large print with pictures, or pages from a children's magazine. Invite your child to cross out one letter. Don't force your toddler to read quickly and cross out as much as possible. The point of the assignment is not to miss a single letter in the text.
Wave is an exercise designed for toddlers who can read 50-60 words without any problems. First, scholniks need to read the text as usual, and then the children try to repeat the same thing when the book is at a 90 or 180 degree angle. Begin the exercise with a sentence or two, and be sure to include "Wave" in your regular reading training schedule.
Reading tables of syllables and words. Time yourself with a stopwatch and track the dynamics of success.

Remember to do each exercise twice. The first lesson is designed to develop, and the second - to consolidate the results.

With the right approach to teaching, children will develop a genuine interest in reading. In the course of daily training, you need to additionally include retellings and games to develop memory and attention.

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

Even the smallest step towards achieving a goal is commendable. Create a table with the results above the student's desk and do not forget to be interested in his success in passing online games to train memory and attention.

It is not worth rushing the child in learning - the principle of "faster, higher, stronger" does not always give a positive result. Instead, develop your formula for success:

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

To learn speed reading, to get children interested in the word and to teach them to swallow books meaningfully, follow the results of the little ones. Do not demand, but interest. Do not speak, read silently. Do not rush to watch cartoons, but first familiarize yourself with the original work. And then everything will work out!

Development of fluent reading skills in primary school children

Elementary school subjects (literary reading)
Reading is an inexhaustible source of enrichment with knowledge, a universal way of developing a child's cognitive and speech abilities, his creative powers, a powerful means of educating moral qualities and developing aesthetic feelings.
Reading is also what is taught to younger students, through which they are educated and developed; it is also what children use to learn most of their subjects.
Modern parents understand how much a child needs to be able to read in our time. A complete reading skill is the basis for further learning in all other school subjects, the main source of information and even a way of communication. From a scientific point of view, the significance of the reading process is no less great. Successful mastering of the reading skill is one of the indicators of the general level of development of a child's cognitive activity, just as difficulties in the process of learning to read speak of individual problems in the development of a particular mental process (attention, memory, thinking, speech).
There are four qualities of the reading skill: correctness, fluency, awareness, expressiveness. The main task of teaching reading is to develop these skills in children.
The topic I have been working on is called "Developing Primary School Reading Skills". Reading fluency is one of the basic aspects of reading skill and is linked to the rest. In fact, the very process of learning to read begins with the formation of fluency, the ability to read in syllables, followed by reading in whole words. Observing the dynamics of the reading process allows us to conclude that the higher the fluency, the better the understanding of what is being read, that is, the reading consciousness, which determines correctness. When forming this skill, it is necessary to rely on the development of such important mental processes as perception, memory, thinking.
The entire learning process must be structured so that the child develops an interest in classes, reading and books in general.
In my work, I provide for these features and build them taking into account them.

STEPS IN BUILDING READING SKILLS

The ability to master reading and writing skills is directly related to the general speech development of children. In preschool age, the child actively develops oral speech, and in elementary school he masters the visual images of letters. Reading and writing are closely related, and from the very beginning they influence each other's development.

Learning to read goes through several stages before the skill of fluent, meaningful reading is formed.

1. OWNERSHIP OF SOUND AND LETTER DESIGNATIONS.

Successful and quick assimilation of letters is possible only if the following functions are sufficiently formed: phonemic perception (differentiation, distinction of phonemes); phonemic analysis (the ability to extract sounds from speech); visual analysis and synthesis (the ability to determine the similarity and difference between letters); spatial representations; visual perception (the ability to memorize the visual image of a letter).
It should be borne in mind that for a child starting to read, a letter is not the simplest graphic element. It is complex in its graphic composition, it consists of several elements, located differently in space in relation to each other. In order to distinguish the letter under study from all other letters, including those similar in outline, it is necessary to carry out an optical analysis of each letter for its constituent elements. Since the differences of many letters consist only in the different spatial arrangement of the same letter elements, the assimilation of the optical image of the letter is possible only if the child has sufficient development of spatial representations.

Having mastered the letter, the child reads the syllables and words with it. However, at this stage, the unit of visual perception in the process of reading is the letter. The child first perceives the first letter of a syllable, correlates it with sound, then the second letter, after which he synthesizes them into a single syllable. Thus, he perceives visually not a whole word or syllable, but only individual letters; his visual perception is letter-by-letter.
The pace of reading at this stage is very slow and is determined by the nature of the syllables being read. Simple syllables (ma, ra) are read faster than syllables with a confluence of consonants (hundred, kra). Comprehension of the read is distant from the visual perception of the word, it is carried out only after the read word is pronounced aloud. But the word read is not always immediately recognized. Therefore, the child, in order to recognize the read word, often repeats it. Peculiarities are also observed when reading a sentence. Each word of the sentence is read in isolation, so understanding the sentence and the connection between the words that make it up is difficult.

2. LEGAL READING.

At this stage, the recognition of letters and the fusion of sounds into syllables occur without difficulty. The syllable becomes the unit of reading; in the process of reading, syllables quickly correlate with the corresponding sound complexes.

The reading pace at this stage is rather slow: the child reads the word by syllable, then combines the syllables into a word, and only then comprehends what he read. Difficulties remain in combining syllables into a word, especially when reading long and complex words.

In the course of reading, a semantic guess appears, especially when reading the end of a word. Children often repeat the word they read, especially if it refers to long and difficult words. A word divided into parts during reading is not immediately recognized and comprehended. In addition, the repetition of words while reading may be due to the fact that the child is trying to restore the lost semantic connection. Understanding of the text does not yet merge with the process of visual perception, but follows it.

3. FORMATION OF SYNTHETIC READING TECHNIQUES.

This step is a transition from analytical to synthetic reading techniques. Simple and familiar words are read as a whole, while words that are unfamiliar and difficult in their sound-syllable structure are still read syllables.
The semantic guess begins to play a significant role. But the child is not yet able to quickly and accurately control the guess with the help of visual perception, and therefore he often replaces words, word endings, that is, he has a guessing reading. The result of guessing is the discrepancy between the read and the printed, a large number of errors. Reading inaccuracy leads to frequent regressions, reverting to previously read for correction, refinement or control. If the child makes a lot of mistakes, it is necessary to slow down the pace of reading.

4. SYNTHETIC READING.

The child masters holistic reading techniques: words, groups of words. The main thing for him is not the technical side of the reading process associated with visual perception, but the comprehension of the content of what is being read. A semantic guess is based both on the content of the read sentence and taking into account the meaning of the entire text. Reading errors are rare as guesswork is well controlled.
The reading pace is quite fast. Full reading comprehension is carried out only when the child is well aware of the meaning of each word and the connections between words in a sentence are clear. Thus, reading comprehension is possible only with a sufficient level of development of the lexical and grammatical aspect of speech.
The initial stage of learning to read begins with recognizing letters. Letters must be taught not by their full alphabetical names (for example, "ka", "em", "cha"), but by sound designations: "k", "m", "h", etc. The alphabetical names of the letters make it difficult to read. Such a mistake most often causes the child to have difficulties with adding letters to syllables. Children read “mea” or “ema” instead of “ma”. In this case, it seems to the child that he is doing everything right, and it is difficult for him to understand the meaning of adding letters to a syllable. As a result of my practice, I came to the following work option: first learn the vowels, and then learn the consonants and immediately compose syllables. For example, we learn the letter "B": we drew it, painted it, wrote it with a finger in the air, on the table, molded it from plasticine, laid it out from sticks, buttons, etc. Then we compose the syllables: BA, BO, BU, BY, BE, BY, BY, BY, BY, BY. They can also be drawn, laid out from sticks, etc. In this form, the child quickly understands the principle of adding letters to syllables. Further, according to the same scheme, we proceed to the study of the following consonants.
In my lessons, I often play with children, for example, you can play "syllables": we randomly write any syllables with learned consonants (bo, ha, zy, du), and the child's task is to read them. This stock is gradually increasing; then the children make up simple words from the letters and syllables already passed through: moon, dream, house, forest, world, porridge, etc. I ask the child to try to write down these words (first by copying, and then by themselves). It is important to note that the characteristics of children are very individual, so I do not rush, I do not push the child. Let the learning process take place at its normal pace. The main thing is that regular classes make the little student want to return to them again. In my work, at the initial stages of teaching reading, I use elements of N.A. Zaitseva, who relies on the syllabic principle of teaching reading and makes this process easy and fun. At the next, more difficult stages, when the child has mastered reading with words, I use methods of work on the formation of fluency in reading (frequency of training exercises, buzzing reading, daily five-minute reading, repetition of reading, reading at the pace of tongue twisters, etc.), and also apply exercises aimed at developing the speech apparatus, attention and memory, expanding the operational field of reading, the development of semantic guesses at various levels.
1. Exercises for the development of the speech apparatus. Reading skill depends a lot on correct pronunciation and discrimination of speech sounds. Such exercises are especially recommended for children with pronunciation disorders.
Articulation of vowels, consonants, their combinations. Singing vowels.
AOOYE, YAYOOEE, AYOOOOYUEE ...
AO, UA, AY, IO, EA, AU ...
Z-S-F, W-Z-S, S-Ch-Sh ...
B-V-G-D-Z-Z, P-F-K-T-Sh-S ...
Ba-ba bo-boo-boo bae-baa-bi
For-zya zo-zyo zu-zyu ze-ze zy-zi
Tra-tro-tru-three; bra-bro-bru-brie

Reading pure phrases.
Ms. Ms. Ms. - the hedgehog has needles.
Zhu-zhu-zhu - we'll give milk to a hedgehog.
Lo-lo-lo - it's warm outside.
Mu-mu-mu - milk to whom?
Ko-ko-ko - drink, children, milk.

Reading and speaking tongue twisters clearly.
In the morning, sitting down on a hillock,
Magpies are learning tongue twisters.
From the trampling of hooves, dust flies across the field.

Yegor walked across the yard with an ax to repair the fence.
The crow missed the crow.
It should be noted here that if a child does not pronounce a certain sound or pronounces it incorrectly, he does not need to pronounce tongue twisters saturated with this sound. If the child has significant pronunciation disorders (for example, the child does not pronounce several sounds) or other speech disorders, classes with a speech therapist are mandatory.

Reading tongue twisters at a pace.
The tongue twisters are read clearly at a high pace.
2. Work on the development of visual memory. In the process of learning to read, the child must memorize letters, syllables, words and their sequence in order to reproduce a word and a sentence. Reading fluency depends on the level of development of visual memory.
Exercises:
A technique for comparing paired pictures that differ in several ways: children are given an installation - to look and remember the first picture. Then a second picture is presented. The student's task is to identify what has changed.

Game "What's missing?"
A row of pictures is laid out on the table or a row of toys is displayed. Students remember them, after which one picture (toy) is removed. Children have to name what is missing.
The second option: the pictures are not removed, but their sequence is changed. The task of the children is to restore the changed sequence of objects.
Further, the option becomes more complicated: instead of toys and pictures, cards (or cubes) with familiar letters are laid out. The work continues in the same way.
The method of "photographing" pictures consists in showing children object pictures. A few seconds are given to memorize, after which the pictures are removed, and the students must list those items that they remember.

Reception of photographing cards with speech material. We start by memorizing four letters.
V L O N
To memorize one letter, 1.5 seconds are given.
At the end of the work, we increase the number of letters, and reduce the memorization time for one letter to 0.5 seconds. Thus, we give 3 seconds to memorize 6 letters.
Then we move on to memorizing syllables.
Mo-ro-li-so; to-not-moo-doo ...
Here we give 1 second to memorize one letter. Total for 8 letters - 8 seconds.
Reception of photographing words.
Lion, poppy, elephant, tiger.
We give 0.5 seconds to memorize one letter. A total of 7 seconds to memorize these four words. We ask the child to exclude one word in meaning and explain.

Exercises that develop attention to the word.
Reading words on a card in a short time.
Children are offered a card with a written word and one second is given to have time to “learn” the word. It is advisable to take simple words (water, cotton wool, sea, summer, cow, dog, milk), then short words with a confluence of consonants (tap, morning, tiger), and then more complex words (boat, flower, pyramid, butterfly, purity , girl, briefcase). We show the floor and quickly remove. If it did not work out, you can present it again at the same time.
Reading tongue twisters for speed, in turn, helps a lot. Reading text through a word. The word teacher, the word child. Children involuntarily begin to read faster, it is easier for them to read one word, and while the teacher is reading, the child can rest a little.
It is interesting to put stress in different places.
Younger schoolchildren often "lose" the endings when reading, most of them begin to invent instead of reading, so I use exercises such as training in reading the same root words of different parts of speech. (Ex: water, water, water, waterfall, plumbing, watery, flood.
Homeland, native, dear, parent, give birth.
I ask, I ask, I ask, I ask, I ask, I asked, I asked, I ask, I ask again, I ask).
When reading these words, the multi-reading technique is used. The first time the words are read fluently, in chorus, together with the teacher. The second time, the child trains to read the words in an undertone, slowly and at a normal pace. The third time, the children read aloud.
In this case, it is necessary to find out the meanings of the words. This technique is essential for developing attentiveness to the words being read.

Reading words written in a pyramid.
For example:
storm snow
winds spring
hurricanes streams
play out run
freeze turned green

By this principle, I compose a new pyramid each time. Such pyramids need to read the pyramids of words at different rates: slowly, at a normal pace, quickly. Sometimes I ask the children to read the pyramids for a certain time. The task is to read the words correctly and remember the memorized ones.
At the beginning of the work, students may make mistakes in reading words. In daily practice, by the end of the course, children read words almost flawlessly.

3. Development of a semantic guess.
A semantic guess is a mental process of focusing on the foreseeable future. When using this technique, children develop logic, significantly speeding up the reading process.

In my work, I use the following exercises that are fascinating and loved by children:
Reading words with missing letters.
K. Sh. A S. B. KA
K.O.O. IL K.R. VA
S. L. V. Y S. ON
B. G. M. T V. R. NA

The child is given words from a specific lexical topic. Having solved them, the children should say how it is all called in one word. In some cases, the theme is set immediately: furniture, dishes, birds, etc.

Reading words with confused letters.
At the beginning of the work, children solve words with mixed letters based on numbers:
FITLU PIGASO PAKTI
3 5 1 4 2 3 6 5 2 1 4 3 2 4 1 5
Further, I complicate the task by not relying on numbers.
Here the lexical topic was set in advance.
Trees: NYOKL, BUD, ZEREBA

Reading stories with missing letters in the endings.
Storm.
Thunderstorm of thrust ... A huge purple that ... slowly floated out ... because of the le ...
A strong wind buzzed ... in the sky ... Dere ... zabusheva ... Large drips ... doge ... knocking sharply ... on the leaves ..., but now the sun ... shines again. ... How everything is flashing ... around. It smells like earthlings ... and gree ...
Reading texts with missing words.
Snow hung over the city .... In the evening it began ... Snow fell in large ... A cold wind howled like a wild ... At the end of the deserted and deaf ... a girl suddenly appeared. She was thin and poor ... She moved slowly forward, felt boots fell off her feet and ... she had to go.

In my work, I use exercises such as visual dictations.
Visual dictations contribute to the development of working memory, improve fluency and spelling skills. When used systematically, they give tangible results. During the conduct, the children are given the installation that they need to remember not only the phrase verbatim, but also how the words are spelled correctly. The child is given a proposal and at the same time a certain time to remember. Then the sentence is closed, and the children call this sentence or write it down in a notebook. (Examples of visual dictations used: The snow is melting. The sky is gloomy. Frosts crackle. Autumn has come. There are many birches in the forest. The sun is shining brightly. The hot summer has flown by. The sun is shining and warming.) As a result of the work, children make fewer mistakes, they have an interest in completing the task , attention improves.
Motivation, that is, the presence of interest, desire and desire to read, plays the most important role in the successful mastering of the reading skill. The presence of motivation for any kind of activity is the key to the successful implementation of this activity.

Tricks to stimulate interest in reading:
A) Reception of sparing reading.
It consists in the fact that children read a few lines, after which they are given rest. For this we use illustrated encyclopedias, educational children's books with pictures and brief explanations to them. We discuss what the children have read. Children share their impressions, answer questions about the text.

B) Daily self-measurement of the reading speed. This technique greatly enhances the child's motivation to read and stimulates interest in achieving a better result. The bottom line is that the child maintains a table of the results achieved. After various exercises in developing fluency, he is presented with a text to read. One minute is marked, after which the child marks the place at which he stopped, counts the number of words read and writes the total in the table. In the process of learning, in no case should the child be forced. Learning should be fun.

While working on this topic, I came to the conclusion: only regular entertaining classes help to achieve the desired result.

How to teach children to read fluently in elementary school.

Everything in the world begins with love ...

Love for people, nature, beauty ... a book ...

Teachers and psychologists state the fact that children, having barely learned to read in elementary school, read worse by the seventh or eighth grade. The slowness of the reading process, lack of interest in reading leads to the fact that intellectual activity also slows down. Guys read the statement of the problem, exercises more slowly, forget its essence before starting to fulfill it. Many terms and concepts that they should be aware of at this age are simply unknown and uninteresting. It’s not a secret for anyone that the desire to read, a persistent interest in reading is formed in the family and its basis is the child’s reading habit.

If a child grew up and developed in an environment where talking, listening, reading are the norm of everyday life, he will also be interested in meaningful and versatile information at school, which can be gleaned mainly from books. A keen reader will grow out of him.

Experience shows that poorly read students are doomed to fail in middle and high school, where the teaching material increases many times over. In addition, in the process of reading, working memory and stability of attention are improved, on which mental performance depends.

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

How can we, teachers, help our children?

Let's analyze the norm of reading technique in elementary school. Normative reading, as you know, has a minimum value of 90 words per minute for students moving to grade 5, and at the beginning of grade 5 - already 120 words. Where can a child get 30 words over the summer? This is a huge disaster for children with disabilities. This also does not coincide with the optimal speed of speaking, and therefore it can be considered that the standard is too underestimated.

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

1. Frequency of exercise. It is not the duration that matters, but the frequency of the training exercises. Human memory is arranged in such a way that what is remembered is not what is constantly in front of your eyes, but what flickers: that is, then no. This is what creates irritation and is remembered. Therefore, if we want to master some skills, bring them to automatism, to the level of skill, it is better to exercise in short portions, but with greater frequency. In this regard, home reading training should be carried out in three to four portions.

2. Reading before bed gives good results. The fact is that the last events of the day are recorded by emotional memory, and in those hours when a person sleeps, he is under their impression. Remember, before children were put to bed, telling him a story. Vivid impressions of an interesting book before bed strengthen the taste for reading.

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

5. "Whirring" reading also gives good results. With the usual methodology, the teacher asks no more than 10 students per lesson. Moreover, each of them exercises for 1-2 minutes. With "buzzing" reading, when all students read aloud at the same time, in an undertone, so as not to interfere with their comrades, each at its own speed for 5 minutes, the simulator time increases dramatically.

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

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

8. The game "Tug".

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

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

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

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

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

12. "Scanning". For 20-30 seconds, students "run through" the text with their eyes in search of important information.

13. Development of a wide field of vision.

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

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

An important factor is the “stimulus of hobby” - In grade 1, children learn without grades, so the grade is very important for them, for each additional reading I put 5; five 5-stars, 5 stars - a prize.

In grade 2 - we read common works. For example - children received a letter from Pinocchio:

ATTENTION! ATTENTION!

Dear children of the 2nd grade of secondary school № 3!

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

It is called "The Golden Key or The Adventures of Pinocchio."

It was written by A. Tolstoy. The first 10 students who read the book, I will send the "golden" key, the next 10 students - the red one, and the last - the green one.

In the footsteps of the book we have read, we will arrange a quiz, and of course there will be prizes.

MY CONDITIONS:

2. WRITE INTO THE "READER"

3. RENT A READER DAILY.

GO FRIENDS. BURATINO.

Children read a fairy tale, writing down the reading time in a special diary "Chitalochka". After all students have read the book, a quiz is held on the book they have read.

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

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

e) we read V. Bianki's book "Lesnaya Gazeta" - a tournament-quiz "Forest Secrets" (newspaper "First September" No. 23 2004)

e) read "Children's Bible" or "My first sacred story", then an excursion to the church, write a letter - the essay "So I ask God"

Grade 3. "The stimulus of passion" - in the first half of the year is a letter of thanks for the work of parents, and for this you need to get 100 A's. Each "5" is put in 30 minutes of additional reading; in the second half of the year we work for Diplomas 3,2,1 degrees. Condition: additional reading every day for 30 minutes, skipping is punishable by a "fine", it is necessary to read this time on a day off.

By this time, students are already reading fluently, so conscious reading appears. I am working on the expressiveness of reading using the notebooks "Learning to read expressively."

In the 4th grade - I teach children to "make money". We have determined that 30 minutes of reading = five classroom reading champs.

So every week the children read the time at home and on Monday they receive a salary in the "chitalychas" according to the sheets, put them in a piggy bank, at the end of a quarter or a month - there is a "Fair-sale" of prizes, where each student can buy any item for his own money - " chitalychi ".

Parents of students are my active assistants in the development of fluent, expressive and mindful reading. They have a duty - to regularly monitor and keep a record in the "Chitalochka", and this is a diary that is kept from 1 to 4 grades. Parents or children record the time of daily additional reading in it.

In order for the child to clearly see his growth in mastering the reading technique, it is necessary to measure the reading speed more often and do this in the most solemn way. You should arm yourself with a watch with a second hand, a book with large print and light text. Have the child read for exactly one minute. Count how many words (include conjunctions and prepositions) he can read in a minute. The child will be as jealous of his "reading height" as he is of the marks on the door. It is important to evaluate only the reading technique, and not other merits of the little reader. Often parents demand to retell what they have read at the age of 6-7, but the child cannot, because the child was given the command: "Read." It was this command that the human brain heard.

The general words "good", "well done", "already faster" are not enough for this. The child will understand more specific assessments (“As much as 20 words per minute! Great!”, “In March there were 40, and now 43 words per minute!”, Etc.). It is necessary to celebrate growth, compare today's results with yesterday's, rejoice at every step forward, every success. ,

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

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

For a child to love reading, it is very important to create his own home library. There can be two approaches here. The first approach is a working library that helps in everyday educational and extracurricular work: dictionaries, encyclopedias, popular science literature, periodicals, etc. - interlocutors).

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

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

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

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

Reading for my children is a hobby, not a punishment.