Teaching syllabic reading. Teaching reading to preschoolers

1 rule of an effective method for teaching a child to read: Buy the alphabet for your child without pictures.

Always in capital letters, preferably without pictures.
This will make it easier for the child to focus his attention on the letters rather than the colorful drawings. You can teach a child to read from the age of 2-3, but it is worth remembering that at such an early age it is difficult for children to concentrate - to maintain attention on the same subject for a long time. And therefore, you should not complicate the child’s task: it is best to buy the simplest alphabet with letters drawn in a beautiful but understandable font without unnecessary curls, and preferably without fancy verses and unnecessary pictures.

Rule 2 of an effective method for teaching a child to read: Learn the main letters first.

Start learning letters with vowels: A, E, E, I, O, U, Y, E, Yu, Z. Vowel letters are easier for children. They can be easily learned by singing. So that your child can quickly and effortlessly learn vowels, organize a joint family singing lesson: sing together as best you can, A-a-a-a-a-a-a-a-a-a-a-a ..., I-i-i-i-i-i-i-i..., Y-y-y-y-y-y-y-y-..., I-I-I-I -I-I-I... Such a “reading lesson” will be very funny, and most importantly, memorable for both you and your baby.

Once you have learned the basic vowels, you can move on to consonants. A few learned vowels and a couple of consonants are already enough to compose syllables.

3 rule of an effective method of teaching a child to read: Learn letters quickly, and even faster - move on to syllables.

Don't delay with syllables! The easiest way to teach a child to read is by syllables, not by letters.

Start learning syllables from letters you already know as soon as possible: knowledge of a few vowels and a pair of consonants is already suitable for composing the simplest words, like “mom”, “dad”, but in any business the most difficult thing is to start. Therefore, you need to start with the simple and then move on to the complex. After learning to read syllables, move on to composing full words.

Rule 4 of an effective method for teaching a child to read: When you tell your child a letter, say its pronunciation (“M”), not its name (“Em”).

When naming a letter, sound out the sound. When teaching your baby letters, you should pronounce the sounds, not the names of the letters. For example, say the letter “S” rather than “Es” or “Se”. Don’t complicate your child’s task of learning to read, save him from unnecessary at this stage knowledge: everything ingenious is simple! Less details, more - essentially.

5th rule of effective methods for teaching a child to read: Work with your child often, but little by little.

Engage with your child for no more than 15 minutes at a time.

Children under six years old find it difficult to maintain their attention in the same activity. Do not overload your child by studying with him for a long time. It is better to work with your child twice a day for 15 minutes, rather than once, but for half an hour.

Learning to read Russian words is the same as learning to read in foreign language: too much new information difficult for a child's brain to perceive. Therefore, it is advisable to break it into many small pieces, “swallowing” one at a time, rather than trying to squeeze a whole “pie” of incomprehensible information into the baby’s head at one time.

We worked out for 15 minutes game form, preferably with motivation for prizes or in a funny, relaxed form, and then rest, switching the child to other types of activities.

Rule 6 of an effective method of teaching a child to read: Reading lessons also include drawing lessons!

Draw letters! The best way to remember a letter is to draw it, or even better, to write it. This way, you will immediately teach your baby to read, while at the same time preparing his hand for writing.

In general, it’s great if the child’s mother and/or father understands at least a little psychology and, in particular, knows what psychotype his child belongs to - visual, auditory or sensory/tactile.

Visual people perceive and remember information best if their eyes and organs of vision are maximally involved, i.e. the best for a visual child The best way learning to read is looking at the letters in the children's alphabet and contemplating the letters written in one's own hand in a notebook or on a sheet of colored paper.

An auditory child learns best by perceiving information by ear. Those. such a child will best remember a letter if you pronounce it clearly out loud to him, and if he himself repeats its pronunciation out loud several times and, preferably, is able to associate this sound with its spelling, image - the letter on the letter.

A tactile child - a child who perceives life through sensations, through the skin - will best be able to learn to read, as paradoxical as it may sound, by learning to write letters. Or if it has curly letters without extra hieroglyphs on the sides, then feeling them.

Rule 7 of an effective method of teaching a child to read: We consolidate the theory in practice, in everyday life.

Why are letters needed? The child needs to be explained clearly, simply and clearly, why mom and dad are forcing him to learn all these letters. What is the meaning of this alphabet?

On the bus or walking around the city, show your child various signs and names of buildings. The child must realize that learning letters opens up new and interesting opportunities for him. Let your child look for familiar letters in the inscriptions on goods and at bus stops, in license plates and tell you about his findings!

Learning to read then becomes interesting for the child when he realizes the meaning of this process. Tell your child that having mastered the knowledge of the world of letters, he will be able to read interesting children's fairy tales himself, and not wait for his mother to be free from cooking in the kitchen.

Read children's jokes, captions for jokes to your child, and from time to time do not forget to unobtrusively remind him that, “having learned the letter “A” or the syllable “Ma,” he will soon be able to read all these interesting and funny things on his own, without the help of his mother. And perhaps someday he will read a fairy tale to his mother!

Reading can be a fun activity for a child. But showing a love of reading is, first of all, the task of parents. And praise your baby, even for small victories, because every letter he learns is a real triumph for him! Do not forget to notice and celebrate even the small achievements of your child in the process of teaching him to read, build your own strategy, an effective method of teaching your child to read, do not save time on communicating with your child, and then a rich harvest of education will not be long in coming.

Learning to read syllables - this stage in teaching children to read is one of the most important and difficult. Often parents simply don’t know how to teach their child to pronounce two letters together and get “stuck” on this for a long time. Tired of the endless repetition of “ME and A will be MA,” the child quickly loses interest, and learning to read turns into torture for the whole family. As a result, children who already know letters from the age of two or three cannot read even by the age of five. simple words, not to mention reading sentences and books.

What to do next when the child has memorized the letters? Let’s immediately make a reservation that teaching a preschooler to read syllables can begin BEFORE he has mastered the entire alphabet (moreover, some teachers insist that you need to move on to syllables as quickly as possible, without waiting for all the letters to be learned). But the child must name the letters that we will combine into syllables without hesitation.

In order to begin learning to read syllables, a child only needs to know 3-4 vowels and several consonants. First of all, take those consonants that can be drawn out (S, Z, L, M, N, V, F), this will help teach the child how to pronounce the syllable together. And this is a fundamentally important point.

So, let's look at a few, in our opinion, the most effective techniques, which modern teachers offer for teaching a child to form letters into syllables.

1. Play "Trains"

(game from the manual by E. Baranova, O. Razumovskaya “How to teach your child to read”).

Instead of boring cramming, invite your child to “ride the train.” All the consonants are written on the rails on which our trailers will travel, and the vowels are written on the trailers themselves. We place the trailer on the rails so that a consonant appears in the window, and name what station we have (for example, BA). Next, we move the trailer down the rails until the next consonant and read the syllable that appears.

There is a similar guide in cards "Game "Steam Locomotive". We read the syllables." from E. Sataeva

This game is good because the child does not need to be specifically explained how to add syllables. It is enough to say: “Now we will ride the letter A, it will be our passenger, name all the stations where we will stop.” First, “take a ride” yourself - let the child move the trailer along the rails, and you loudly and clearly call the “stations”: BA, VA, GA, DA, ZHA, ZA, etc. Then invite your child to do this with you in turn. During the game, listening to you, children easily grasp how to pronounce two sounds together. The third time, the child can “ride” himself without much difficulty.

If the child does not know all the letters, stop only at those “stations” that are familiar to him. Next we change the trailer. Now we roll the letters O, U, Y. If the child copes with the task easily, we complicate the task. For example, we go for a speed ride, timing which of the trailers will get to the end of the journey first. Or another option: when stopping at a station, the child must name not only the syllable, but also the words starting with this syllable (BO - barrel, side, Borya; VO - wolf, air, eight; GO - city, golf, guests; DO - rain, daughter, boards, etc.).

Please note that with this game you can practice reading not only open syllables (with a vowel at the end), but also closed ones (with a consonant at the end).

To do this, we take the trailers where the vowels are written in front of the window, and proceed in the same way. Now we have a letter on the trailer, not the passenger, but the driver, she is the main one, she is in front. First, read the resulting “stations” with closed syllables yourself: AB, AB, AG, AD, AZ, AZ, etc., then offer the child a “ride.”

Remember that in this and other exercises we first practice adding syllables with vowels of the first row (A, O, E, U, Y), and then introduce vowels of the second row (Ya, Yo, E, Yu, I) - so-called “iotated” vowels, which make the sound preceding them soft.

When the child is good at reading individual tracks with syllables, alternate the carriages with passengers and drivers, without prompting which particular carriage we will be rolling. This will help the child learn to clearly see where exactly the vowel is in a syllable (the syllable begins or ends with it). At the first stages of learning to read syllables, a child may have difficulties with this.

2. “Run” from one letter to another

This is a visual exercise that will help your child learn to pronounce two letters together.

Before us is a path from one letter to another. To overcome it, you need to pull the first letter until the finger we move along the path reaches the second letter. The main thing we are working on in this exercise is so that there is no pause between the first and second sound. To make it more interesting to practice, replace your finger with a figurine of any animal/person - let it run along the path and connect two letters.

(“A Primer for Kids” by E. Bakhtina, “Russian ABC” by O. Zhukova, etc.).

Many authors of primers and alphabet books use animated images of letters that need to be put into a syllable - they are friends, walk together in pairs, pull each other through obstacles. The main thing in such tasks, as in the previous exercise, is to name two letters together so that the two companion letters remain together.

To use this technique, you don’t even need special manuals or primers. Print out several figures of boys and girls (animals, fairy tales or fictional characters), write a letter on each of them. Let consonants be written on the boys' figures, and vowels on the girls' figures. Make friends with the children. Check with your child that boys and girls or two girls can be friends, but making two boys friends (saying two consonants together) is not possible. Change pairs, put girls first in them, and then boys.

Read the syllables first in one order, then in the reverse order.

These few techniques are quite enough to teach a child to add two letters into a syllable. And learning in the form of a game will allow you to avoid cramming and boring repetition of the same thing.

4. Games to strengthen the skill of adding letters

— Syllabic lotto

It’s very easy to make them yourself; to do this, you need to select several pictures - 6 for each card and print out the corresponding syllables.

• The guide will help you “Syllables. Choose a picture based on the first syllable BA-, BA-, MA-, SA-, TA-. Educational lotto games. Federal State Educational Standard of Education "E. V. Vasilyeva"— there are several more tutorials in this series
“Letters, syllables and words. Lotto with verification" by A. Anikushena
• Similar exercises are in the book “Syllable tables. Federal State Educational Standard" N. Neshchaeva

— Shop game

Place toy products or pictures with their images on the counter (for example, FISH-ba, DY-nya, PI-horns, BU-lka, YAB-loki, MYA-so). Prepare “money” - pieces of paper with the name of the first syllables of these words. A child can buy goods only with those “bills” on which the correct syllable is written.

Make an album with your own hands with your child, in which a syllable will be written on one page of the spread, and on the other - objects whose names begin with this syllable. Periodically review and add to these albums. For more effective learning When reading, cover either one or the other half of the spread (so that the child does not have unnecessary clues when naming a syllable or selecting words for a certain syllable).

They will help you with this “Cards for sound and syllabic analysis of words.”

— Airfield game (garages)

We write the syllables large on sheets of paper and lay them out around the room. These will be different airfields (garages) in our game. The child takes a toy plane (car), and the adult commands which airfield (in which garage) the plane should be landed (the car parked).

Zaitsev's cubes or any cards with syllables (you can make them in the form of traces) are suitable for this exercise. We build a long path from them - from one end of the room to the other. We choose two figures/toys. You play one, the child plays the other. Roll the dice - take turns with your figures on the cards for as many moves as the number rolled on the dice. As you step on each card, say the syllable written on it.

For this game you can also use various “adventures” by writing syllables in circles on the playing field.

5. Reading simple words syllable by syllable

Simultaneously with practicing syllables, we begin to read simple words (of three or four letters). For clarity, so that the child understands what parts a word consists of, which letters need to be read together and which ones separately, we recommend that the first words be made up of cards with syllables / individual letters or graphically divide the word into parts.

Words of two syllables can be written on pictures consisting of two parts. Pictures are easier to understand (the child is more willing to read words written on them than just columns of words) plus it is clearly visible into what parts a word can be broken down when reading it syllable by syllable.

Increase the complexity gradually: start with words consisting of one syllable (UM, OH, EAT, UZH, HEDGEHOG) or two identical syllables: MOTHER, UNCLE, DAD, NANNY. Then proceed to reading three-letter words (closed syllable + consonant): BAL, SON, LAK, BOK, HOUSE.

You need to understand that even if a child pronounces all the syllables in a word correctly, this does not mean that he will immediately be able to meaningfully put them together into a word. Be patient. If a child has difficulty reading words of 3-4 letters, do not move on to reading longer words, much less sentences.

Be prepared for the fact that your child will begin to read words fluently only after he has automated the skill of adding letters into syllables. Until this happens, periodically return to practicing syllables.

And, most importantly, remember that any learning should be a joy – for both parents and children!

Philologist, teacher of Russian language and literature, teacher preschool education
Svetlana Zyryanova

Gone are the days when children who could not read were sent to school. Nowadays, children are being introduced to literacy much earlier, and this responsibility, as a rule, falls on the parents. Some teach children the “old fashioned way” - the alphabet and syllables, while others, on the contrary, take up modern methods of teaching reading, of which there are many now (the most popular of them are the methods of Doman and Zaitsev). What approach should you choose to make learning enjoyable and for your child to really develop a love for books? After all, you can praise the new one as much as you like modern methodology, but if classes on it are carried out under pressure and only spoil your relationship with your child, then it’s worthless.

Today I will try to highlight the basic methods of teaching reading, their advantages and disadvantages, and also talk about how to interest a child in reading. I really hope that the article will help you decide on the direction in which you need to move. Well, read about specific games and activities in the new section “”.

Taisiya began reading her first words of 3-4 letters on her own at 3 years 3 months. Now she is 3 years 9 months old, she is already more confident in reading long words and short sentences. No, she doesn’t read fairy tales yet, but most importantly, she really enjoys the process of reading! She writes letters to me with pleasure, and can at will get out a little book to read a little. On our path to mastering literacy, there were both mistakes and interesting discoveries, and as a result, we formed a clear idea of ​​how to make learning fun. Well, first things first.

Learning letters from the alphabet

Alphabet books, cubes and other toys, where each letter is accompanied by a picture, are considered almost mandatory purchases for a child. With their help, many parents begin to introduce their child to letters quite early and by the age of two they can boast to their friends that their child knows the entire alphabet. Only after this, the matter does not progress any further, having learned all the letters, the child for some reason does not begin to read. “He knows letters, but doesn’t read” - you must have heard about this problem, and maybe you yourself have already encountered it.

The fact is that when you and your baby repeatedly view beautiful pictures, placed in the alphabet next to the letters, and repeat “A - watermelon”, “N - scissors”, strong associations between the letter and the picture appear in the child’s mind. A letter is assigned a very specific image, which then prevents the letters from being combined into words . So, the simple word “PIT” turns into “Apple, Ball, Watermelon.”

It’s even worse if, when showing their child letters in the alphabet, parents pronounce not the sound that corresponds to this letter, but Name letters. That is, not “L”, but “El”, not “T”, but “Te”. Needless to say, the child does not understand at all why “Se-u-me-ke-a” should suddenly turn into “Bag”. It’s sad, but this is precisely the pronunciation of letters that is found in all kinds of “ Living ABCs" And sound posters. If you still teach your child individual letters, then pronounce only the sound that corresponds to this letter . But before you memorize individual letters, familiarize yourself with other methods of mastering reading.

Reading individual syllables and ABC books

Another helper in the classroom is primers. Their main task is to teach the child to merge letters into syllables, and to form words from syllables. There is only one problem - they are often very boring for the child. Especially if we're talking about about a child up to 4-5 years old. Before the child gets to reading words, he will be asked to re-read a dozen of the same type of meaningless syllables. To be honest, even me is bored by boring columns of syllables like “shpa-shpo-shpu-shpa.” Of course, you can learn to read using an ABC book, but again the question is how interesting it will be for your child. It is rare to hear that a child under 4.5-5 years old becomes interested in the ABC book, but many even at this age do not want to hear about reading when they see an ABC book.

Why does reading syllables make children bored (whether they are syllables in a primer or on some homemade cards)? It's simple: for a baby MA, MI, BA, BI do not make the slightest sense , they do not represent any real object or phenomenon, you cannot play with them, and it is generally unclear what to do with them! From a child's point of view, it's just some kind of set of squiggles. The preschooler is more focused on the world of games, feelings and tangible objects; the sign system as such is not yet very interesting to him. But here’s what’s interesting: if you put these very squiggles into a word that means something specific and familiar, then you will immediately notice a sparkle in the child’s eyes. Once the child grasps the connection between letters and real world, and he will approach classes completely differently. From here The first rule of having fun learning to read :

Don’t put off reading words for too long; start reading them as early as possible. words! Even if these are very short and simple words, like HOME or AU, they will have meaning for the child!

Perhaps here you have a question, how can you read words if “he can’t even connect two letters.” Read on to find out how to solve this problem.

Reading using the Doman method and our not very successful experience

Of all the methods, reading according to Doman seems to be the most unusual for our understanding. In this system, whole words, many words, are shown to the baby at a fast pace on cards! According to Doman, the child very quickly begins to remember the spelling of the words shown to him and gradually comes to read them. “But it’s impossible to remember all the words of the Russian language!” - you must be thinking now. However, Doman argues that in the process of repeated exposure, the child does not just photographically remember words, he learns to analyze their composition. And after looking at a lot of words, the baby soon begins to understand how the word is constructed, what letters it consists of, and how to actually read it. And, having mastered this, he will be able to read not only the words that you showed him, but also absolutely any.

For a very long time I was skeptical about reading according to Doman, it seemed completely unnatural to me, but still, the example of those children who learned to read using this method pushed me to start classes. Since I doubted it for a long time, my daughter and I started only at 1.5 years old (Doman recommends starting at 3-6 months). Indeed, soon after the start of classes, the daughter began to recognize the words shown to her. All I had to do was put 2-4 words in front of her and ask where it was written, for example, “Dog”, she showed it correctly in 95% of cases (even if I asked her about words that she had not seen before!), but the daughter herself read never started. Moreover, it gradually began to seem to me that the further we moved, the harder it became for her. More and more in her eyes I saw an attempt to guess, and not to read.

If you look for reviews about the method on the Internet, you will meet both people who are completely disappointed in the method, and those who really taught their children to read and not read easily, but at a fairly decent speed. And here’s what I noticed: all the people who have achieved success in this difficult task have one thing in common - they started classes very early, up to eight months. It is this age that Doman calls optimal, and it is no coincidence: what younger child, the better developed is his ability to perceive the image of a word as a whole, gradually this ability is lost, and as the child approaches 2 years of age, he increasingly needs a letter analysis of the word.

So, it would be wrong to call the technique complete nonsense, as many immediately do. The mass of children who have learned to read all over the world speaks in its favor. But I won’t persuade you to take it, because Taisiya never learned to read from it. I can only say one thing: if you haven’t started Doman classes before the age of one, then don’t start, don’t waste your nerves or your child’s.

In addition to letter-by-letter reading and whole-word reading, there is another approach - warehouse. Nikolai Zaitsev is considered the founder of the method. He defines a warehouse as the minimally pronounceable unit that is easiest for a child to comprehend. It is the word, and not the letter or syllable, that is easiest for a child to say and read. The warehouse can be:

• fusion of consonant and vowel (YES, MI, BE...);
• separate vowel as a syllable ( I-MA; KA- YU-TA);
• separate consonant in closed syllable(KO- Sh-KA; MA-I- TO);
• consonant with a soft or hard sign (Мь, Дъ, Сь...).

Thus, the warehouse never consists of more than two letters, and by this it compares favorably with the syllable , which can consist of either 4 or 5 letters, and can also include several consecutive consonants (for example, the syllable STRUE in the word STRUE-YA), which is quite difficult for a novice reader to read.

Writing a word in order makes it much easier for a child to read, but this is not the only thing Zaitsev suggested. Zaitsev suggested pushing aside the boring primers and play with warehouses! He wrote all the warehouses on cubes and offered a lot of games and singing with them. That is, when studying according to the method, we completely exclude boring instructions like “Read”, “What is written here?”, We simply play and during the game we repeatedly show and voice the words and phrases to the child. It is worth noting that in Zaitsev’s method, letters are not purposefully studied; they are learned on their own thanks to many games with warehouses .

The idea of ​​a playful approach to classes itself is, of course, not new. Word games are also offered Teplyakova, and in the same cubes Chaplygina. But it is the warehouse principle that gives Zaitsev’s technique a significant advantage: the child sees both the entire word and its constituent easy-to-read parts (words) . As a result, it is easier for the baby to navigate the word, and the process of merging words into words goes quickly.

The main materials of Zaitsev’s technique are all famous cubes. However, I do not want to say that blocks are such a necessary tool for teaching a child to read. You can also arrange it simply by writing words on cards, highlighting warehouses in different colors.

So what method should you choose and when should you teach your child to read?

Although it is impossible to unequivocally answer the question “How to teach a child to read correctly?”, we can definitely say that The main key to success in learning to read is game approach . Will you use it in your games? Zaitsev cubes, Chaplygina or just cards with words - this is secondary, the main thing is that there is more in the lessons active games, where words can be moved, rearranged, hidden, circled with a pencil, where the baby’s favorite toys are involved, interesting pictures etc. (This is especially important for children from 1.5 to 5 years old). More specifically about the first games for interesting reading you can read it.

The method of teaching reading should be chosen according to the age of the child. For children up to 1.5-2 years Whole word teaching methods (like the Doman-Manichenko method) are more suitable.

After 2 years Children increasingly need to analyze the structure of a word, and therefore whole word learning becomes less and less effective. But at the same time, the mechanism of merging individual letters into syllables at this age is still poorly understood by children. But warehouses are already quite capable. Therefore, the most effective games at this age are games with words and words written on cards, cubes, etc.

Closer to 4-5 By the time children are older, they may already be interested in the primer; games with words and words will also come in handy.

When choosing classes, also remember: It is always more interesting for a baby to read words rather than individual letters and syllables . When he sees a connection between the letters he reads and some specific object familiar to him, a favorite toy, when he reads signs and names of products in a store, he begins to understand that reading is not just his mother’s whim, but a truly useful skill.

What age is optimal to start classes? Some mothers are supporters of early learning to read, while others, on the contrary, fundamentally do not teach children to read before the age of 4-5, believing that this is against the nature and interests of the child. Yes, indeed, if you force a 2-3-year-old child to sit down with an ABC book and demand that he merge letters into syllables, then you can once and for all discourage his love of reading. But if learning occurs through play, and the child enjoys the activities, then what is the point of postponing classes until the age of 5? After all, reading is one of the ways to develop the brain little man. Early introduction to the sign system of language improves the child’s visual perception, expands lexicon, develops logic, finally. Therefore, if parents pursue precisely these goals, and do not strive for the envious glances of friends, then there is nothing wrong with early education.

Start learning when it is interesting for you and your child. The main thing is, don’t put pressure on your baby and don’t demand quick results from him! Have fun!

And don’t forget to look at the article with the first reading games:

• Does your baby absolutely not want to look at the letters in the alphabet?
• Is your child about to start first grade, but can he be forced to read only under pain of being “excommunicated” from the computer?
• Don’t know how to organize classes with a preschooler in such a way as to save your nerves and not completely discourage his interest in reading?

These and other problems in teaching preschoolers to read can be solved by organizing classes in a playful way. For children preschool age play is the leading form of activity. Therefore, engage with your preschooler by playing different games, is the simplest and effective method teach him to read.

Before we talk about what games are best to play with your child when learning to read, let’s give a few general advice on organizing classes.

1. Exercise regularly! Let the classes be short (5-10 minutes), but daily. This is much more effective for preschoolers than 45-minute lessons once a week.
2. Exercise everywhere. To learn to read, you don't necessarily have to sit your child at a table with books. You can learn letters in the park while taking a walk, drawing them with chalk on the asphalt or looking at signs, helping mom make cookies in the shape of letters, or studying license plates of cars in the parking lot, etc.
3. Exercise when your child feels well: he has slept, is active and is ready for new games and activities.
4. Constantly create situations of success for your child, praise him more often, focus his attention on what he has accomplished, and do not dwell on failures. Classes should be a joy for the child!

And one more thing you definitely need to know when starting to learn to read is in the article on.

What games can you play on different stages teaching preschoolers to read?

1. Studying letters.

If a child has trouble remembering letters, the best way to learn them is to “revive” them, to create a vivid association with each letter. You and your child can come up with what this or that letter looks like, or use a variety of materials from the Internet and modern alphabet books.

For example, bright, memorable images of letters for children can be found in Elena Bakhtina’s primer (this book contains not only colorful pictures and recommendations on how to tell a child about each letter, but also colorful templates - letters from this primer can be cut out and played with) .

On the Internet you can find a lot of coloring pages for children with letters that look like a particular object.

It is also useful in the process of learning letters to repeat short verses that help you remember each letter:

Do you see the tail at the end?
So this is the letter C.

The letter B is like a hippopotamus –
She has a big belly!

G looks like a goose -
The entire letter was bent.

D - a tall house with a roof!
This is the house we live in.

And the poor letter Y
He walks with a cane, alas!

In my work, I use various “reminders” that children associate with one or another letter. You can actively use them in home lessons or come up with your own.

It is very useful to have a special notebook or album in which the letter you have learned will “live” on each page. In this album you can also teach your child to write, paste pictures with words on the desired letter, add poems and coloring pages, creating a selection of materials for each letter. Children are very fascinated by the process of joint creativity, so actively involve them in creating such an album.

Another option is to make a letter house. Choose any size: it can be very small, made from a couple of cardboard sheets, or huge, as tall as a child. The main thing about it is the special pocket windows for letters. In each “apartment” of the letter house, place a letter with your child. To do this, you will need cardboard letters slightly smaller than each window. Mark in any way which apartments already have “residents” and which ones are still empty.

Attach the already learned letters to the outside of the windows (using paper clips) and invite the child to arrange pictures with words into the studied letters in the windows. For example, “treat” the letters: give the child images of products that he must distribute to the desired “apartments”: put a watermelon\apricot in the window with the letter A, a loaf, an eggplant - in the window with the letter B, waffles\grapes - with the letter B and etc.

Similarly, you can visit letters with fairy-tale characters(Pinocchio - to the letter B, Thumbelina - to the letter D, Mowgli - to the letter M, etc.), “dress” the letters (attribute the T-shirt to the letter F, jeans to the letter D, pants to the letter W, etc.) .

The main goal of this game is to teach the child to identify the first letter in a word and easily recognize letters already completed.

Various lotto and domino games are also great for learning letters. It is better to use lotto without picture prompts, this way learning will be much more effective. You can easily make this kind of lotto yourself. To do this, prepare sheets with 6-8 pictures on each and cardboard cards with in the right letters. Let the child draw cards, read the letters and show which player has the picture for the dropped letter.

2. Add the syllables.

Teaching your child to form syllables may take a little longer than learning letters. The child will have to repeat various syllables many, many times before he masters this skill. So that learning is not a burden for him, but a joy, we continue to play with him. Only now we are playing games with syllables. The main task of this stage is to teach the child to pronounce two letters together.

In addition to syllable lotto, which can be made using the same principle as letter lotto, you can use other homemade games for children to teach them how to add syllables.

— Adventure games (“tracks”).

Adventure games have been and remain one of the most exciting games for children. To make such a game with syllables, take a playing field from any board game. Write various syllables in the empty cells/circles (write in more of those that are difficult for the child). Then play by normal rules: roll the dice and go through the squares, reading what is written on them. This way, the child will be able to read fairly long passages with syllables that he would “overcome” in a regular primer with great difficulty.

By analogy with adventure games, you can make various tracks with syllables, on which various vehicles will compete: who will pass the track without mistakes and as quickly as possible. To do this, you will need cardboard / whatman paper on which a route with syllables will be drawn, and toy cars / trucks / trains / airplanes. Remember that it is very easy to captivate children by adding a competitive aspect to the lessons.

— Games “Shop” and “Mail”.

Prepare coins - circles with written syllables, as well as goods - pictures with products / things that begin with these syllables. You play first as a seller: invite your child to buy something from you on the condition that he will offer the correct coin for the selected product (for example, he can buy cabbage for a coin with the syllable KA, kiwi for a coin with the syllable KI, corn for a coin with the syllable KU, etc.).

Then you can switch roles: you are the buyer, the child is the seller. He must carefully monitor whether you are giving the correct coins for the selected product. Sometimes make a mistake, let your child correct you. The buyer can also be any toy; invite your child to teach her how to correctly name coins with syllables.

Very similar game- “Mail”, only instead of coins you prepare envelopes with syllables, and instead of goods - pictures with animals or fairy-tale characters. The child will be a postman, he must guess from the first syllable written on the envelope who the letter needs to be delivered to. In this game, it is best to read syllables that begin with the same consonant, so that the child does not guess the recipient by the first letter.

— Houses with syllables.

Draw several houses, write one syllable on each. Place the houses in front of the child. After that, take several figures of people and, calling the name of each of them, invite the child to guess who lives in which house (Vasya needs to be placed in the house with the syllable VA, Natasha - with the syllable NA, Lisa - with the syllable LI, etc.) .

Another option for this task: let the child come up with names for the little men, place them in houses and write the first syllable of the name on each of them.

Prepare cardboard cards with syllables, cut them into two equal halves horizontally. The child must put these “puzzles” together and name the resulting syllables.

Take several cards with two-syllable words (for example, FEATHER, VASE, CLOCK, FISH). To the left of the picture, place the first syllable of the word. You need to read it clearly, and the child must choose the last syllable correctly. 3-4 possible endings are laid out in front of the child.

More games for learning to read by syllables are in the article on.

3. Read words and sentences.

Learning to read words (and then sentences) already involves active work preschoolers with books, but this does not mean that we stop playing in class. On the contrary, “dilute” learning with games as often as possible, switch from one type of activity to another so that the child gets less tired and learning goes more efficiently. Remember: it is not enough to teach a child to read, it is important to instill in him a love of reading.
What games can be offered to parents of preschoolers at this stage of learning to read?

Lay out a trail of words in front of your child. Invite him to choose only “edible” words (or what is green / what is round in shape / only “live” words, etc.). If the track is long, you can take turns reading the words with your child.

Place cut out traces with words around the room (you can use ordinary sheets). Invite your child to walk from one end of the room to the other following these tracks: you can move further only by reading the word you are standing on. The child walks on them himself or with his favorite toy.

— Game “Airport” or “Parking”.

In this game we train the attentiveness of preschoolers. Prepare several cards with very similar words so that the child does not guess the words, but carefully reads them to the end (for example, MOUTH, HORN, GROWTH, HORNS, ROSE, MOUTH, DEW). Place the cards around the room. These will be different airports/parking spaces. The child picks up an airplane (if you play airports) or a car (if you have a parking lot), after which you loudly and clearly call out exactly where he needs to land/park.

— Chains of words in which only one letter changes.

Prepare sheets of paper or an easel. Start writing a chain of words one at a time - change only one letter for each subsequent word, this will train your child to attentive, “tenacious” reading.

Examples of such chains:

• WHALE - CAT - MOUTH - ROS - NOSE - CARRYING - DOG.
• BOARD - DAUGHTER - NIGHT - KIDNEY - KIDNEYS - BARRELS - BARREL - HUMMUM.

Playing with a ball, with your favorite toys, to school, hospital or kindergarten- include all this in the process of learning to read. Actively come up with games yourself. Consider what your child is interested in and use that when you sit down to read with your child. Does your daughter love princesses? Ride a carriage along paths with letters/syllables/words. Does your son love superheroes? Make a training track for his favorite character. Invite your child to play school and teach his teddy bear to form two letters into a syllable.

Change the games, carefully monitor what your child likes and what he gets tired of quickly, and then learning will be a joy for you and him! Remember that it is not at all difficult to interest preschoolers; they love to play and will be happy to help you come up with new games during the learning process.

Philologist, teacher of Russian language and literature, preschool teacher
Svetlana Zyryanova

Hello, friends! What are you complaining about? Is your child's reading technique poor? Okay, we'll treat you. Keep the recipe. I am prescribing for you special exercises on the development of reading techniques. Take regularly, several times a day. And the reading technique will firmly stand on its feet, and then leap forward.

Such magic exercises really exist. And if you try, you can find hundreds of them on the Internet. different techniques, approaches, methods. To be honest, my eyes widen, and my brain begins to slowly boil. You don't know what to choose.

In order to protect my readers from such problems, I allowed myself to make the choice myself. The article included only the most interesting and tasty, in my opinion, exercises that will undoubtedly help raise reading technique to the level envisaged. I do not claim their authorship; they were developed by professionals: teachers, psychologists, professors.

But I claim to be the author of their names. They're too boring original version. Agree, “The Mystery of the Missing Sentence” sounds much more fun than “Visual Dictation by Professor I.T. Fedorenko." And it will certainly arouse greater interest among younger students.

Lesson plan:

List of exercises

And here he is! List of special reading exercises:

1. "Half a watermelon"
2. "Lost Letters"
3. "Very sharp eye"
4. "Sherlock"
5. "Through the Looking Glass"
6. "Mad Book"
7. "The Birds Have Arrived"
8. "Partisan"
9. “Oh, once! Again!"
10. "The Mystery of the Missing Proposal"

Exercise 1. “Half a watermelon”

Ask your child if, after seeing half a watermelon, he can imagine what a whole watermelon looks like? Of course, the answer will be yes. Now suggest conducting the same experiment with words.

Take a book and an opaque ruler. Cover one line in the book with a ruler so that only the top of the words is visible. Task: read the text, seeing only the tops of the letters.

Move the ruler higher and show only the bottom of the words. Let's read. This, by the way, is already more difficult.

For very young schoolchildren, you can offer another version of the game. Make cards with simple words. And then cut these cards into two halves along the words. You need to connect the two halves correctly.

How is it useful? Aimed at developing anticipation. Anticipation is foreknowledge. This ability of the brain, which gives us the opportunity, when reading, not to read absolutely all the words and letters. The brain already knows that they are there, so why waste time on them? Anticipation can be developed; it makes reading fluent, conscious, and easy.

Exercise 2. “Lost letters”

Another exercise to develop anticipation.

Letters and words sometimes get lost. But even without some letters and words we can read. Shall we try?

Write on paper, print or write with a marker on a special board the phrases that you see below.

Bookshelf.

New... T-shirt.

Big...spoon.

Red... cat.

Here's another phrase:

Bobik ate all the cutlets

He doesn't share......

And here are some more:

Ok-ok-ok - we will build.......

Yuk-yuk-yuk - ours is broken......

Exercise 3. “Eye is a diamond”

Look at the picture and draw the same rectangle. Place numbers from 1 to 30 in the cells, in random order, but not one after another. The numbers should be randomly scattered across the cells.

The schoolboy looks carefully at the picture with the sign.

The counting is even, not too fast, but not too slow.

Child's task:

• on the count of one, find and point to one with your finger;
• on the count of two - deuce;
• three - three, etc.

If a child hesitates with some number, then the score is not waiting for him, he needs to catch up, look for it faster. For kids, you can draw smaller signs, for example, 3X3 or 4X4.

What is the point of the exercise? It is aimed at increasing the viewing angle. In order to “catch” with your eyes when reading not one letter, not one word, but several words at once, or an entire line. The wider we look, the faster we will read.

One table can be used two or three times, then the arrangement of the numbers needs to be changed.

Exercise 4. “Sherlock”

Place the words on a piece of paper. Very different, not very long. In no particular order. Kind of scatter them across the paper. Name one of the words and ask the child to find it. Words could be, for example:

frame, jelly, spoon, chair, horse, gold, soap, pen, mouse, mouth, knee, dog, summer, lake, cancer

Each next word will be found faster than the previous one. Since, while trying to find one word, the student will read others along the way and remember where they are. And that's all we need.

Thanks to Sherlock, the viewing angle increases. And reading speed.

Exercise 5. “Through the Looking Glass”

We found ourselves in a world through the looking glass, and everything is the other way around. And they even read everything not from left to right, but from right to left. Shall we try?

So, we read the lines in the books from left to right. Let me clarify, there is no need to turn the words themselves around. There is no need to read “tomegeb” instead of “behemoth”.

With this method of reading, the meaning of the text is lost. Therefore, all attention is switched to the correct and clear pronunciation of words.

Exercise 6. “Mad Book”

Tell your child that sometimes some ill-mannered books behave rather strangely. They suddenly take it and turn upside down.

The child reads aloud. After a while you clap your hands. The child's task is to turn the book upside down and continue reading from where he left off. At first, you can make marks with a pencil so as not to get too lost in the text. And so on several times. Two, three full turns of the book.

If your student is only in 1st grade, or maybe in 2nd grade, but reading is still very difficult, then you can read not a book with texts, but short simple words printed one after another on paper.

What will it give? Eye coordination and the ability to navigate through text will develop. A letter standard will be formed. And the processing of information by the brain will improve.

Exercise 7. “The birds have arrived”

Show your child the phrase “the birds have flown.” And ask to read it:

• calmly;
• joyfully;
• loud;
• quiet;
• sad;
• with irritation;
• with fear;
• mockingly;
• with anger.

Exercise 8. “Partisan”

The student reads the text (or individual words, if he is still very young) aloud. You say: "Partisan". At this signal, the student takes a pencil into his mouth (presses it between his lips and teeth) and continues to read to himself. At the signal “The partisan has escaped,” we take out the pencil and read aloud again. And so on several times.

Why is this? To eliminate pronouncing words while reading silently. Talking is the enemy quick reading. So you need to remove it. And when a pencil is clamped in your teeth, you won’t be able to speak.

Exercise 9. “Oh, once! Again!"

For this exercise we will need a stopwatch and a text to read.

Read for 1 minute. We pay attention to reading speed, but you can forget about expressiveness for now. Ready? Go!

The minute is up. Stop! Let's make a mark where we left off.

Let's rest a little and read the same text again. Go! In a minute we make a notch. Wow! Already more.

What will happen the third time? And the third time will be even better!

What does this give us? Increase reading speed. And the child's motivation. He will see for himself that he is capable of more.

Exercise 10. “The Mystery of the Missing Sentence”

In order to solve the mystery, we will need cards with sentences (look at the picture). There are 6 cards in total. Each has one sentence. The font is large and easy to read.

Let's prepare a notebook and pen. Let's start the exercise:

1. Show your child the first card.
2. The student reads the sentence and tries to remember it.
3. After 6 - 8 seconds, remove the card.
4. The child writes the sentence in a notebook from memory.
5. Show the child the second card, etc. until the sixth sentence.

What's the point here?

As I already said, this is not actually a game, but visual dictations developed by Professor I.T. Fedorenko. There are 18 such dictations in total. Each has six sentences.

In our example, I used the very first dictation. What is their feature? Please count the letters in the first sentence of the dictation. There are 8 of them.

In the second - 9,

in the third - 10,

in the fourth and fifth 11,

It's already 12 in the sixth.

That is, the number of letters in sentences gradually increases and eventually reaches 46 in the last sentence of dictation 18.

You can easily find the texts of Fedorenko’s dictations on the Internet. One dictation can be used twice, three times, if the child cannot do everything correctly. By the fourth time everything usually works out.

To complete this exercise, it is convenient to use the Microsoft Power Point" The one in which presentations are usually made.

By playing “The Mystery of the Missing Sentence” you develop your working memory. When such memory is poorly developed, a child, having read the sixth word in a sentence, will not be able to remember the first. Practice visual dictations every day and you won’t have such problems.

How to practice?

There is no need to try to do all the exercises at once. Only the game “The Mystery of Disappearing Sentences” requires your daily attention, and to it add a couple or three more exercises of your choice. Change them, alternate them so as not to get bored. Don't forget to evaluate your progress from time to time.

You need to exercise regularly, every day, a little. This is the main rule! WITH detailed plan workouts can be found.

Don't be lazy, train, and you will be happy and get an A in your diary!

Friends, maybe you also know some interesting way improving reading technique? I hope you will share it in the comments. Thank you very much in advance!

And see you again on the blog pages!

Evgenia Klimkovich.