Speed ​​reading for kids. Is the reading speed test already ideal, or do you need to train more? Learning to read fast

There is a technique of professor I.P. Fedorenko, who says that when working on a book, it is not the duration that is important, but the frequency of training exercises.

The human memory is arranged in such a way that it is remembered not what is constantly before the eyes, but what flickers: that is, that is not. That is what creates irritation and is remembered. Therefore, if we want to master some skills, bring them to automatism, to the level of skill, then we should not at all carry out long exercises, long in time. We must carry out exercises in short portions, but with greater frequency.

What is often observed in many families? Dad or mom sit their child down and say the following: “Read this fairy tale. Until you read it, don't leave the table." With the low reading technique that a first-grader possesses, he needs an hour and a half to read this short fairy tale. This is an hour and a half of very hard work. Dad and mom make a very serious pedagogical mistake here, suppressing the child's desire to read. It would be much better if the home workout was done in three portions of 5 minutes each. The child reads a small paragraph and retells its content. Another hour or two later. Another serving before bed.

The gentle reading mode is such a mode when the child reads one or two lines and after that he will receive a short rest.

This mode is automatically obtained if the child views filmstrips, slides: I read 2 lines under the frame, looked at the picture - rested. The next frame - read two lines again, looked at the picture again.

Pedagogical piggy bank of methods for achieving effectiveness in teaching reading (Appendix 1).

How to help a child to come to speed reading?

One of the most difficult tasks in the method of teaching dynamic reading is to overcome the habit of conscious or subconscious articulation, the desire to voice the text being read.

Studies show that in order to understand the meaning when reading and memorizing information, it is quite enough just to see the word and transfer it to a visual image, to the brain analyzer for information processing.

At a low reading speed, all words are mentally pronounced. The higher the reading speed, the fewer words are spoken, the more words are perceived only by the eyes.

In order to clearly distinguish between children reading silently and aloud, as well as preventing active external pronunciation when reading, Grekova T.A. advises to use the exercise

"Lips"

At the command - “Lips”, the child puts the finger of his left hand to tightly compressed lips, which reinforced the psychological setting for silent reading. At the command - “Aloud” removes the finger and reads the text aloud.

As the student gets used to reading without external signs of pronunciation, the “Lips” command is given less and less and, finally, is canceled altogether.

Thus, the less pronunciation, the higher the speed!

For Experienced Elementary Readers

Effective reserves for learning to read can be found in the following exercises:

Reversed text reading:

A page of plain text is turned upside down, i.e. 180 degrees. The task of the child, moving his eyes from right to left, is to read the text. It is said that the child makes a journey through the upside down world and he urgently needs to quickly learn to read in it.

This exercise helps:

Formation in the child's memory of holistic standards of letters.

The development of the ability to combine letter-by-letter analysis with semantic prediction of word endings.

If this exercise is modified in such a way that the text is rotated 90 or 270 degrees, then this exercise will be useful for improving eye coordination and processing accuracy of perceived information in the occipital cortex.

Correction of deformed sentences (Appendix 2).

The child is very fond of mysterious scriptures, enchanted sentences. Let him master the secrets of magic and remove the spell.

Download:

Preview:

Annex 2

A set of deformed sentences.

1. carefully pass by a car

2. gave porridge to Masha with our manna

3. one color in summer and one in winter

4. Fishermen catch fish on a fishing trip

5. my friends came to me for a holiday

6. grandfather Frost had a beautiful light sleigh

7. my favorite tree is white birch

8. strawberries bloomed in our garden

9. we got to the station by train

10. icy, steep and long slide was

Preview:

Annex 1

Pedagogical piggy bank of methods for achieving effectiveness in teaching reading.

Articulation gymnastics.

a) warm-up

inhale through the nose, exhale through the mouth;

inhale, hold the breath, exhale;

inhale, exhale in portions.

b) exercises for developing clarity of pronunciation:

Planes take off: woo.

Cars go: w-w-w.

The horses galloped: tsok-tsok-tsok.

A snake is crawling nearby: shhh.

A fly hits the glass: z-z-z-z.

c) reading tongue twisters in a whisper and slowly:

ra-ra-ra - the game begins,

ry-ry-ry - we have balls in our hands,

ru-ru-ru - I hit the ball with my hand.

d) reading quietly and moderately:

arts arch

arta arda

arla archa

arsa arzha

e) reading loudly and quickly:

fumes - steam - fry

door - beast - worm

e) reading tongue twisters, proverbs, sayings

g) reading consonants

The student takes a deep breath and, as he exhales, reads 15 consonants of the same row:

BTMPVCHFKNSHLZHZTSS

KVMSPLBSHGRDBLST

PRLGNTVSSCCFBHNM

VMRGKTBDZSCHZBCHVN

FSCHMZHDSHHCHMKPBRVS

PTKZRMVDGBFKZRCH

Reading a consonant with a vowel using the same table.

For example: 1st row reads with a vowel [a], 2nd row - with a vowel [o], 3rd row - with a vowel [y].

After this exercise, students practice reading a series of vowels with an emphasis on one of them: a o u y e.

Folding words from halves.

From 3 to 10 words are taken, each of them is written on two small cards. The child is invited to quickly fold the cards so that meaningful words are obtained. In a more complex version, words similar in spelling are offered.

This exercise develops the ability to guess from a single fragment about the whole word as a whole and immediately confirm it with the missing fragment. In addition, a setting is formed for a letter-by-letter analysis of the word.

To develop speed and flexibility (the ability to change the speed of reading depending on the content), an exercise is used

"Tow"

The essence of the exercise "Tug" is to read in pairs. An adult reads “to himself” and follows the book with his finger. And the child reads aloud, but on the finger of an adult. Thus, he must keep up with his reading.

The second version of the “Tugboat” exercise consists in simultaneously reading aloud by an adult and a child. An adult reads within the speed of a child, who must adjust to his pace. Then the adult stops and continues to read "to himself", the child follows his example. Then read aloud again. And if the child correctly “caught” the pace of reading, then he will “meet” him on one word.

Multiple reading

The student is asked to start reading and continue it for one minute. After that, the student notes to what place he has read. This is followed by a second reading of the same passage of text. After that, the student again notices to which word he has read, and compares it with the results of the first reading. Naturally, the second time he read a few words more /someone for 2 words, someone for 5, and someone for 15/. The increase in the pace of reading causes positive emotions in the child, he wants to read again. However, this should not be done more than three times! Avoid fatigue. Fix the situation of success. Praise the child.

Reading at the pace of the tongue twister

Children work out clear and correct, and most importantly - quick reading of the text. The endings of words should not be “swallowed” by the child, but should be clearly pronounced. The exercise lasts no more than 30 seconds.

Expressive reading with a transition to an unfamiliar part of the text

The student reads a passage of text, then we explain to the child this way: “Now, read the text again, but a little slower, but beautifully, expressively.” Your student reads the passage to the end, but the adult does not stop him. The child jumps to an unfamiliar part of the text.And this is where a little miracle happens. It consists in the fact that a child who has read the same passage of text several times and has already developed an increased rate of reading here, continues to read it at the same increased rate when switching to an unfamiliar part of the text.. Its capabilities are not enough for a long time, but if such exercises are carried out daily, the duration of reading at an increased pace will increase. After two to three weeks, the child's reading will noticeably improve.

"Throw - serif"

Its goal is to develop the visual ability to navigate in the text. It consists in the following:

The child puts his hands on his knees and begins to read the text aloud at the command “Throw”. When the “Serif” command is given, the reader takes his head off the book, closes his eyes and rests for a few seconds, while his hands remain on his knees. On the command “Throw”, the child must find with his eyes the place in the book where he stopped and continue reading aloud. This exercise can last about 5 minutes.

To increase the upper limit of the individual range of reading speed, an exercise is used

"Lightning"

Its meaning is to alternate reading in a comfortable mode with reading at the maximum speed available to the child, reading silently with reading aloud. The transition to reading in the most accelerated mode is carried out at the command of the teacher “Lightning!” and lasts from 20 seconds / at the beginning / to 2 minutes / after mastering the exercise /. Training can be carried out several times in each reading session, while a metronome can be used as an additional stimulus.

Children always want to compete - who reads faster. In this case, the exercise is useful

"Sprint"

If classmates came to the child, invite them to find the same passage in the book and, on command, start reading out loud at the same time, who is faster, correctly pronouncing the endings of the words. At the signal - “Stop”, the children show with their fingers who stopped where.

With this exercise, young readers learn more attention and concentration. After all, nearby other children read aloud and interfere with concentration. The child needs to be attentive and not be distracted by extraneous noise. And this skill needs to be developed.

The favorite type of reading among students is role-playing reading, which evokes a lot of feelings and emotions. Suggest it when your child has classmates. Set up a radio show.

In modern pedagogy, a set of exercises has been developed to form the skill of reading and understanding texts. The authors of these developments were a group of teachers and psychologists: Zaika E.V., Nechaeva N.V., Kudina G.N., Novlyanskaya Z.N., Ladyzhenskaya T.A., Simanovsky A.E.

Here are some of them:

Reading text with the upper part of the line covered:

There is a secret in this exercise - an exercise with a trick. The fact is that any smart child will notice that when the upper line is read in halves of letters, at that time the lower one is completely open, and will realize that it is much more profitable to have time to quickly read it while it is open, so that later, when it is closed deliver results quickly. Many children quickly switch to this strategy, and this is exactly what you need to increase your reading speed!

This exercise forms several significant learning qualities at once:

Reading to yourself (because it must be hidden);

Verbal-logical memory (since it is necessary to keep several words in memory at once and save them for several seconds).

The distribution of attention and the ability to perform at least 2 tasks simultaneously (reading a given line aloud and reading the underlying line to yourself).

Most of the time, the student should read "to himself", silently. This is understandable. It is difficult to read aloud, fatigue comes earlier.

extract living meaning from a dead letter"

K.D. Ushinsky

Confident reading skills are one of the main conditions for the success of children in learning. However, at the moment, the reading skill of schoolchildren causes serious concern among teachers and parents.

The vast majority of the difficulties observed in children during schooling are related to the fact that they cannot independently obtain information from books and textbooks.

Modern children not only do not like, but also do not know how to read, and reading is not only the subject that the student needs to successfully master, but also the one through which he will master other disciplines, learn the richness of the world around him and human relations, form in own attitude towards reality.

Reading is work. Our task is to make it more productive, productive.

Skill fluent, conscious and expressive reading established in the primary grades.

How can you help children cope with difficulties in learning to read?

Often they try to solve this problem simply and ingenuously: you need to read more. “And the child sits over the book, shedding tears and experiencing quiet hatred for it.”

However, the answer to this question is not so simple. Before forcing a child to read more, you need to find out what the underlying causes of difficulties are. And only by finding out this, we will understand what kind of help he needs to be provided. There are many reasons for difficulties, respectively, and there are different ways to help.

Reading is a complex act that includes:

1. Technical skills - correct and quick perception and voicing of words, based on the connection between visual images, on the one hand, and acoustic and motor speech, on the other.

2. The process of understanding the meaning of what is being read is the extraction of meaning, content.

These two sides are closely interconnected and mutually influence each other. Perfect technique leads to a quick and accurate understanding of the meaning, and a text that is lighter in meaning is read faster and without errors.

Reading technique is understood as the ability to recognize written letters, correctly correlate them with sounds and pronounce them in the indicated order in the form of syllables, words and sentences.

(T. G. Egorov).

In the process of learning to read, students practice both reading technique and reading comprehension. However, the value of work on the formation and automation of technical skills is often underestimated, and the main focus is often shifted to semantic reading to the detriment of technology. Hurrying to switch the child to work with the meaning of what has been read, we disrupt the natural psychological process of reading formation and create conditions for the appearance of errors.

There are reasons that slow down the speed of reading:

Natural pace of activity

Usually, parents themselves notice that the child is slow, and if the pace of classes is high, then he does not have time and gets tired easily. All these observations indicate that the natural pace of the child's activity has a low speed. And it's not the child's fault.

The pace of activity is the speed at which mental processes work: memory, attention, perception, thinking, imagination. This is the number of operations, actions, movements that a person performs per unit of time. The pace of activity, being innate, determines how quickly a person works, remembers, considers, imagines, thinks about solving a problem and, of course, reads. But, although the pace of activity is an innate stable property of the nervous system, it can gradually change during life, being included in a wide variety of activities.

This means that by using certain exercises, you can increase the pace of reading.

These exercises can be:

1. Multiple reading

You read the text aloud. Then the child reads the same story for one minute. Having finished reading, the child marks the place in the text to which he managed to read. This is followed by a repeated reading of the same text, and again, after a minute, the child notes the number of words read. Naturally, the second time you manage to read more. Let the child repeat the reading 4-5 times (or until the number of words stops increasing).

2. Lightning

The exercise consists in alternating reading in a comfortable mode with reading at the fastest possible pace. The transition to reading in accelerated mode is carried out by the "Lightning" command.

3. Tugboat

You read the text aloud, varying your reading speed from 80 to 160 words per minute. The child reads the same text to himself, trying to keep up with you. Stop on a word and ask the child to point to the place of the stop in the text. If your speed is significantly faster than your child's reading speed, slow it down. It is important that the gap does not exceed 20 words per minute, i.e. if the child's reading rate is 20-25 words, then your reading rate should not be higher than 40-45 words per minute.

Regressions

Regressions are recurrent eye movements with the aim of re-reading what has already been read. This deficiency is the most common. Some readers imperceptibly read twice any text - both easy and difficult. When reading a text with regressions, the eyes move backwards, although there is no need for this.

Reasons for regressions

1. Force of habit.

This is the most common reason. Its roots lie in the way children were taught to read. Very often, without noticing it, we form this habit in a child. At the first stages, when the child is still learning the syllable-by-syllable method of reading and it is still difficult for him to catch the meaning of the word he read from the first reading, we ask him to read the word again and again until the meaning of what he read becomes clear. However, some children do not read the word again, but only pronounce what they read, getting used to this way of understanding.

Or another option, when parents are in too much of a hurry and want the child to start reading as quickly as possible with a whole word, while the child is not yet ready for a new way of reading and gets used to reading to himself in syllables first (it is difficult to read differently the first time ), and then reads aloud (pronounces) the whole word. Both form the habit of regression. In addition, the latter option contributes to the formation of the habit in the future to always reread long and difficult to write words.

2. Apparent difficulties of the text.

If the reason for the regressions is that the text is difficult for the child to understand, then in this case invite him to read the text without regressions, even if certain parts of the text are incomprehensible. Often, further reading removes possible questions and makes backtracking unnecessary.

3. Lack of attention.

If the cause of the regressions is a weak concentration of attention, then it is necessary to interrupt the reading. Perhaps the child is tired (ask him about it) or something is bothering him, and this prevents him from concentrating. Give your child time to rest. In addition, you can use some concentration exercises.

Eliminate regression

The last two reasons are temporary phenomena and can be easily removed. Their impact on reading speed is not particularly significant. While the first reason is the power of habit (like all human habits) - the phenomenon is quite stable, and regular practice using a special exercise will be necessary to overcome it.

Exercise "Reading with a window."

You take a sheet of paper measuring 10 by 5 cm. Cut out a small hole from the right edge of the rectangle - a “window”, equal in height to the width of the line, and in length corresponding to the size of the syllable of about 3-4 letters.

The sheet is superimposed on the line and moves first by the adult, and then by the child himself along the line. When the sheet moves along the line, the child's gaze will move smoothly along with the sheet, and re-reading will be excluded due to the fact that the read will be closed.

Gradually, the child will get used to skimming the line while reading, without returning to reread. In order to overcome the force of the habit of regression, it is necessary to form a new habit in which the eye will move correctly along the line from left to right. Forming a new habit or relearning is a fairly lengthy process, because a habit is an automated action. Therefore, you need to use the "window" constantly when reading texts given at home.

Regressions break the correctness of reading. But the method of teaching reading has a considerable reserve of means that allow minimizing regressions and subordinating them to the semantic aspect of reading.

1. Reading pairs of words that differ by one letter:

goats - braids

grass - herbs

wind - evening

ran - ran

2. "Find an extra word"

(Quick reading and writing words that differ by one letter)

hat hat hats hat

table pillar table table

house house house com

Jackdaw stick stick stick

Paw paw paw linden

Hit lost hit hit

Teddy Bear Teddy Bear Teddy Bear

STRAIGHT STRAIGHT STRAIGHT WRONG STRAIGHT

3. Reading chains of words that are close to the graphic appearance:

aloud - deaf - hearing

vyut - vyun - blizzard

4. Reading chains of related words:

water - water - underwater

forest - woodland - forester - undergrowth

5. Reading words in which phonemes paired in hardness - softness perform a semantic function:

eat - eat

jackdaw - pebble

corner - coal

6. Reading by syllables and clarifying the meaning of difficult words before reading the entire text.

Once - whether - va - elk spilled

Pu-te-six-to-travel

For - seams - rya - whether they threw

7. Reading words in which the minimum reading units were printed in a different font:

WE ROLL

splattered

Shouted

Anticipation

Perhaps you noticed while reading that many of the words that you read, you do not read to the end, guessing what kind of word it is in content. Such a technique used to further comprehend the text is called anticipation, or anticipation, in other words, a semantic guess.

This is a mental process of orientation to the foreseeable future. It is based on the knowledge of the logic of the development of events and significantly speeds up reading. Most of the readers with experience use this technique.

At the same time, if the child has not developed the ability to guess by meaning, he will need to read each word to the end each time in order to comprehend the phrase, to understand the content of what he read.

Exercises aimed at developing the skill of anticipation

1. Reading with missing endings.

Kitten Vaska was sitting on the floor next to the chest of drawers and flies. And on the como ... on the very edge, lying ... a hat. And here is the cat Vasya ... see ... that one mu ... sat on a hat .... He jumped up and grabbed his hat with his claws…. I’ll slip off my hat ... with a como ..., Vaska fell off and how he will fly to the floor! And the hat ... - boom! - and covered it from above.

And Volodya and Vadik were sitting in the room. They are coloring... pictures and don't see... how the cat Vasya... got under the hat.... They just heard ... as something plopped down behind - fell to the floor.

2. Finish the line.

Lo - lo - lo - like on the street ... (light)

St - st - st - I broke ... (chair)

Mama washed Milu with soap,

Mila soap is not ... (loved).

3. Entertaining models.

E- (chalk, village, forest)

e - - (food, ate, ate)

e - - - (raccoon, riding, ruffs)

E - - (forests, village, sang)

4. Invisible words

I am fat and big. WITH - - -

I am where the pain is. I - oh, I - oh! WITH - - -

Grasshoppers are ringing at me. WITH - - -

And I am the end result. AND - - -

(elephant, groan, stack, total)

5. "Reverse reading" according to the words.

What is written is recited in such a way that the last word comes first, and so on.

6. "Search for semantic absurdities."

Children are offered a specially prepared text, in which, along with the usual, correct sentences, there are those that contain semantic errors that make the description ridiculous.

For example: "The children didn't get wet in the downpour because they hid under the telegraph pole."

7. "Reading the text through the word."

8. Reading with the help of "Lattice".

Text reading training begins with a grid. It is superimposed horizontally on the readable part of the page and gradually shifts down. Overlaying a grid over text overlaps some portions of the text.

The trainees, perceiving the elements of the texts visible in the windows, must mentally fill in the parts of the line covered by the membranes, restoring the meaning.

Grid reading training lasts no more than 5 minutes and is replaced by reading without a grid for 2-3 minutes.

Articulation

The next reason that slows down the speed of reading may be insufficient articulatory mobility of the speech apparatus, due to which the reading speed decreases: the articulatory apparatus does not make it possible to pronounce the words read aloud at the right pace.

For the reading process, the pronunciation side of speech is extremely important: good diction, distinct pronunciation of sounds, adherence to the rules of orthoepy - the pronunciation norms of the literary language, the ability to speak (and read!) Expressively, loudly enough, own intonations, pauses.

1. Articulation of vowels, consonants, combinations of vowels and consonants.

These exercises develop the mobility of the speech apparatus.

AOUYIE, AYOUEI, OUAEIY ...

(Change the sequence of vowels yourself, follow the clarity of pronunciation).

s-s-zh, sh-zh-s, s-h-sh...

S-F-Z-Sh, B-D-P-T, M-F-K-Sh... 

Ba - bya bo - bye bu - bye bae - be by - bi 

Za - za zo - ze zu - zu ze - ze zy - zi 

Fa - fya fo - fe fu - fu fu - fi fe - fe 

La - la lo - le lu - lu ly - li le - le

2. Reading tongue twisters.

The secret of a tongue twister is that it contains words that are similar in sound, but different in meaning. Words repeat sounds and syllables rhythmically. 

Sitting on a hill in the morning,

Magpies learn tongue twisters.

Karrrr! Potato, cardboard box, carriage, cap.

Karrrr! Cornice, caramel, peanut. 

Sanya drove a sleigh up the hill.

I rode Sanya from the hill, and on Sanya a sleigh. 

Yegor walked through the yard

Build a fence with an axe.

3. To develop correct pronunciation, improve reading skills, we use work with structural syllable tables.

4. Sometimes reading fluency cannot be formed due to jerky reading.

In this case, you need to work on the fluency of reading. To work on smooth reading, tables of the following form are used:

Wrong breathing

To develop the skill of mastering breathing and voice, we offer the following exercises

"Blow out the candle"

Take a deep breath and exhale all the air at once. Blow out one large candle.

Imagine that there are three candles on your hand. Take a deep breath and exhale in three breaths. Blow out each candle.

Imagine that you have a birthday cake in front of you. It has a lot of small candles on it. Take a deep breath and try to blow out as many small candles as you can with as many short breaths as you can.

"Spray the laundry with water"(one step, three, five)

Deep breath and imitation of splashing water on linen.

"Breath Control"

Children put strips of paper at the level of their lips, take in more air and begin to exhale slowly so that the strip of paper does not move.

"In the flower shop"

Imagine that you have come to a flower shop and smelled the delicious aroma of flowering plants. Take a noisy breath in through your nose and out through your mouth (2-3 times).

"Exhale with a count"

Take a deep breath, and as you exhale, count loudly until you run out of air.

Use of tongue twister (in chorus):

Like on a hill, on a hill

There are 33 Egorki (deep breath)

One Egorka, two Egorkas... (and so on until you exhale completely).

It should be noted that after a few sessions there is enough air for more Egoroks.

"Bears"

Imagine that you are little bear cubs and ask the mother bear to eat. Words must be pronounced drawlingly, in bass, clearly pronouncing [m].

Mom, honey for us,

Mom, we would like some milk.

"In the elevator"

Imagine that we are riding in an elevator and announcing the floors. The higher the floor, the higher the voice, and vice versa. We go first from the first to the ninth, and then down.

small field of view

The field of view is a section of text that is clearly perceived by the eyes at one fixation.

The small field of view is a big drawback for many readers. Since children have a small field of view, their eyes make many fixations. It is necessary to expand the field of view so that the gaze fixes not 1-3 letters, but a whole word or several words.

Exercises to help expand your field of vision

1. The exercise "Pyramid" is aimed at solving this problem.

Looking at the dot in the center and not moving your eyes horizontally, you should try to see two syllables of one word at the same time. Move down to the next line, and so on. Find the limit line that the child sees without moving his eyes. Again, start from the first line, each time dropping one line lower. If it is difficult for a child, you can read the word syllable by syllable, and then, looking at the point, see this word at the same time.

Psychologists have convincingly proved that the size of the operational field from which information is collected depends on training. Schulte's digital tables, widely known among psychologists, significantly expand the field of view. But when working with them, the reader's eyes move spasmodically. And to expand the field of view, fixing the eyes in one center is necessary.

By placing a green dot or a question mark in the center, tables can be successfully applied in practice. Working with these tables requires willpower. The gaze must be fixed on the green dot in the center of the table. The task is to see the entire table in its entirety. The adult calls the letter, the child must find it without taking his eyes off the center.

Reading the first and last syllables on a line.

Badger nose (excerpt)

K. Paustovsky

… Che cut half an hour the beast stuck out of the grass wet black nose , By resembling a pig's snout, the nose sniffed the air and sorry from greedy ti…

"Word Pyramid"

We build a pyramid from the words of the work we are reading.

We read the words at different paces:

Reading "THROW-SERA"

Children put their hands on their knees and begin to read the text aloud at the “Throw” command. When the “Serif” command is given, the children take their heads off the book, close their eyes and rest for a few seconds, hands on their knees. On the “Throw” command, the children should find with their eyes the place where they stopped and continue reading aloud.

Level of organization of attention

“Attention is precisely the door through which everything passes,

that only enters the human soul from the outside world.

K. D. Ushinsky

The role of attention in reading is as great as in other types of human activity. Very often the attention of a younger student is scattered, he cannot concentrate, focus his attention.

Attention Properties

Exercise: Find the words among the letters and underline them.

Oa sun pillars

Cinema

rpmachine

Exercise: Read the sentence in which all the words are written together. Divide the sentence into words.

TODAY'S READING LESSON

WE WILL GET TO KNOW

WORKS

KORNEIVANOVICHACHUKOVSKY

Exercise: Compare two tables. Write out the letters from the right table in accordance with the sequence of numbers in the left. Explain the meaning of the proverb that you get with the correct answer.

Fear has big eyes.

Exercise "Checkered table"

Stage I Consider the table and find all black numbers from 1 to 12

attention span

This exercise is carried out collectively so that the child has someone to compete with.

At the signal "Attention" show the card (see sample), but no more than 2 seconds. The child must read the presented material and write it down.

As you train, increase the amount of material.

Nonsense words containing 3 to 9 consonants, such as:

K P T N S D

B M D R K L F

S T P C G W D K

M V R K W L W W S

Sentences containing 5 to 16 letters, for example:

The smoke is coming.

The yard is clean.

What to do?

Learning is light.

The bird sings

Concentration of attention

Exercise: Try to rewrite the following lines without errors:

Ammadama reberge assamasa

Gesclalla essanessas

Enalsstade enadslat etaltarrs

Usogkata Limmodorra Clatimor

Corrective tests allow to determine and develop the volume and concentration of attention

Development of RAM

The development of reading technique is hampered due to underdeveloped RAM.

What does it mean?

Often you can see such a picture. The child reads a sentence consisting of 6-8 words. Having read up to the third - fourth word - I forgot the first word. Therefore, he cannot link all the words together. In this case, you need to work on the RAM.

This is done with the help of visual dictations.

Each of the 18 dictations has six sentences. Their peculiarity is as follows: if the first sentence contains only two words - “The snow is melting” and 8 letters, then the last sentence of the eighteenth set already consists of 46 letters. The increase in the length of the sentence occurs gradually, one or two letters at a time. The working time with all sets is approximately 2 months.

What is the best way to conduct visual dictations?

Six sentences of one of the sets are written out and closed with a sheet of paper. After one of the sentences is highlighted, i.e. a sheet of paper is moved down, the child reads this sentence silently for a certain time (the time is indicated for each sentence) and tries to remember. After the time has elapsed, the proposal is erased and it is proposed to write it down in a notebook.

This is followed by exposition, reading and memorization of the second sentence. After it is erased, it should again be written in student notebooks.

Six sentences usually take 5 to 8 minutes.

So, on average, one set takes three days. Eighteen sets - 54 days, about two months. In two months it is possible to develop working memory, but on the condition that visual dictations must be written daily, if you write intermittently, this does not work.

Examples of sentence sets (Fedorenko's dictations)

1. Potatoes, beets, carrots, onions are grown in the fields.

2. Thousands of people move into new apartments every day

4. A group of tourists is walking along an overgrown forest path.

5. The boy went to the window and saw a house under construction behind the grove.

6. Russia lives in peace and friendship with other nations.

Development of RAM

A variation of visual dictations is the following exercise:

Suggestion on the board: Natasha gave Sveta one waffle.

Read and memorize the sentence.

Insert the first letters of all words in order into the table.

The use of this system of exercises in practice contributes to the improvement of reading technique:

The volume of visual and auditory perceptions, as well as the angle of view, has increased;

The skill of anticipation has been developed;

Formed stability of attention;

There are no regressions;

Increased vocabulary;

Developed articulatory apparatus.

The formation of reading technique affects:

General development of speech - students in their speech use more common sentences, epithets, comparisons;

Improving the quality of academic performance;

Maintaining high-quality academic performance during the transition to the second stage.

The presented exercises will help eliminate the causes of difficulties and improve the technical component of the reading process, and therefore will help your schoolchild in learning in general. Get acquainted with the sections gradually, study regularly and with interest, and read with enthusiasm, with the whole family.

I wish you success!

Poor reading technique is quite common today and is an unpleasant and serious problem. It takes a lot of time for the child to do homework, which leads to a decrease in the effectiveness of classes, school performance is reduced.

The solution to the problem is to teach the child to read quickly.

Speed ​​reading or speed reading in children is the ability to quickly capture the essence of what is read using special reading methods. Fast reading at maximum speed is possible up to six hundred words per minute. The average reading speed is 200 words per minute. It has been experimentally proven that the higher the speed, the less the meaning of what is read is understood. Regardless of what method and technique is used for this.

The elementary school serves as a place where attention is given to reading. Reading problems throughout life are due to the fact that people read the way they were taught in the first grade. Therefore, there were special courses and exercises designed to teach speed reading to children and adults.

The child tends to make mistakes in reading in the form of stammering, swallowing the endings of words, changing and rearranging letters. To prevent the transfer of such errors into adulthood, speed reading training is used.

Speed ​​reading is also significant because it shortens the period of information processing. This means that much less time is spent on studying the school course, while the effectiveness of classes increases significantly.

The Foundation of Speed ​​Reading

The child has an unusually strong figurative memory. For the perception of information and the activation of cognitive ability, it is necessary to develop the imagination of the student, since vivid images help to better remember the material. A trained imagination is a significant step towards success in school.

Speed ​​reading develops concentration, organization, which contributes to long-term memorization and better perception of the essence of the material.

Speed ​​is achieved through skills:

• Word recognition without speaking.
• Refusal of mechanical repetition.
• Increased visual perception.
• Concentration of attention.
• Scanning readable text.

Reading problems in children

When reading the text, the child has the following problems:

• Articulation while reading the material "to oneself". Eighty percent of children and adults pronounce what they read, move their lips and tongue. The eyes do not scan the complexes, dwelling on the passage for too long.
• Articulation complicates and lengthens the way of processing what is read: hearing - speech - analysis. Speed ​​reading for children shortens and simplifies the text processing route: the visual center is speech.
• Small field of view. This problem is typical for most children. The human eye tends to pick up information while it is stopped.
• The eyes transmit material ten times faster than other sense organs. But many children tend to read based on hearing.
• Unjustified automatic repetitions cause loss of time. Speed ​​reading eliminates repetition, which speeds up the reading of the material.

Speed ​​reading is designed to eliminate the above problems. Adults often lack the capacity and desire to use faster reading techniques. For this reason, teaching speed reading is especially important in childhood.

When to start training

Younger students tend to better absorb knowledge given at an average speed of human speech. For this reason, it makes no sense to start classes on getting rid of internal speaking before the age of ten. On this issue, the opinions of experts differ: many believe that speed reading training should not begin before the age of 14.

There are techniques that can be mastered by a six- or seven-year-old child, moreover, first-graders have an unlimited reserve for improving reading technique. For academic performance is the speed of reading in the range from 100 to 170 words per minute.

By attending courses and doing exercises under the guidance of an experienced teacher, the chances that training will start at the right age and be carried out at a high level increase.

How to teach your child to read fast

Professor I.P. Fedorenko argues that in working with a text, the frequency of training is important, and not the duration of reading. Memory is arranged in such a way that it is better to remember something flashing before the eyes from time to time, and not constantly in the field of view. "That is - that is not" causes irritation, the reaction to which will be memorization.

The best way to implement this is a slide show. The child read the phrase, looked at the image - rested. This is a gentle mode that allows you to teach fast reading.

Speed ​​reading training is carried out at intervals of three times a week and the duration of classes is no more than twenty minutes. Lesson elements:

• Warm up. This is a reading of a small passage (within a hundred words) followed by answers to questions. It is important to increase vocabulary here.
• A square with numbers placed in random order is also called a Schulte table. Working with such a table expands the field of view.
• Damaged text helps to train visual memory and attention.
• Training of logical thinking.

Self-study at home will help teach speed reading. An acceptable option for training would be a school or courses. On the issue of individual and group classes, experts have not yet come to a consensus on which method is more effective. The approach to which method to choose in order to teach fast reading should be individual for each child.

Mistakes in learning

A huge mistake of parents is the compulsion to read for a long time. With a low reading technique, a six-year-old will spend up to an hour and a half reading a short fairy tale, which will destroy any desire to read.

Lessons in speed reading should be conducted only after the child has mastered regular reading. It is important to teach to read, avoiding mistakes that lead to relearning in the future:

• The letters should be named briefly: B, M, R. The alphabetic names of BE, ME, ER complicate reading and confuse the child. Read PEAPEA, instead of PAPA, is not easy to decipher and understand for a child's mind. If the meaning is incomprehensible, there will be no interest in reading.
• Merge letters into syllables, and syllables into words. It is more correct to pull the first sound until the turn comes to the next one: RRRAK, PPPA-PPPA. Wrong: P and A will be PA; spelling P, A, P, A; reading followed by pronunciation without looking at the text.
• Underdevelopment of speech causes the appearance of errors in reading and writing. For this reason, it is important to contact a speech therapist or defectologist in time in order to eliminate speech defects in time.

Exercises

You can teach your child to read quickly by going through two stages:

• At the stage of mastering sound and letter designations, the degree of development of visual and auditory memory is significant, since the main load falls on the processes of transformation of the letter text into oral form.
• The stage of reading by syllables imposes requirements on the development of the child's analytical and synthetic skills. The development of erudition, operative memory, speech, attention, stability is important here.

Special techniques, methods and exercises will help training. By attending special speed reading courses, children learn to communicate, while the preparation will be professional.

First grade exercises

• Half words. When part of a word is required to guess what the remaining fragment will be.
• In tow. The tugboat here is a reading adult, who pronounces the words to be read and runs his finger along the line to be read. The child reads at the same time as the adult, following the finger, and involuntarily adapts to the speed of the adult.
• Reading for a while motivates the child. The effectiveness of the exercise lies in the evidence of the result.
• The "jump-stop" exercise allows you to fix the ability to navigate in the text with the help of visual memory. On the command "jump" the child reads, "stop" - the reading stops, the child closes his eyes. The next "jump" - starts reading from where it stopped.

Exercises for children 8-10 years old

To teach schoolchildren of this age will help a special technique and exercises:

• We exclude articulation. At the command of the adult “lips”, the child puts his finger to his lips while reading and continues reading silently. After the command “out loud”, the child removes his finger and reads aloud.
• Conspiracy proposals. Word order changes in sentences. The student removes the "conspiracy" and puts everything in its place.
• Fixing letters. In some words of the text, skip letters, syllables or letter combinations that the child inserts in a certain time.
• The student as a teacher. The child corrects the mistakes of an adult when reading.
• Schulte table. The student temporarily looks for a number from 1 to 30 in the table, adhering to the order and showing.
• Dictation helps develop visual memory. Close the entire text, then open the sentence for a few seconds, allowing the child to remember it. Next, the sentence must be written from memory.

When deciding to teach a child on your own, or attending speed reading courses, you need to answer the question of why and for what it is being done, what do you expect to get in the end. At the same time, learning is more effective when the child understands the purpose of the lessons and why it is needed.

The best option is to study with your child. Speed ​​reading is more important for an adult than for a child. At the same time, the scope of the skill in adults is much wider.

While learning to read quickly, memory, attention, and understanding of the texts being read take place. There are several exercises that will help you learn to read quickly.

There is an opinion that it is harmful for children to study speed reading, I will prove this on the example of national minorities. You have probably noticed that many national minorities in the United States, instead of saying Yes, have abbreviated to Ya - apparently this came from the fact that these people did not study at school and do not feel the deep roots of the word. It's the same with shorthand. To master the skills of speed reading, you need to learn how to read fluently.

To master speed reading method, you need to understand the reasons for the slow traditional reading. The speed of most people using the traditional method of reading does not exceed 500-750 characters per minute.

Why are there so few reviews of speed reading courses?

When a person is looking for information on a particular method of empowering a person, then, of course, he is looking for reviews. However, there are suspiciously few of them. Why is this happening? The thing is that among the people involved there are very few who really reach the victorious end. They just have nothing to say. Another class of people simply cannot write or is shy. This explains the fact that there are not very many reviews on speed reading schools.

What is reading

Reading is the most important condition for the formation of mental abilities. V.A. Sukhomlinsky, when investigating the causes of mental retardation in schoolchildren, correctly noted: “If in elementary school children read little, thought little, they developed the structure of an inactive brain.” He believed that the improvement of reading technique is one of the main tasks of teaching younger students. The formation of the personality of the student, the formation of his attitude to reading, school, teacher, comrades, the class team, to himself largely depends on the organization of teaching children to read.

Visual angle training for speed reading

Focus your eyes on the center. With peripheral vision, mark the same blocks. The goal is not to find the same blocks as quickly as possible, but to focus on the center of the screen with peripheral vision to find the information you need.

Computer exercises (trainings) to expand (measure) the angle of view

• Angle of view and reading - an exercise for entering the state of speed reading
• Exercise to expand the angle of view - rotating numbers
• Exercise to expand the angle of view - the correct memorization of numbers
• Schulte tables - expanding the angle of view for entering a state of meditation and fast reading mode.

Computer exercises (trainings) on text perception

• Speed ​​Reading Training - Find the word in the text

Reading and rhythm - how to get rid of pronunciation of the text while reading

Speed ​​reading is a fast and high-quality assimilation of information. Continuous reading of the text ensures high-quality assimilation of what is read.

The human brain has great potential. It is only necessary to turn on a certain mechanism in order to actively use brain abilities. In traditional reading, letters or two or three words are perceived. The field of view of slow readers is not very large. With such reading, one reads not so much with the eyes as with "ears and lips." The movements of the lips, tongue and other organs of speech when reading to oneself are inhibited only externally. The bandwidth limit of the speech channel is 900 characters per minute.

The human brain can take in more information.

How the human eye works

A person's eyes do not look fixedly at one point (even if it seems that the eyes are still). To see more information, they make quick hopping movements from where they were directed. These movements are called saccades. Saccades (and just plain distractions) cause you to slow down because you have to look for the place where you finished reading. The solution to this problem is pointer usage.

Interest in reading and speed of information perception

If you see that the material is interesting, you can completely immerse yourself in it. Full immersion in the material can reduce the time of reading, while the perception of the material does not deteriorate. This may be enough to change your attitude towards what should be read.

Before you start reading, set up your thinking by asking what you hope to get out of your next reading. If a student learned to read during the period of literacy training, then he occupies the main place in the class team, believes in his own strength, and, conversely, if the child has not mastered reading, he feels some kind of inferiority, loses faith in his strength, in the ability to study successfully and in the collective of the class is in the shadows.

The ability to read without voicing words in can open the way for extreme reading speed, which is very useful if the text is easy to understand or contains a lot of unnecessary information. This is not the same as quickly skimming the text with your eyes.

Research conducted in recent years has shown that fast reading activates the processes of thinking and is one of the means of improving the educational process for a variety of levels of learning.