Anastasia N. Reshetnikova
3rd year student of the faculty of preschool, primary and special
education
Belgorod State National Research University,
Belgorod
Scientific supervisor
Alexander V. Markov
senior lecturer
Foreign languages department
NRU BSU
THE PROBLEM OF THE FORMATION OF READING SKILLS DURING LITERACY TRAINING.
Annotation:
One of the urgent problems of modern school is the formation of schoolchildren reading skills.
Introducing younger schoolchildren to reading, viewing illustrations, and correct handling of a book are the main tasks of a teacher at the initial stage of literacy training.
The purpose of the work is the formation of reading skills in a literacy class.
The article highlights the ways of introducing younger schoolchildren to the reading skill, defines what reading is and its functions in teaching literacy. The method of teaching reading is determined; exercises for the development of reading techniques are highlighted.
The result of the article is determined by the opinion that it is the reader's independence that is the key to the sustained spontaneous interest of all schoolchildren in the world of books and the constant reading of books of their own choice. As well as an objective assessment by children of their reading abilities and their reading training, the level of which they all want to improve, since this aspiration brought them satisfaction and joy in elementary school.
Keywords: reading, reading skills, methods of teaching, formation of reading skills, literacy training, younger schoolchildren, reading technique, book, teacher's tasks, problems during literacy training.
Any child before school has his own interest in reading, he is curious to read fairy tales, epics, memorize rhymes. However, after coming to schools, many people lose this interest. Why? Today, it is difficult for a book to compete with video, computer games, and the Internet. The newspaper "AIF" held an action - "For reading Russia". Famous people expressed their opinion on the pages of this newspaper. Director Stanislav Govorukhin in No. 39 "AIF" in the article "A generation without a soul will grow up in Russia if it does not read" said the following: "We have recently perceived the reading process only as a process of obtaining information. But this is not quite true! Information can be obtained from the Internet or textbooks. And books give us spiritual food, educate feelings. A person who did not accustom himself to reading in childhood, did not make it a habit without which he cannot live, a person traveling through life without a book is a vain person"
Based on this, we can conclude that modern children prefer to get information in an easier, faster way, not wanting to plunge into the world of books and learn not only something new, but also just relax, including imagination.
The Federal State Educational Standard of Primary and Basic General Education also include meta-subject results of mastering the basic educational program. As a mandatory component: mastering the skills of semantic reading of texts of various styles and genres in accordance with the goals and objectives; consciously build a speech utterance in accordance with the tasks of communication and compose texts in oral and written forms. However, many teachers are faced with the fact that children cannot perceive information, they have insufficient vocabulary, and not everyone can read to themselves, often make mistakes when reading. Many have poorly developed articulation apparatus. There is a problem of the formation of reading skills during literacy training; this skill is an integral component of the entire learning process at school and human activity in life. Relevance of this problem remains.
Let's look at the main mistakes in the formation of reading skills.
Firstly, it is the perception of words. The ability to read involves being able to guess the whole word by letters. When a person can form a word by looking at the letters, it means that he has mastered the skill of reading. It is not difficult to show that in this process of perceiving letters as symbols of a certain word, not only vision, but also memory, imagination and the human mind take a great part. When we read words, we not only add up letter by letter, but by grabbing one or more letters, we immediately guess about the whole word.
Secondly, the understanding of the content associated with the words read. Every word we read causes a certain change in us. When reading, we may have some kind of feeling, desire. Or an image may appear in the mind. There is a variant of the occurrence of both, or none of the above, but only the repetition of the read word.
Thirdly, the assessment of what has been read. Criticism of the read text is important. However, this is not observed at all.
What should the teacher and parents do so that this problem does not arise in the child? The teacher should know special techniques aimed at working out correctness and fluency. There are two directions here:
1) The use of special training exercises that improve visual perception, the development of articulation apparatus, the regulation of breathing;
2) The application of the principle of multi-veneration proposed by M. Omorokova and described by V. Goretsky, L. Klimanova, when reading works of art.
This principle consists in the fact that the child, when analyzing the text, repeatedly refers to it again. I reread passages, important semantic relations, thereby ensuring an understanding of the idea of the work and there is a correct and fluent reading.
Let's consider one of the methods of teaching reading aimed at the development of younger schoolchildren.
I. Exercises for the development of conscious (conscious) reading
The first group is logical exercises.
1. What do words have in common and how do they differ?
Chalk - chalk, mal - mal, soap -mil
2. Name it in one word.
Siskin, rook, owl, swallow, swift; scissors, pliers, hammer, saw, rake; scarf, mittens, coat, jacket; TV, iron, vacuum cleaner, refrigerator; potato, beetroot, onion, cabbage; horse, cow, pig, sheep; shoes, boots, slippers, sneakers; linden, birch, spruce, pine; chicken, goose, duck, turkey; green, blue, red, yellow.
3. Which word is superfluous and why? Beautiful, blue, red, yellow; minute, time, hour, second; road, highway, path, path; milk, sour cream, yogurt, meat; Vasily, Fedor, Semyon, Ivanov, Peter; spruce, pine, cedar, aspen; onion, cucumber, carrot, apple; mushroom, lily of the valley, chamomile, cornflower.
4. What are the following words similar to? Iron, blizzard, stick, clock, lamp.
5. By rearranging the letters, make up a word.
6. Compose a new word by taking only the first syllable from each of the data.
Ear, mouth, vase; bark, lotto, boxer; milk, spawning, plate
7. Compose a new word by taking the second syllable from each.
Snake, frame; button, hammer, seam; reproach, elder, mud; turn, ditch
8. Compose a new word by taking the last syllable.
Furniture, gun: straw, time, stranded; fox, thorn, flight; resin, tear, beret.
9. Three words are given. The first two are in a certain relationship. There is the same connection between the third and one of the proposed five words. Find the fourth word.
a) song - composer; airplane - airfield, fuel, designer, pilot, fighter; b) school- training; hospital - doctor, student, treatment, institution, patient; c) knife-steel, chair - fork, tree, table, food, tablecloth; e) forest - trees; library - city, building, librarian, theater, books; e) morning -night; winter -frost, day, January, autumn, blue.
10. Divide the words into groups.
Hare, peas, hedgehog, bear, cabbage, wolf, cucumber;
Cow, wardrobe, chair, sofa, goat, foam, table;
Orange, bus, apricot, apple, car, tram, pear
11. To the selected word, pick up the words you need in the meaning.
Herbs: clover, cedar, sorrel, plantain, larch, dandelion;
Insects: magpie, fly, owl, beetle, mosquito, cuckoo, bee:
Shoes: boots, coat, jacket, shoes, slippers, jacket.
II. Word composition games with words.
1. Find the word in the word.
2. Pick up a couple
a) Song practical
Square exemplary
Girlfriend diligent
Postman festive
Gift striped
Towel linen
Briefcase lovely
Hairdresser nice
3. Finish the sentence.
In the morning, doctor teeth are treated…
4. Choose the words for this sound (reading quatrains, sentences, text).
5. Come up with the names of products for this sound, from which you can cook lunch.
6. Stand up those who have this sound in their first name, patronymic, surname.
7. Choose from all syllables – syllables-merges, syllables with concatenation of consonants, closed syllables.
8. Show 5-6 items. Choose the names of the subject in which one syllable, two syllables, etc.
9. Choose words with two syllables (one, three, etc.). Say 8-10 words.
10. Reading words that differ by one letter.
11. Preliminary syllabic reading of words having a complex syllabic or morphemic composition.
You can also use the exercises presented below to develop your reading skills.
Exercises for the development of reading techniques.
The first group is exercises to expand the field of vision.
1.1 Work on the contemplation of the green dot. (On the card, in the picture, we put a green dot and concentrate our eyes on it. At this time, we call the items on the right, left, top, and bottom.)
1.2 Work on Schulte tables
-horizontal
Field of view development -vertical field of view development
2. Reading columns with stencils. Children, using a stencil, read the words in the columns. In the columns of the I class - 3-5 words.
3. Working with letter tables and stencil.
The stencil is superimposed on the card, the letter a in the middle. It is necessary to name the letters that you saw.
Reading sentences, texts overlapped with stripes.
11. "Who is faster?"
Each student has 2-3 texts. You need to find this offer.
12. "Running line".
13. Work on the table.
1. Agronomist ticket road month cucumber
Iron pencil case Guys airplane tongue
Bear plant fox walnut subway
Aspen room hare duty axe
Calendar engineer cabbage alley wind
Metal village clothes Moscow lilac
2. Interesting milk aspen shop seeder
Carrot North Phone Dinner straw
Yellow coat frost tractor chauffeur
Holiday tableware ice skates camp plant
Vegetables boots Travel ship magpie
Russian harvester sparkle highway weather
3. Doctorate cosmonaut chairman Russia cow
Farmer black ladder bonfire people
Director wishes strawberry crow ticket
Neat apartment potato city coast
Commander horizon capital Notebook Street
Tram passenger soldier good berry
4. Government rocket thank you harvest class
Sparrow girl sand student hero
Freedom surname teacher comrade portrait
Library car pencil raspberry machine
Revolution slow motherland cleaning day station
Collective wealth wheat newspaper handkerchief
The manual consists of 4 blocks; each block has 5 columns of words (words from the dictionary). The work on the table is carried out as follows: the word that is being searched for is called (an asterisk, a blue dot, the second from below; a circle, a yellow dot, the fifth, from above), etc.).
The second group is exercises for activating the organs of speech.
1. Articulation gymnastics:
a) Vowels, consonants, combinations, open and closed syllables;
b) Words those are difficult to pronounce.
2. Tongue twisters.
3. "Running tape".
A strip is stretched through the holes in the cardboard, where syllables and words are written. I need to have time to read it.
4. Clean-talking.
5. Various types of reading:
a) Reading in a whisper, then loudly, then to you;
b) Choral reading; c) reading in pairs;
d) Reading simultaneously with the presenter;
6) Reading at a faster pace;
7) Reading with a transition to an unfamiliar text:
8) Reading at the pace of a tongue twister;
9) Reading-"sprint";
10) Buzzing reading;
11) Jumpy reading of "Kangaroo".
2 Exercises for the development of expressiveness of reading
1. Reading a word with different shades of intonation.
2. Reading a phrase with an intonation appropriate to the specific situation.
3. Breathing exercises.
4. Exercises for voice development.
5. Exercises for diction.
6. Read, conveying joy (indignation, sadness, pride) depending on the text.
8. Reading by roles, in persons.
9. Using the "memo":
a) Imagine what you are reading about; think about what feeling you can convey when reading;
b) Read the words and endings clearly;
c) Highlight important thoughts with your voice, observing punctuation marks.
Commenting is a means of developing self-control in children
A necessary condition for mastering spelling norms and successful application of the rules of writing is the ability of children to "see" spelling in words. And yet, to form in all children the ability to see all the "error-prone" places in the word, although children know about strong and weak positions, they understand that in a weak position it is very painstaking work. In the test papers, "stupid" mistakes are again encountered letters are written at random in a weak position. I think the reason for such mistakes is the student's poorly developed attention. For the same reason, the child, working at the blackboard and commenting on all his actions, does not make a single mistake.
In his teaching on the gradual formation of mental action, Galperin argues that action has the following forms from the point of view of psychology: material (external) and mental (internal). The transformation of external action into mental action takes place in stages:
1) Material (objective) action;
2) Action in loud speech (so that everyone can hear);
3) Action in quiet speech (for a neighbor);
4) Action in speech "about yourself" (for yourself);
5) Action in "hidden" speech, in inner speech, which is mental action in the inner plane.
The second and third stages involve commenting. (The term "commenting" came into use in the 60s of the XX century). This type of exercise is described and justified as the inclusion of explanatory reasoning in the process of writing words, sentences. The search for ways to improve academic performance in the Russian language has long attracted the attention of teachers and methodologists to various methods of including explanations in the process of writing students. The use of commenting techniques along with the use of various "supports" is especially recommended by Lysenkova S.N.
LIST OF LITERATURE
Bakulina G.A. Intellectual development of younger schoolchildren in literacy lessons. M., 2002
Borodin S.M., Borodina V.A. We teach to read.- L.: Literary Publishing House, 1981.
Vasilyeva M.S., Omorokova M.I., Svetlovskaya N.N. actual problems of teaching reading in primary classes. - K., Pedagogy, 2003
Govorukhin S. "A generation without a soul" will grow...[Text]/S. Govorukhin//Newspaper "AIF".-2009.-№39.
Goretsky, V.G. Thematic and final control works on reading in primary school / V.G. Goretsky, L.I. Tikunova // Methodical manual. - 2003. - p.3.
Egorov, T.G. Essays on the psychology of teaching children to read / T.G. Egorov // Enlightenment. - 2005. - p. 21-25.
Education and development / Edited by L.V. Zankov– - M., 1975.
Zaporozhets A.V. The importance of early childhood periods for the formation of a child's personality. - In the book: The principle of development in psychology. - M., 1978.
Kondranina T.I. Reading 1st grade. -M. "School of the XXI century", 169c
Klimanova L.F. Teaching reading in primary school. // School, 2007
Lviv M.R., Goretsky V.G., Sosnovskaya O.V. Methods of teaching Russian in primary classes. - M.: 2000.
Lailo V.V. The study of the alphabet and the development of perception. M., 2002
Moldavskaya N.D. Literary development of schoolchildren in the learning process. - M., 1976.
Omorokova M.I. Improving the reading of younger schoolchildren - M.: 2003.
Svetlovskaya N.N., Piche-ool T.S. Teaching children to read: Practical methodology: Textbook for students of pedagogical universities. - M.: Publishing Center "Academy", 2001.
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