Effective learning: practical tips. Tips for Teaching Children to Read

Tip 1. Don't teach your child letters. Until the baby learns to read - no letters, only sounds. That is, not EM, but M.

Tip 2. If the child begins to be interested in letters, then show them in the context of the whole word. Teach your child that a letter rarely appears separately. It is located in the word along with other letters.

Tip 3. If a child under 4-5 years of age has not shown a desire to read, and you need to teach him, do not force him to sit for a long time in class. Don't forget, the baby is not yet used to learning time. Before that he was just jumping and galloping. So don't demand perseverance from him. The lesson should last no more than 5 minutes.

Tip 4. At 4-5 years old it is too late to teach a child to read whole words. This technique is suitable for children from birth. Or for those mothers who have very active children. Choose a syllable-by-syllable method. You can use, for example, Zaitsev's cubes or Zhukova's Primer. It will be easier for the child to learn to read syllables at once, memorizing them visually and composing them into words later.

Tip 5. If the child has learned the letters, then he needs to be taught syllables. To do this, be patient. It will take time before the child understands that M-A is M-A. To do this, sing the letters so that the sound does not interrupt. You can make a letter in a syllable an elevator. And when moving from letter to letter, the little man should not fall. This way the child will learn to combine letters into syllables.

Tip 6. Don’t rush to give your child a lot of syllables at once. If you start learning syllables right away, then start with 2-6 syllables. And until the child understands them, do not go further. If you start learning with letters, then choose vowels first. A, U, O. Make syllables from them. Only then add consonants.

Tip 7. When the child understands the principle of syllable-by-syllable reading and begins to voice syllables, begin to check the meaningfulness of what he read. For example: Ma-ma, it turned out mom. The main mistake at this stage: when the child begins to pronounce the entire word read, many parents begin to demand the entire sentence. Under no circumstances should this be done. Do not forget that at the initial stage the child simply mechanically reproduces what is written. To comprehend entire sentences and texts, he needs technology. And it develops over time.

Tip 8. Don't miss classes. At this age, the child should already understand that compulsory lessons await him at school. Such classes are also held in kindergarten. Therefore, start developing perseverance. Classes should be daily, but short, 10-15 minutes. Not more. Since longer classes can discourage the baby from reading.

Tip 9. Always monitor the amount of information your child reads during training. Don't overload it. In a primer, for example, there may be 3-4 syllables on one page, but they are constantly repeated. And on the other page there are already texts. Don't set a goal to read to the end if the child resists. But don’t follow your child’s lead when he says he doesn’t want to read anymore if classes have just begun. The child is not used to it, so he is looking for ways to avoid learning. Try to find a compromise.

Tip 10. Praise the child. Praise the way you would like to be praised. The child should feel that he is doing everything right, that his mother is happy. Then the performance will be better, and the child’s efforts will be greater. Remember yourself. At work, you obviously want to be praised for the difficult work you have done. For a child, reading is a lot of intellectual work. So praise, don't be afraid. You can't spoil a child with this.

Tip 11. Constantly pay attention to different fonts. A child very quickly gets used to one font, so he may get lost and stop reading when he sees another. Write the completed syllables and words yourself. Make up letter magnets, etc. The main thing is the variety of colors and fonts.

Tip 12. The main advice for mothers. If you feel that the child does not understand and an attack of powerlessness and anger rises in his throat, leave the room, asking someone to continue the lesson, or interrupt it for a while. No aggression. If the child does not understand, it means that the information has not yet reached, has not been comprehended. Don't put pressure on the baby. This doesn’t make it any easier for him, but it will be worse for you later.

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The main thing is not to forcefully instill in your child a love of reading. This attempt is doomed to failure. If you want to raise a reader, get him interested in literature. Place books around the house and read interesting stories aloud to your baby. Also, the baby should regularly see you reading a book. Children want to be like their parents, so your child will also most likely be interested in how you read.

Tip 1. Don’t teach your child letters. Until the baby learns to read - no letters, only sounds. That is, not EM, but M.

Tip 2. If the child begins to be interested in letters, then show them in the context of the whole word. Teach your child that a letter rarely appears separately. It is located in the word along with other letters.

Tip 3. If a child under 4-5 years of age has not shown a desire to read, and you need to teach him, do not force him to sit for a long time in class. Don't forget, the baby is not yet used to learning time. Before that he was just jumping and galloping. So don't demand perseverance from him. The lesson should last no more than 5 minutes.

Tip 4. At 4-5 years old it is too late to teach a child to read whole words. This technique is suitable for children from one year old. Or for those mothers who have very active children. Choose a syllable-by-syllable method. You can use, for example, Zaitsev’s cubes or Zhukova’s Primer. It will be easier for the child to read syllables at once, memorizing them visually and combining them into words later.

Tip 5. If the child has learned the letters, then you need to take him to learn syllables. To do this, be patient. Time will pass before the child understands that M-A is MA. To do this, sing the letters so that the sound does not interrupt. You can make a letter in a syllable an elevator. And when moving from letter to letter, the little man should not fall. This way the child will learn to combine letters into syllables.

Tip 6. Don’t rush to give your child a lot of syllables at once. If you start learning syllables right away, then start with 2-6 syllables. And until the child understands them, do not move on. If you start learning with letters, then choose vowels first. A, U, O. Make syllables from them. Only then add consonants.

Tip 7. When the child understands the principle of syllable-by-syllable reading and begins to sound out syllables, begin to check the meaningfulness of what he read. For example: Ma-ma, it turned out mom. The main mistake at this stage: when the child begins to pronounce the entire word read, many parents begin to demand the entire sentence. Under no circumstances should this be done. Do not forget that at the initial stage the child simply mechanically reproduces what is written. To comprehend entire sentences and texts, he needs technology. And it develops over time.

Tip 8. Don't miss classes. At this age, the child should already understand that compulsory lessons await him at school. Such classes are also held in kindergarten. Therefore, start developing perseverance. Classes should be daily, but short, 10-15 minutes. Not more! Since longer classes can discourage the baby from reading.

Tip 13. Come up with games that require knowledge of letters, syllables and sounds. For example, you can ask your child to find all the words in the text starting with the letter A (B, C, D...) and read them.

Or an exercise that develops

attentiveness. Give your child several cubes, among which there should be one vowel and several consonants. Let him choose a vowel.

Tip 14. If your baby already reads quite well and all that remains is to develop speed. We recommend the old method - reading aloud using a bookmark. Only you need to cover not the bottom line, but the words you have already read. This will help avoid confusion; the child will not be distracted and focus on reading the new word. And don’t forget about regularity, every day. When your child is confident in reading aloud, you can time a minute and ask him to read the entire time. Count how many words will be read in a minute. Be sure to encourage your child's success!

Tip 15. Main advice: if you feel that the child does not understand and an attack of powerlessness and anger rises in his throat, leave the room, asking someone to continue the lesson, or interrupt it for a while. No aggression, always maintain patience and a friendly attitude towards the baby. Don't scream or lose your temper when he doesn't succeed. There is no need to torment a child with reading, this will discourage him from reading. If the child does not understand, it means that the information has not yet reached, has not been comprehended. Don't put pressure on the baby. This doesn’t make it any easier for him, but it will be worse for you later.

Buy a book on speech development:

The presence of multi-level tasks allows you to use this manual for working with children with different levels of speech development, and the variety of bright, colorful material makes the work interesting and productive.

Tatyana Vyacheslavovna Kuzmina
Tips for parents on teaching their child to read

Tips for parents on teaching their child to read

The first rules required for success learning to read:

Play! Play is the natural state of a preschooler, the most active form of learning about the world, the most effective form training. Education preschoolers should take place casually, in a playful situation, in an exciting environment.

Maintain interest in classes by using a variety of games and aids.

Rather, it is not the duration of classes that is important, but their frequency. Be consistent in learning to read.

Your directions and instructions should be short but concise - a preschool child is not able to perceive long instructions.

Get started learning to read only if, if the child’s oral speech is sufficiently developed. If a child’s speech is replete with errors in word agreement, in the syllabic structure of words, or defects in sound pronunciation, you should first contact a speech therapist.

Mastery by reading requires a lot of mental and physical stress from the child. Therefore, at each lesson, be sure to combine educational exercises with warm-ups (physical exercises, finger exercises, outdoor games and everything that your imagination tells you).

The child’s reluctance to study is a sign that the adult has exceeded the child’s capabilities. Stop and think about what was done wrong?

A child is not a smaller copy of an adult. A child has the right not to know and not be able to! Be patient!

Don't compare your child's progress to other children's. Rate of skill development reading individual for each child.

Each child has his own optimal way learning to read. Try to find exactly those techniques and methods of work that correspond to his individual characteristics.

Never start classes if you or your child is unwell mood: such activities will not bring success!

1. Learning letters

You can often see such a picture on the street. Mom asks the baby, pointing to any letter on the sign on home: "What letter is this?" Baby with joy answers: “PE!”, or “EM!”, or “ES!”. Dear adults! If this is how you name letters for children, then how will your little student read the syllable “MA”? Imagine, he will most likely get "EMA"! And he will rights: EM + A = EMA. And the word “MA-MA” in this case will be read as “EMA-EMA”!

Very important when learning to read preschooler to name the letters in a simplified way, as we call the hard consonant sound that they represent. Not “EM”, but “M”, not “PE”, but “P”. This does not mean at all that the child should not know that a letter and a sound are different concepts, that a consonant letter can mean two sounds - hard and soft. But it’s not for nothing that all these concepts are included in the program training diploma in the first class: to assimilate them, sufficiently mature functions of thinking are needed - analysis, synthesis, generalization, abstraction. But a preschool-age child masters these mental operations only at an elementary level. The time will come, and your child will acquire knowledge of the phonetics of the language. And now he can learn to read without this knowledge.

How many times does a child need to say a letter for him to remember it? There is no answer to this question exists: everything will depend on the individual characteristics of the child, his age, and the frequency of activities with him. After all, all children learn the names of colors, for example, at quite different times. Adults still comment on the color of surrounding objects (“Look, what a red car is driving!”, “The grass is green!”) or they ask the child to show or bring an object of a given color (“Show me the blue flower in the picture!”, “Give mom a red cube!”, until one day the child himself names familiar colors. The same thing happens with memorization letters: first, the adult shows and names the letters (in primers, on special posters, in cut-out alphabets, on the street, then the child learns to find the letter on the instructions of the adult (“Find and show the letter B in this word!”, and only after that he independently identifies and names the letter. If you force the stage of naming the letter by an adult and searching for the letter according to the assignment, the child will have difficulty remembering the letters, often make mistakes and, because of this, lose interest in classes.

Feasibility training A child's ability to write letters depends on the child's age and abilities. Simultaneous reading training and printing is not necessary. If your baby is still unsure of using a pencil, has difficulty drawing geometric shapes and simple shapes, printing letters will become a difficult and uninteresting task for him, which may also affect his learning to read. Not worth it teach children writing letters: the first grade teacher will do this for you competently and at a time appropriate for the child!

Many games aimed at learning letters are mainly designed one at a time. principle: you need to find letters and pictures with images of objects starting with these letters. Thus, they train the ability to isolate the first sound in a word and memorize letters at the same time. But in preschool age, not all children easily identify the first sound in a word. To use such games for learning letters, you need to practice naming the first sound in a word in advance.

When trying to perform similar tasks, adhere to the following sequence of presentation order: words:

Words where the first sound is A, U, I, E, O (only under stress);

Words where the first sound is a separate consonant not participating in the merging syllable (K-ROT, T-RAKTOR, S-TOL, etc.);

Words starting with a hard consonant in a merging syllable (MACHINE, HAND, etc.);

Words starting with a soft consonant in a merger (MOVIE, TV, etc.);

Words where the first letter is E, Yo, Ya, Yu.

Pay special attention to the child’s mistakes in such tasks, for example, when the child selects C instead of sound 3, instead of B - P, instead of D - T, instead of G - K, instead of Zh - Sh. If the child makes such mistakes often, be sure to consult with talk to a speech therapist about this issue.

Ready-made games may not be enough for a child to confidently name letters. In chapter “We play and develop” We offer you original and useful games and exercises that you can use if desired and necessary.

2. Remember the syllables.

You need to memorize syllables according to the same scheme that is used when memorizing letters:

Repeated naming of a syllable by an adult;

Search for a syllable according to instructions from an adult, followed by naming;

Independent naming - " reading" syllable.

The order of familiarization with the syllables is not important; it will be determined by the alphabet that you choose for teaching a child to read. Some alphabets set the sequence of learning according to the frequency of use of letters in the language, others in accordance with the sequence of formation of sounds in children, others - according to the intention of the authors of the manuals.

So, when learning to read a syllable remember!

A feature of preschool children is their physiological unpreparedness to master the rules of syllable fusion and their use in reading.

Before the child himself can name a merging syllable, he needs to hear its name many times and practice finding the syllable according to your instructions.

If a child has difficulty naming a syllable, offer him several answer options to help, thereby preventing him from switching to letter-by-letter syllable reading.

The most difficult to remember are the first groups of memorized syllables; then, by analogy, the child begins to name syllables that are similar in vowel or consonant.

The pace of mastering syllables should correspond to the child’s capabilities. It is better to master a smaller number of consonants and corresponding syllables, but to automatically recognize and read the syllables.

Skill reading syllables of different types contributes to the fastest teaching a child to read whole words.

3. Read the words.

Merging letters into syllables, and syllables into words, and understanding the meaning inherent in these symbols are two different things. And performing two tasks - reading and understanding - at the same time is very difficult for a preschooler. That is why, after a child has mastered a sufficient number of syllables to compose words, it is necessary to deliberately engage in teaching meaningful reading. This period can sometimes be long, but thanks to a variety of games and exercises with words it can become interesting and exciting for the child.

What other difficulties may a child have at this stage? reading words?

At first, such children need to be helped to read words, highlighting the syllables in them. mergers: with an arc under the confluence, indicating the confluence with a pointer, giving verbal instructions (BOOK - read first one letter, then two, then two letters again). In some alphabets, words are divided into syllables (KNI-GA, UT-KA, KOSH-KA), but even with this division, the child may need your help in indicating the merger.

It can also be difficult for children to read long words, in this case the following will help reception: divide the word into syllables, write down the last syllable, let the child read it, add the previous one, let him read two syllables, then add one syllable at a time until reading a whole word(SIT, SO-SIT, LE-SO-SIT, DUST-LE-SO-SIT, VACUUM CLEANING). This method of help eliminates the incorrect “thinking out” of a word. Compare: if you read a word, adding one syllable at a time, starting from the beginning, the child most likely will not read the word to the end, but will guess the end of the word (PY, PY-LE, DUST-SO, VACUUM CLEANER? VACUUM CLEANER? VACUUM CLEANER?.).

Pay attention to the words it suggests for reading your alphabet or primer. Sometimes authors, in pursuit of the number of words that can be made from letters already presented on the pages of the manual, offer reading words to children like: PUMP, PHASE, SINUS, WAD, KUSH. It may be more rational to omit these difficult to understand words and instead reading carry out any exercise from the above options to form a meaningful reading.

Teach meaningfully reading. It is better to read less, but understand what you read about.

To form a meaningful reading ABC material alone is not enough; use a variety of additional games and exercises.

If the child is reading words"slips" to letter by letter reading, it is necessary to intensify work with the syllable table, consolidate the skill of recognizing a syllable as a unit reading.

If it is difficult for a child to determine the location of a merger in a syllable, at first help him see the merger syllable.

When preparing games and exercises, do not forget about the “extra” answer option, then the intensity of the exercise will be much higher.

Don’t be afraid to stay longer at this stage; the delay will be more than compensated for in subsequent stages of skill formation reading.

4. Read phrases and sentences.

For a child who is learning reading phrases, proposals, texts - this is a new and rather difficult stage training. The main task of this stage is to give the child the opportunity to learn to fully comprehend what he read. You can begin this stage of work when the child learns to read individual words meaningfully.

In alphabet books and primers, unfortunately, the stage of working on phrases is almost not represented. Although it is in phrases that it is easier for a child to learn to understand the semantic meaning of word forms and the meaning of prepositions.

At learning to read phrases, proposals, texts needed remember:

The child learns to comprehend not only the words themselves, but also the grammatical forms in which they are found, conjunctions and prepositions included in sentences, punctuation marks, the sequence and cause-and-effect relationships of the events described.

TO reading phrases, move on to sentences only when a conscious reading words.

- Readings sentences and texts of alphabets and primers may not be enough to form the skill of meaningful reading, additional exercises must be performed.

Increase the number of words in the texts offered to the child, gradually: It is interesting for a child to read when he can do it easily, without excessive effort.

Here I will put together some practical tips (most of them tested from personal experience), backed by scientific facts, that will help make the learning process effective. It can be used both for self-study and for teaching someone else. If you are studying somewhere, check how many of the listed points are actually applied in the educational process - this will help you correctly evaluate the effectiveness of your educational process and change anything in it so that it meets your needs.

1. Strive to ensure that information gets into long-term memory.
When new information comes to us through certain sensors, it is first loaded into instant memory, in which the data can be stored, if my memory serves me correctly, for up to 1 minute. An example here would be the phone number for ordering a pizza, which we remember only for the duration of the dialing.

Further, if the information is of any interest, it ends up in short-term memory, which can remain in it for no more than a day. An example here is the preparation of a typical Russian student for an exam - he learns the material overnight, passes the exam and then forgets most of the subject. Some, therefore, say that as a positive aspect of studying at a university, it teaches you to assimilate a large amount of information in a short time. In reality, this is not what you should strive for. In order for information to be used and to build judgments and conclusions based on it, it is necessary that it enters long-term memory and acquires various neural connections (that is, it is connected with other information learned earlier or later). By the way, the more such connections there are, the faster the brain finds its way to such information.

It follows from this point that various tests and examinations of students should not be carried out the day after the submission of new material. You also shouldn't warn them about the upcoming test if you want to test long-term memory (i.e., you don't want students to review the material before the test).

2. Try to find meaning and meaning for new information.
When the brain receives new information, it makes a decision whether or not to store it into long-term memory based on the number of existing neural connections that relate to that information. Under meaning refers to previously acquired information, meaning- something that can have an impact on a person in the future. For example: a designer reads on LJ that Artemy Lebedev has banned smoking in his studio. Because the designer is not a smoker, but knows who Tyoma is, then the new information contains meaning, but lacks meaning. If the designer were a smoker, then there would be meaning and significance for him, and the information would have a much greater chance of getting into long-term memory.

3. The first third of the lesson is the most effective for learning new knowledge.
Any activity, be it a lecture, lesson or seminar, has so-called prime times and down times. During prime time, any information is absorbed best, so you should not check your homework, ask questions, express false hypotheses, etc. at this time. - all information, even if it is incorrect, will be learned. The best option for prime time is to present new information clearly. If necessary, all issues can be discussed later.

Prime times occur at the beginning and end of the lesson and constitute approximately 1/3 of the total lesson time. Moreover, the share of prime time is inversely proportional to the duration of the lesson - the most optimal duration is considered to be a lesson of 20-30 minutes. Secondly, the second prime time (at the end of the lesson) should summarize and review what has been learned in order to consolidate the material.

In downtime, when the brain practically does not absorb information, you should change your activity - discuss what you have learned, exchange opinions, check your homework, etc.

4. Sleep is an important part of the learning process.
Regular and sufficient (at least 7.5 hours) sleep is required for the assimilation of new information and its further processing. When we sleep, the brain continues to access the same areas and neurons that were used when it first received information. According to one assumption, this becomes possible by turning off (or reducing sensitivity) the corresponding sensors (eyes closed, hearing disabled, etc.). By working with these areas, the brain reorganizes them and strengthens neural connections. In this way, not only does access to new information become easier, but it is also processed and new solutions to problems are found. The experiments confirmed that people who had had enough sleep remembered new material from the previous day much better and were more effective in finding solutions to new problems.

5. Learn new material only when necessary.
I most accurately defined this point for myself in English: learn on demand (I don’t know if anyone has used such a term). It means that in order to assimilate the material as effectively as possible, you need a practical problem that you are interested in solving. Moreover, not something like “solve a quadratic equation”, which is usually offered in school, but precisely a problem that needs to be solved to you in the real world. At first glance, it may seem that such tasks cannot always be selected, because Some knowledge is too "low level" (like knowing the alphabet), but that's not really the case. It’s just that lower-level knowledge requires less important tasks and imagination, that’s all.

If you are afraid that you are missing out on something by studying this way, ask yourself: how much time would you spend studying material that you do not need right now and that you have no desire to learn? And this is instead of already solving, albeit not a large, but very specific task and, thus, motivating yourself to study further.

6. Change the environment and stimulate the emergence of emotions.
The brain responds most effectively to changes, so new material is remembered successfully if something around changes. I bet most of you don’t remember where you were and what you were doing on September 10, 2001, but everyone remembers perfectly well what they were doing on September 11 of the same year. Of course, the example should not be taken literally, but even small positive changes in the environment where training takes place will contribute to increased effectiveness.

If it is an audience with a certain number of students - sometimes invite other lecturers or interesting personalities to give all or part of the lecture, show up to the lecture in shorts or a striped swimsuit - I can bet that your students will remember this lecture for the rest of their lives. The idea, I think, is clear.

If you study on your own (for example, read a manual or a book) - having reached the knowledge you need, play a pleasant song, eat a chocolate bar, do 20 push-ups, call a friend and share your joy, watch porn, pinch yourself for something - all this can play a role to your advantage.

Additionally, monitor natural conditions in the learning environment. Too high a temperature, dehydration of the body and extraneous noise greatly weaken the brain’s ability to perceive information. Moderate sunlight and oxygen, on the contrary, add confidence to the brain.

7. Avoid carrots and sticks.
Too many carrots, like too many sticks, can completely destroy the brain's ability to learn anything. Trying to learn material in order to pass an exam and not end up in the army is just an example of improper stimulation of the brain due to some kind of threat. For the learning process to be effective, teachers should use exams and tests not as a way to weed out people (at best this happens - at worst they either don’t care or are trying to assert themselves), but as a way to identify gaps and weak points and try to close them in future. It is especially important that the student understands the meaning of such checks, is not afraid to make mistakes, and prepares correctly for such events (in particular, without resorting to the use of short-term memory).

8. Use the method of obtaining information that suits you best.
Not all people are the same and not everyone prefers to receive information in the same way. Some people learn material better when they read it themselves, some remember speech better, others remember diagrams on the board and pictures. Determine what is most effective for you and try to resort to this method.

Remember that a lecture is one of the most ineffective ways of teaching due to its average length, monotony and, often, the only way to present information (speech).

That's it folks.

In fact, there could be much more points. I have now tried to list those that seemed to me the most important and practically applicable. In the comments I will try to answer your questions (if any), because... I have some knowledge and experience in the field of the learning process.

Teaching reading to children of senior preschool and primary school age. Tips for teaching children to read. Desire to read. Ability to read. Word creation, games with words.

Where to look for the golden key?

Doesn't read anything! If you have a free minute, go to the TV. And now he pushes his buttons!.. But he already knew the letters at the age of four!..

Standard complaint. Parents of teenagers are complaining, mass school teachers are losing the battle to introduce schoolchildren to classical literature, psychologists are studying the problem and informing us about a qualitative change in the environment towards the dominance of video images and about the formation of a new type of person - “the beholder”. At the same time, other psychologists are creating hitherto unprecedented methods of teaching literacy to potty-aged children, designed to fill the lives of advanced mothers with vigorous activity.

Here we need to take a necessary pause. Firstly, I have nothing against the desire of young parents to master advanced pedagogical knowledge: I myself have sinned. Therefore, now, starting a conversation in any audience - in the teachers' room or in the parents' room, I briefly inform you that I am the mother of two children - 17 and 14 years old, i.e. a mother who has tasted the results (positive and negative), as well as the lack thereof, of the most exciting parenting techniques of her time.

As a teacher, I also have no fundamental objections to a child being able to read by the time he starts school. In fact, this is now necessary for admission to a special school or gymnasium.

But, in my strange belief, a normally developing child from an intelligent family in preschool age does not need any special methods of teaching literacy. By the age of six to six and a half years, if certain conditions are met, he can teach himself perfectly well. Moreover, this self-study is an indicator of his ability to cope with the requirements of the gymnasium program.

If this does not happen, you need to have a targeted conversation about the developmental characteristics of this particular child and how and what to do with him in the first place. However, this is a topic for another conversation.

All methods for teaching children to read are aimed at developing the ability to translate letter symbols into sounds, sounds into words, and words into sentences. But if by reading we mean not brisk movement through the ABC book under the guidance of a preschool teacher or tutor, but reading books (that is, reading in the proper sense of the word), then this skill, although necessary, is not sufficient. In addition, it mysteriously depends not only on the progressiveness and perfection of the methods and techniques with which a child is taught to read, and not only on the virtuoso qualities of the teacher, but also on the presence of an internal desire in the child himself to read. Psychologists call this internal desire a motive and argue that it is this, and not anything else, that determines the success of any human activity. In other words, to learn to read, a child must want to do it.

A hundred years ago, the need to read was justified by the information content of the book, its function as a “source of knowledge.” Today, a non-reading child suffers from anything but a lack of information. He easily picks it up and sorts it out from the TV, video and computer screens. Reading from this point of view is an ineffective and labor-intensive way of activity. Any five-year-old preschooler understands this subconsciously.

We are witnessing a very interesting process of our time - the transition of reading, especially reading classical and highly fictional literature, into the category of elite activities.

At the same time, the golden keys to the secret door to the world of reading lie not in the teacher’s pocket, but in the pocket... of the reading parent.

In order for a child to speak well, you need to talk to him: this is how samples of oral speech are set. In order for a child to learn to be attentive, he needs to read and tell fairy tales: this is how patterns of word perception are set. For a book to be perceived as a necessary element of life, it must live in the house and be in demand by adults. This is how samples of a certain life style are set. If after work you only have enough time to move the buttons on the TV remote control, get ready for the child to behave the same way, without wondering what fatigue has to do with it. You are an example. What complaints can there be against him?

In reading families, a child (I emphasize again - in the case of normal development) learns to read by himself, just as he learns to walk and talk. Because reading within his family is as necessary an activity as walking and talking. The environment around him is full of letter symbols, ranging from signs and newspaper headlines to those very letter cubes that, of course, a family friend with pedagogical inclinations will give you.

In between times, you tell your baby what this or that letter is called, or he himself will ask you about it.

At a certain point, it will become clear that your five or six year old has already mastered the meaning of the letters and is trying to read the advertising inscription.

Such a discovery sometimes leads to strange consequences: parents decide that they can no longer read to their child. Moreover, they should not read to him. Otherwise, how will he improve in his newly acquired skill? There will be no incentive.

The position is not just wrong, but harmful. The two processes - listening to you read and reading yourself - have completely different tasks and are based on completely different mechanisms. You wouldn’t force a child to walk a multi-kilometer route, citing the fact that he has already taken his first steps? Being an old road trip enthusiast, you will take your little one along on a hike and carry it on your back. For what? For the sake of communication and shared experiences. It's the same with reading. When you read to a child, you communicate with him and experience what you read together. That’s why it’s so important that the book you choose to read brings pleasure to both your child and you.

By the way, reading aloud together (regardless of the age of the children), like home theater, was a good tradition among intelligent families in Russia at the end of the 19th and beginning of the 20th centuries.

Improving a child's reading technique is another, separate matter.

Firstly, it is necessary to provide the child with an appropriate library, consisting of books with page-sized pictures and short texts under these pictures (like Suteev’s fairy tales). The letters must be large - even when you know the child can cope with small ones. The reading process should not resemble unloading wagons. On his own, the child should read easier books than he, in theory, could, and the complex verbal world will, as before, open up to him through your daily (at least half an hour) reading aloud.

Second, it is important to remember that in a young child, reading ability is linked to writing ability, and writing is functionally a precursor to fluent reading. Captions with spelling errors under his pictures, which for some reason terrify you (and especially grandmothers), are no less important for the process of learning to read than suffering over alphabetic pages. Forget about mistakes. Now the child is mastering another, extremely important principle: letters are icons for sounds. This is self-learning. And your task is to stimulate him along this path in all possible ways. Help your child stitch together “books” from signed pictures, rejoice at every “cloud” with the words “oh” and “ha-ha-ha” flying out of the mouth of the hero of the comic he drew.

There is one wonderful way to encourage a child to write (in random letters, of course). This is to teach him how to make signs. Signs may be needed for a game of store, during the construction of a city, and even before the arrival of an old acquaintance who suddenly becomes interested in knowing what everything in the house is called (a crazy motive at first glance, but strangely convincing for a child). If you have a good person in mind who will change the usual role of Santa Claus to the role of an alien, the campaign to hang signs in the apartment will acquire unprecedented relevance, reaching the point of excitement. Here, be consistent and attach the sign to the ceiling, to the toilet, and to your dog’s collar. Otherwise, an alien may get a wrong idea about the richness of the Russian language.

If they start asking you about the strange features of the changed apartment design, feel free to answer that this is taught by the latest methods of teaching literacy. You can use the word motive. Perhaps this will not contradict the truth too much.

On the magical island of words

What is a word for a child? It is akin to a fantastic creature, capable of transformations, possessing the magical ability to generate objects, phenomena and entire worlds. And the child takes great pleasure in discovering these features of his, playing with words, just as Korney Chukovsky’s Tanechka and Vanechka played with Pull and Push.

An adult must only timely and skillfully get involved in this wonderful activity, helping the child replenish the arsenal of verbal games and transformations.

"How to play with words?"

To play with words,
We must learn... to lie!

Please don't be surprised. There is a difference between lies and lies. This was explained to us in childhood by Mishka and Tolik from the story “Dreamers,” which should have become an introduction to all textbooks on child psychology. The very lies in which N. Nosov’s heroes practiced are, by their nature, akin to the serious writing of real writers and poets. And if we always prefer to deal with what we understand, it is necessary to take into account that in the process of the “trifling” activity of inventing lies, the child subconsciously masters the laws of verbal creativity, comprehends them from the inside.

In folklore there is a more precise word for this - incredible:

In the sky, brothers,
The bear is flying.
The bear is flying
He wags his tail.

An entire layer of children’s poetry is built on this principle, to which Korney Chukovsky (remember the famous “Confusion”), Yunna Moritz, Roman Sef, Boris Zakhoder, and many others contributed.

And then offer him a game with a not very euphonious name: “Who will lie to whom?” (You can offer the child a more decent, but less understandable name: “Who will change who?” - to choose from.)

There can be two players, or there can be two teams of 3-4 people. First (the order is determined by lot), the player of one team comes up with a lie:
- And I saw a cat flying across the sky!
A player from the other team picks up:
- And I saw the plane barking at the cloud!
And so on until one of the players runs out of imagination.

The child very quickly understands that inventing something is not at all easy, especially something new. The easiest way is to use old “lies” that have already been invented by someone. But this never saves you from defeat. To win, you have to strain your imagination, look for images, choose words.

Try playing a game of never-before-seen for two with your baby. After two or three rounds you are doomed to chronic defeat. Adults, as a rule, lose to children in this game. Unless, of course, they are poets.

"Little Horse"

Do you remember how wonderfully Korney Chukovsky described a child’s natural ability to create words in his book “From Two to Five”?

An attentive and interested parent, you, of course, write down his funny words and expressions. This is your keepsake collection. Perhaps, over time, some children's magazine will be interested in her.

But some of the “products of word creation” can be made to work for their creator now.

Imagine that in a standard situation, when your baby must remember the names of baby animals (a fox has a fox cub, a wolf has a wolf cub, a tigress has a tiger cub, a hare has a little hare),... a little horse appears in his speech. From the point of view of the official methodology for preparing future excellent students for school, this little horse must be completely and immediately eradicated. So let your hand tremble. Remember that any runt can turn out to be the Little Humpbacked Horse (or maybe even Pegasus?). In other words, to paraphrase Winnie the Pooh, you never know exactly how things will end when you are dealing with such words.

Of course, the child should find out the real name of the baby horse, but why not leave the right to exist for the little horse? Perhaps we should place him, along with a little cow, a little sheep, a pig and the like, on some suitable magical island where an exciting, eventful native life is possible? But since no one really knows what the inhabitants of this island look like, it is necessary to draw their portraits, clarify what they eat, how they sleep, and what they like to do. And this is already a huge joint work (yours and your child’s) to create an encyclopedic dictionary of animals unknown to science.

"The pear is hanging - you can't eat it"

A wonderful, hitherto unappreciated activity is asking riddles.

By the way, the word guess originally meant to think: a riddle was the first form of proto-philosophical understanding of the world.

First, ask your child many different riddles and tell them the answers.

By the way, real folklore riddles cannot be guessed without knowing the answer. The riddles expressed the secret knowledge of the ancient tribe. If it was necessary to make sure that a person belonged to some community, that he was dedicated, and that he was involved in the sacraments, tests were carried out using riddles. The newcomer knows the answer - he is one of his own and has the right to live in the tribe. They are not known, which means it is foreign, and it is better to eat it quickly so as not to cause any trouble.

When the child remembers a lot of riddles with answers, you can organize “mystery” competitions: first one asks a riddle, then another. Whoever runs out of riddles faster loses. This is a very ancient type of competition. Only earlier could defeat cost the loser his head.

The next stage is to come up with riddles yourself. For example, on Sunday you sit down to have breakfast, take your time and say before you start eating:
- I thought of an object that is on the table. It is flat, round, white, with a thin blue line all around.

The child immediately guesses that it is a plate and offers you his own version of the riddle.

Using the same principle, you can write riddles about animals: “A gray-green predator that looks like a log from a distance. Lives along the banks of the Limpopo, Amazon and other bodies of water.” Children love this activity very much. And what scope to use their extensive knowledge of exotic animals obtained from various television programs and videos! "

Here's the hardest riddle-solving game ever.

The driver is selected. He leaves the room, and the rest of the players choose some object that the driver will need to solve. The place where this item is located is indicated: on the table, on the ceiling, near the window - the older the children, the wider the field for searching for the item. The driver returns and tries to determine the intended object using questions:

Is it flat?
- Is it red?
- Is it made of wood?

The remaining players have the right to answer either “Yes” or “No”. To participate in such a game, you need to have a fairly wide range of properties to characterize objects. This game greatly develops a child if played in a group of different ages.

Keep in mind that the text of such riddles includes a condition, a question and an answer, and also requires a solution based on the complex activity of comparing and contrasting the data obtained. Therefore, riddle games are an excellent form of preparation for solving mathematical problems.

"Forbidden Words"

The most famous version of the game of forbidden words is “Don’t take black and white, don’t say yes or no!” This is a dialogue in which the presenter asks questions, cleverly trying to force the respondent to use the words black, white, yes, no.

Will you go to the ball?
- I'll go.
- And, of course, will you wear a dazzling white dress? - And so on.

After some time, the child will learn to masterfully avoid forbidden words, and then learn to drive.

Although children like asking questions less than answering.

There are various versions of this game. If you wish, you can easily come up with them yourself. For example, agree with your child not to use the word “I” for an hour. In this case, speakers are forced to use other speech constructions: instead of “I want” - “I want” or “I would like.”

"Silent"

One of the greats said that only in silence is the true meaning of speech known.

Among one of the North American Indian tribes, a young man undergoing initiation into a man had to spend three days alone in the forest, sitting in a magic circle. At the same time, he had to remain silent. He could neither complain about anything nor ask for help.

Any self-respecting modern boy (not to mention a modern girl who is not much inferior to him in anything) should be prepared for such tests. It's better to start training early. For example, decide that in broad daylight you need to remain silent for exactly 15 minutes.

If you and your child mutually decide to go without words for two hours, you will have to use other means to communicate. You may even be able to develop something similar to a sign alphabet. By the way, actors are taught this to make their speech more expressive.

So, keep dictionaries, make riddles, remain silent “for a while” and make up lies from the heart. This is the field of living speech that turns a child into a “word hunter” and in the future will force him to open a book. By the way, many games will have another, indirect result: your family children's holidays will be filled with new content!

Let's play mail "Hello, dear parents!"

Let's remember... Well, for example, this: “I am writing to you...”

No, that's probably too romantic. In addition, it is associated exclusively with love letters. And we're talking about kids. It's better to start differently:

Who's knocking on my door
With a thick shoulder bag?

Do you feel your heart beating? The postman is coming to us! He's bringing us a letter.

Remember the last time you received - not a newspaper, not an advertising supplement, no matter what, not a notice of a rent increase - a letter? When did they answer them?

"I'm not a fan of writing... Sorry, but I can't promise to write... I should write, but I don't have time..."

These are the symptoms of a telephone macaw. The culture of written speech and writing ethics is irrevocably leaving our lives.

Now such arguments as “If you learn to read, you will become smart! You will learn a lot of new things!” work very poorly. Your child, thanks to TV, video and a computer, at five, six, seven years old, is much better informed than you were at his age. And without any books.

But books are not only Knowledge, as we are accustomed to understanding it, not only information, it is also communication, the world of another’s experiences. Especially when it comes to fiction. One of the wisest Russian psychologists, Lev Semenovich Vygotsky, wrote that art allows a person to live not only one’s own life, but to experience and absorb the events and life experiences of many characters that a person meets on the pages of a book. Such communication has not lost its significance to this day. Both adults and children need it like air. And it is in your power to show your child what communication is through written language.

Try playing with him a very serious game called "Mail".

First, hang a mailbox (if you want, build it from plywood, or glue it from cardboard if you want). Or you can not hang any boxes, but choose a hiding place for yourself. For example... a hollow. One way or another, the place where the letters come from must be special - “marked,” as scientists say. And the rustling little envelope (necessarily sealed - the secret of postal correspondence!), taken from this special place by a little computer graphics lover, turns out to be for him something like a gift from Father Frost or Santa Claus.

Parsing what is written is not easy at first: it requires will, tension, and concentration. But could there be anything more effective, with the same power to encourage a six-year-old, even a five-year-old child to read, as letters addressed to him personally?

And you never know who can send a letter! And Doctor Aibolit, and the Earthworm, and the Boy from a Distant Country... Even if a child knows that earthworms cannot write, he will want to believe in this - the Author of the Letter. Because more than anything in the world he loves to play and is constantly ready to accomplish a miracle.

But you don’t have to invent anything special. Reading a letter is always an exciting mystery, and the author of the message always has a special status and always belongs to the beautiful “far away”. Even if it’s mom, dad or grandma who is currently sitting in the next room.

“Egor! Today I’m in a very bad mood. Can you guess why? You made me very angry. I always get upset when I have to punish you...”

Postal ethics requires not leaving letters unanswered. And now the kid is already writing in block letters (although what could be more unbearable for a boy than writing?): “I want Pamiritsa.”

This "hachu" has a very important function. It shows that in a letter you can say something that is sometimes difficult to say out loud. But it is so important that a person, including a small one, has different forms of self-expression and statements.

So don't pay attention to the mistakes. They are inevitable, and we must fight them on another front. The main thing is to write correctly, in large letters. There is an opportunity - print, also be sure to large. What you are allowed to do is teach your child to correctly write the address at the beginning and the word “goodbye” at the end - that is, again, what is directly related to the ethics of correspondence.

That, perhaps, is all about the importance and necessity of home mail.

Happy, exciting letters to you!

We recommend to parents and teachers the best site on the RuNet with free educational games and exercises for children - games-for-kids.ru. In the special section of the site “Learning to Read” you will find an online primer (alphabet), games with letters, games for learning to read syllables, games with words and whole sentences, texts for reading. Bright, colorful pictures and a playful way of presenting the material will make reading lessons for preschoolers not only useful, but also interesting.