Teaching children to read 4 6. Age characteristics of preschoolers. TV viewing restrictions
Summary: Teaching a child to read - learning to read. Games for reading. Teaching children to read. Learn letters download. Letters for children. We read syllable by syllable. Let's read together. Syllables in Russian. Useful tips for learning to read. Educational games for teaching reading. Reading according to Zaitsev's method. G. Doman's technique. Primer for children. Primer download for free. Primer from the cradle.
For learning to read, we recommend NEW BOOKER-ONLINE (Works on all types of computers, adapted to mobile devices).
Teaching a child to read
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Additional useful information:
Do you have a preschool child in your family and you want to teach him to read? You've probably already purchased a bright, colorful ABC or Primer for your baby. Or maybe you’ve already tried to teach him to read, but it didn’t work out? In any case, this section of the site is specifically for those adults who want to help their child learn to read.
Let's first figure out why and why adults teach preschoolers to read, because teaching reading is part of the general education program of the first grade of school. There are many possible answers to this question:
It seems prestigious to you if your child learns to read before school (why not teach your child to solve equations?);
You think that it will be easier for him to study at school, already knowing how to read (what if he is not interested in learning?);
The child shows interest in letters and wants to learn to read (great! This section is just for you and your child!).
The next, very important question: how old is your baby?
- 2-3 years. A wonderful age - the child begins to learn to understand the world around him, gets acquainted with the color, shape, size of objects with interest, reacts very directly to his successes and failures, and is open to communication with adults. But! Letters at this age are incomprehensible and uninteresting hieroglyphs; the essence behind them is still inaccessible to understanding by a small person. At this age, you should not be zealous in teaching your child, be it reading, counting, or foreign languages. It’s better to give your child the opportunity to feel the world around him with the help of sight, hearing, taste, and fingers. Having learned to feel the world in all its manifestations, the child will master the skill of reading with great success in the future.
- 4-5 years. From the age of 4-5 years, a child can analyze the properties of objects and influence them in order to change them; at this age, the child’s “feeling for language” is especially pronounced. Therefore, if your child is already showing interest in letters and can enthusiastically engage in educational games for 10-15 minutes, you should carefully try to start classes. But if a four-year-old has not yet learned to focus attention, purposefully carry out developmental tasks, reacts violently to his failures, and is impatient, then it is better to wait.
- 6-7 years. According to modern physiologists, psychologists, speech therapists, and teachers, this age for most children is the most favorable for the active development of perception, attention, memory, and thinking. A child at this age is physiologically ready for developmental education, he has a desire to learn. An older preschooler can and wants to study, and shows great interest in organized forms of classes related to the acquisition of knowledge, skills, and abilities. It is the senior preschool age that for most children is the most effective for starting to learn to read. This does not mean that all children will master reading skills to the same extent, but they need to start working with them.
And one more important question. Can reading lessons be harmful to a child? They can - if the adult organizing these classes does not take into account the age and individual characteristics of the child, overloads him with educational tasks instead of the activity that is natural for a preschooler - games, and makes it an end in itself at any cost to teach the child to read.
The first rules required for successful 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 of learning. A preschooler's education 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 teaching reading.
Your directions and instructions should be short but concise - a preschool child is not able to perceive long instructions.
Start learning to read only 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.
Mastering reading requires a lot of mental and physical effort from a 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. The pace of learning to read is individual for each child.
Each child has his own optimal way of 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 in a bad mood: such classes will not bring success!
How to teach a child to read? All parents ask this question sooner or later. If during our childhood there was only one answer to this question, now there are many different methods on the one hand, and conflicting opinions of specialists on the other hand. I will talk about the most popular techniques and share my opinion on this matter. As always: short, to the point, without fluff.
Methods of teaching reading can be divided into three groups:
1) Traditional method of letters and syllables
2) Reading by warehouses (Zaitsev’s method)
3) Reading whole words (methodology of Doman, Teplyakova, Danilova)
Traditional technique
Most likely, you were taught to read using this method, just like me. It concludes that the child first learns letters, then learns to put them into syllables, and then into words.
The main problem is that what children, due to their developmental characteristics, abstract concepts such as letters and numbers are difficult to understand. What is A or B? Some kind of symbol, you can’t touch it, you can’t let it slip through your fingers, there was no experience of interacting with this concept. Child psychologists talk about the dangers of teaching children in the traditional way and recommend starting such training no earlier than 5-6 years. On the plus side, it is worth noting that you can easily find a lot of materials and primers, because this is the most common type of training.
Reading by warehouses (Zaitsev cubes)
It is believed that the author of the concept of warehouses is Leo Tolstoy, who, using this method, could teach a talented 4 year old child to read in a week. How does a warehouse differ from a syllable? A warehouse is a combination of a consonant and a vowel letter (ma, bi, ko), one letter (o, k, v) or a consonant with a soft or hard sign (d). Thus, any word is easily decomposed into warehouses.
So-m, ka-r-ti-n-ka, ru-ka.
The child is asked to memorize the words and begin to form words from them. For this purpose, special Zaitsev cubes, popevka warehouses, etc. have been developed. This is no longer a cheap pleasure; cubes cost from 3 to 8 thousand rubles. Another problem, as in the traditional method, is the difficulty of putting a word together from warehouses (or syllables).
Car. Phew, we identified the syllables. Now we must remember which syllable was the first. You also need to put these syllables into a word. How much mental effort is spent on reading one word! What if you need to read a whole sentence? Reading this way is very difficult and difficult, so most children quickly stop enjoying reading. No fun, all work.
Reading in whole words:
Let's remember how adults read text? We read in whole words, i.e. we know what words look like and recognize them by their appearance. This is why you can read this passage almost without difficulty:
According to rzeuzlattam ilssoevadniy odongo anligsyokgo unviertiseta, not ieemt zanchneiya, in kaokm proyakde rsapjooleny bkuvy v solva. Galovne, so that the preavya and pslonedaya bkvuy blyi on the mseta. osatlyne bkuvy mgout seldovt in ploonm bsepordyak, all-torn tkest chtaitsey without wandering. The main thing is that we don’t think about each other separately, but all together.
This method is suitable for the smallest children, because... no problem with abstract letters. It's a completely different matter when you show a card with the word “cat” and say: This is a cat. The baby most likely saw cats, maybe even stroked them, and had experience observing or interacting with them. There is simply another version of “cat”, there is a living purring cat, there is a drawn one, and there is a cat like this on a card. By the way, reading whole words is used in their methods by both Lena Danilova and Olga Nikolaevna Teplyakova. They refined the Domina method for children aged 1 year and older and added a play element to it. I must say that after about a year I intuitively changed my approach to reading, and after that I read the recommendations of Danilova and Teplyakova, which already seemed understandable and logical.
What is the Domina technique? Very briefly, it involves showing cards with words to the baby in a certain way. 3 sets of cards with 5 words each, quickly show to the child, 1 second per card. There should be 3 such impressions per day with an interval of at least 30 minutes. I had the cards in a pocket by the changing table: they came to change the diaper, and at the same time looked at the words. In the evening, in each set we remove one card that the child has seen for 5 days and add a new card. I used cards from set “Reading from the Diaper” from Umnitsa and in detail at the webinar
Today I would like to talk about the very first games for teaching reading. They are suitable primarily for children who still cannot read at all ( you can play now from 1.5-2 years ), but, of course, they will also be useful for those who have already learned a little continuous reading.
I want to say right away that there will be no games here like coloring and modeling all the letters of the alphabet in turn from plasticine. In mine, I already wrote that a child who has memorized individual letters using the alphabet or in any other way subsequently experiences many difficulties in combining them into syllables. Therefore, I want to invite you to play not with letters, but immediately with words (MI, BUT, TU...) and short words. With this approach the child constantly sees ready-made letter combinations before his eyes, plays with them, rearranges them, and, as a result, quickly remembers . At first, only visually, then he tries to reproduce it himself. As a result, the child does not experience problems with merging letters; he immediately reads the letter. But, interestingly, during such games the child remembers all the letters.
What do you need for games?
So we will play:
- with warehouses (not to be confused with syllables)
The concept of a warehouse was introduced by Nikolai Zaitsev (creator of the well-known Zaitsev cubes). Unlike a syllable, which can consist of either 4 or 5 letters, a warehouse is considered a minimally pronounceable unit. The warehouse can be:
- fusion of consonant and vowel (YES, MI, BE...);
- separate vowel as a syllable ( I-MA; KA- YU-TA);
- separate consonant in a closed syllable (KO- Sh-CA; MA-I- TO);
- consonant with a soft or hard sign (Мь, Дъ, Сь...).
In the game you can use both Zaitsev's cubes and cards with warehouses written on them. I’m not going to try to persuade you to buy expensive Zaitsev cubes now. Yes, this is an interesting and useful manual, but if you do not have the opportunity to purchase them, do not worry, you can make a huge number of manuals at home with only cardboard and markers.
- with words written according to the warehouse principle.
You can either write words by hand with a felt-tip pen or print them on a printer. So that the child sees not only the whole word, but also learns to analyze its composition, we will highlight warehouses in it. It is not advisable to separate warehouses using additional signs (separate them with dashes, circle them); it is best to highlight them in different colors. You don’t need to use all the colors of the rainbow; take two colors that are similar in shade, for example, blue and cyan or dark green and light green. You will also need black. We write the first warehouse in one color, the second in another, the next one in the first color again, etc. But! The shock warehouse is always highlighted in black, as it is heard “brighter”.
What words should I write on the cards?
The main essence of this approach to teaching reading is to show the child that letters and words are not meaningless squiggles, they represent very specific objects, and you can play with them just like with familiar toys.
Basic principles of games
There is one very sure way to discourage a child from reading - this is to constantly test him: “Tell me, what letter is this?”, “Read what is written here!” Having shown a letter to a child a couple of times, we expect that by the third time he will already name it, or even better, read the word with its participation. If you want to really interest your child in reading, then put off at least for a while trying to examine your child and just read with him!
It is natural that a child just beginning to become familiar with the world of letters cannot read a word. Therefore, when showing your child words, do not require him to read them, but at first read for it yourself! You can also trace the letters with your baby’s finger. After some time, the child will definitely begin to recognize words and phrases and will repeat them after you.
Sometimes a word needs to be read slowly, highlighting each word in it, sometimes it is necessary to name the entire word so that the baby learns to perceive the words as a single whole.
While reading, you can name individual letters (for example, if you don’t like the warehouse approach), but in this case it is advisable to pronounce not the name of the letter (“el”, “ka”), but the sound that corresponds to this letter (“l”, "To").
Games for learning to read
1. Opening windows
There is probably no child who doesn’t love books with opening doors. Children love surprises, they love to open and find something, so they are happy to return to this game again and again.
The game manual is easy to make at home. To do this, you will need two sheets, on one of them draw or stick pictures, on the other (preferably cardboard), cut windows in the appropriate places and sign the words. Glue the sheets together. Here you can DOWNLOAD our template with pictures.
For the first tutorial, it is enough to write the simplest words like BE-BE and MU-MU, but later you can make a tutorial with more difficult words.
How to play? First, together with the baby, we read the inscription, then the baby looks under the flap and, looking at the picture, makes sure that he read the word correctly.
2. “Big wash”
First you need to prepare a “clothesline”, securing it, for example, between the legs of two chairs, as well as a small box or basket for “dirty laundry”.
When everything is ready, we inform the baby that Mishka / Cheburashka / Bunny has decided to erase the words. Now you need to help him dry them by securing the words on a rope with clothespins. After this, we begin to take words out of our “dirty laundry basket” one at a time, read them together, running our fingers along the folds, and fasten the words on a rope.
Fascinated by clothespins and the process of drying clothes, the baby will unnoticeably get acquainted with letters and folds. This game has been one of Tasya’s favorites for a long time.
3. Who says what?
Surely you already have a lot of soft and non-soft toys at home, among which there will definitely be one representative of the fauna. They will be needed for this game.
Write on the cards “KRYA”, “MU” and other onomatopoeic words that correspond to the animals you have. Then invite your child to read the words on the cards together and give them to the animals so they can sing their song. Each of our toys, when receiving their card, merrily sang something like “OONK-OCK-OCK, I live in the village.”
Another option: you can offer your child a choice of 2-3 cards and ask him to show where, for example, the word “WOOF” is written. Usually, after some time of regular practice, children quickly begin to recognize the word cards.
4. Postmen
Imagining ourselves as postmen, words can be delivered in a basket, in a box, in a purse, or delivered by car. Hand over your words-letters to the toys living in different corners of the room: “For you, bear, “HOME,” and for you, Masha, “YULA.” And, of course, before handing out the letters to the recipients, do not forget to read them carefully with your child.
5. Zaitsev’s songs
Songs can be sung according to Zaitsev’s tables or by rotating the cube like this:
Before singing a song with your baby, it is better to practice rotating this ingenious cube in advance. After all, you need to turn it quickly and, moreover, in a certain direction: NU-NO-NA-NE-NY-N or DU-DE-DE-DE-DI-DE (vowels always go in this order).
The secret of the singing songs is that they are all similar to each other both in appearance and in hearing. If a child recognizes at least one consonant on a cube or at least one word, he can quickly reconstruct the entire chant from memory, and, accordingly, sing the entire cube.
As an alternative to Zaitsev's manuals, you can use video of singing from Mizyaki Dizyaki. The sequence of warehouses in the popevka is somewhat different from that of Zaitsev, but I think this does not fundamentally affect the result.
6. Various games with warehouses
WITH Zaitsev's cubes or with handwritten warehouses you can also come up with a lot of games. For example:
- We place the animals in house cubes, while paying attention to the name of the house. “The bear will live in our house SO”...etc. After settling in, you can arrange a small role-playing game with visits to each other’s houses.
- The same game, only in a flat version, without Zaitsev’s cubes:
- We hide a cube or a card with a warehouse under a blanket / under a table / around the corner and are sincerely curious, “Who will come to us now?”, “The SO cube has come to us!”
- We transfer the cubes/cards from one container to another, while calling the written warehouse. The game is suitable for little ones.
- We write the warehouses in large letters and lay them out around the room. Then we give tasks like the following: “Now let’s run to the house BEFORE!”, “Who will find KA faster, Tasya or Teddy Bear?”
7. Ticklers
We put together Zaitsev's cubes or write on a card some simple two-syllable word - MOTHER, GOAT, GRANDFATHER - and, saying, “Someone here has come to tickle you, I think it’s a GOAT!” tickle the baby. Before the baby is tickled, try to make sure that he still sees the word.
If you and your child like to glue, you can try making a homemade alphabet with him from an ordinary notebook. It is not necessary to include all the letters of the alphabet in such an alphabet; you can make only the most used letters or, conversely, those that the baby cannot remember. It would be good if each letter had a separate spread, but this is not important.
In our alphabet, next to each letter we pasted 3-4 pictures, which we always signed. Naturally, it is better to make such an alphabet when the child already recognizes the warehouses. Then, before labeling the warehouse, he will be able to choose the one he needs from several offered. It must be said that Tasya learned to recognize the necessary warehouses very soon after the start of classes, but to read them independently much later.
9. Words in a bag
We write a few words on cards and put them in an opaque bag (you can also use a pillowcase, a hat, or even an oven mitt). Then, together with the baby, we take out one word at a time, and, running our finger over it, we read it. Then, also one by one, we put the words back together. A child, as a rule, is very interested to see what is in the bag, so he starts looking for new words with pleasure.
10. Words in boxes
Similar to the previous game, you can play with boxes. In front of the baby, we put the word in the box, close it, shake it, knock on it, saying “Knock-knock!” Who's there?" and then we open the box and read the word. Words can also be hidden under a pillow, bucket, scarf. It is very interesting to hide words with your child, for example, from a bear, who will then look with interest to see what is there.
We sit in a circle, inviting a couple of toys or family members with us. We give everyone one word and read who got what. “I have a CAT, what about you?” and, if the baby doesn’t know how to read yet, we answer for him ourselves: “And Tasya has “PORRIDGE.” Make sure your child sees all the words. Then we suggest exchanging cards “Here’s a “CAT” for you, Mishka! And you give me the word “MOM”.
Thus, only a few words will be involved in your game, they will constantly be in front of the child’s eyes, and he will quickly learn to recognize them.
12. Playing with photo holders
An interesting version of the game can be created with photo holders, made in the form of animals or other interesting figures. At the back or top of these stands there are small clothespins into which it is convenient to place words.
A figurine holder (be it a bear or a frog) can carry words, showing it to its toy friends, and if you have several of these holders, it is very interesting to arrange an exchange of words between them. We often organized something like a dinner: we attached cards with “edible” words to our holders, they “read” them, and then, taking turns, they treated each other, including Tasya.
Well, this is only a small part of the games that can help your child start reading. Later I will try to continue the topic and publish other reading games, including for older children. Do not miss: In contact with, Facebook, Instagram, Email.
Have fun playing!
Parents who want to teach their child to read should remember the features of the gradual formation of the skill and the need to go through all stages within each letter topic.
(More detailed methodological comments on classes on teaching reading to preschoolers are given in the brochure “Methodological recommendations for the Igrobookbook: a primer for preschoolers”)
The issue of developing reading skills is not as simple as it may seem to some parents and teachers. Reading skill is one of the most complex skills of human activity. Therefore, before starting classes, we advise you to carefully read the information that will introduce you to the main stages of developing this skill in children.
Naturally, this is a long process. It breaks down into a number of stages (it is unlikely that you have met a child who, after becoming familiar with the letters, immediately began to read and understand (!) texts). Until this moment, the child will have to overcome several stages:
Stage 1 - Learn and remember letters;
Stage 2 - Learning to read syllables of varying degrees of difficulty;
Stage 3 – Read and understand the meaning of the word read;
Stage 4 - We read and perceive the words we read as part of some semantic whole: phrases, sentences, text.
Stage 1 of training - Learn and remember letters;
The first thing that needs to be taught to a child is the ability to distinguish one letter from another, recognize them in a variety of graphic images and read. It is advisable not to give children the names of consonant letters in the form in which they are accepted in the alphabet, but to name the consonant letter as it is read (not “ES”, but “S”; not “KA”, but “K”).
If you decide to introduce your child to letters using an electronic alphabet, then first check whether the names of the letters in this alphabet correspond to these recommendations.
What techniques can be used to help a child remember letters better?
Hang a large picture of the letter with pictures of objects whose names begin with it above your baby's bed or desk. The letters must be in his field of vision all day.
While walking along the streets, constantly focus your child’s attention on store signs. Let him find among the stylized letters those that are already known to him. A very good technique is an associative connection between the graphic image of a letter and the image of an object created from this letter.
Now in stores you can buy various sets of letters made of plastic or soft foam isolon. Try to choose larger letters so that they fit comfortably in the child’s palm.
As a rule, these letters have magnets, and it is very convenient to play with them on the refrigerator door or use a special children's board with a metal base. You can use traditional cubes with pictures and with images of letters.
Buy "ABC" in pictures. It would be good if this book contains short poems for each alphabet topic. Read them before bed. This will help the baby remember this letter better, and most importantly, recognize the sound denoted by the letter among many other sounds.
The following exercise is very useful. First you need to cut out the letters from velvet or sandpaper, and then stick them on a sheet of thick cardboard. Ask your child to trace the outlines of the letter with his finger, first with his eyes open and then with his eyes closed. Tactile sensations will contribute to better memorization of letters. You can sculpt letters from plasticine, clay, or wet sand.
Or you can cut out letters from the dough and bake cookies.
Teach your child to highlight and print the letters with which the names of his relatives and friends begin. 
Very effective and useful are tasks in which the child recreates a complete image of a letter based on one or more of its parts. For example, the child must carefully examine the drawing and guess which letters are on the table, i.e. create a whole from parts.
The game “Bag” is very useful for better memorization of letters. The child, by touch, focusing only on tactile sensations and his ideas about the graphic image of the letters, determines those that you put in the bag.
The order of introducing letters for familiarization is suggested as follows: a, o, s, n, m, y, t, k, s, l, c, d, p, p, i, h, b, g, f, h, w, i, b, e, f, j, f, yu, c, sch, x, e, b.
In the first month of training (the most difficult!), children will become familiar with those vowel letters that are well remembered (A, O). At the initial stage, familiarity with consonant letters is determined by acoustic data and the articulatory structure of the sounds denoted by these letters. The main thing is to make it easier for children to read syllables like C+G (NA, SA, MA).
For example, the sounds N, M have a predominant tone of voice, so they will be easy to pronounce in combination with vowels. When pronouncing the sound “C” in an open syllable, the lips take the position characteristic of them when pronouncing a vowel that follows a consonant. In addition, all these letters are not similar in appearance to each other, so it will be easier to remember them.
Stage 2 of training - Learning to read syllables of varying degrees of difficulty;
The main ultimate goal of this stage is to consolidate the connections between the type of syllable and its pronunciation.
It is here, at this stage, that most of the difficulties are born that the child is sometimes unable to cope with throughout his life. This difficult work for children should be made as accessible and understandable as possible.
The method contains several techniques specifically designed to make it easier for children to merge sounds (merging is the reading of syllables such as SA, RU, TI, i.e. syllables in which a consonant is followed by a vowel). However, the most effective way, in our opinion, is to teach how to read mergers by imitation.
A child masters this not theoretically, but purely practically: he sees how another reads and imitates him. Then, through exercises, he masters the mechanism of reading syllables of any complexity.
To make this process as easy as possible, hints for children are included in the reading materials: visual diagrams (interlinear arcs and dots).
The point is this: while reading, the child simultaneously runs his hand along the arcs and dots. Arcs prompt the child that two letters need to be read together, smoothly (this corresponds to a smooth movement of the hand); points talk about briefly reading the names of letters.
This method of teaching relieves the child from the so-called “pangs of fusion.” We can say with a great deal of confidence that this technique is the simplest and most effective. As soon as the child has mastered a few letters (for example, A. O, N, C), the adult offers him the exercise “Rolling down a hill.” 
The teacher, moving the pointer along the arcs, reads the syllables: “climbing the hill” - slowly, emphasizing the vowels with his voice; “going down the hill,” - quickly. First, you should draw the children's attention to the fact that an arc seems to connect two letters; they need to be read smoothly, focusing on the second letter.
Children copy all the actions of an adult (a smooth movement of the hand in arcs will correspond to the smooth pronunciation of a straight syllable and will help children at the initial stage). Several times the child “rides the slide” with an adult, then without him.
A very effective exercise for automating the reading of syllables of varying difficulty is reading syllable tables.
This type of work will save children from many difficulties, because... their attention will be focused only on the technical side of the process. They will not be able to remember a set of syllables, so reading them may become repeated. It is very important that the mobility of the articulatory apparatus is also worked out.
It is known that the greater the load the speech organs experience when reading, the greater the effect obtained. In addition, by practicing reading syllable chains of different structures, we prepare children to read words of varying degrees of difficulty.
When introducing the next table, the adult reads it first. When reading, you need to smoothly move the pointer along arcs, focusing on stopping the hand movement at the points. Tables can be read both horizontally and vertically (line by line and column by column). Children can read the syllables in the tables in a whisper or loudly. You can return to reading the tables more than once.
At this stage, exercises to isolate the first read syllable from the names of object pictures will be very effective.
The first merging syllable in a picture title is not always stressed. In this case, the adult must pronounce the word clearly as it is written, for example: “sa-a-a-rafan”, sa-a-a-lyut.”
Printed board games, in which the child is asked to select the appropriate picture for a particular syllable, will be of great help to the child in developing the skill of reading syllables. 
Children really like to read syllables in which the graphic images of letters are unusual for children's perception or remind them of familiar objects.
The most common mistake adults make at this stage of learning is trying to tell the child letters if he has some difficulty reading a syllable (or word).
For example, a mother helps her son read the word “FLOUR” as follows: “Look, the letter “M” and the letter “U”, we read “MU”; the letter "K" and the letter "A", we read "KA". What happened?"
This should not be done under any circumstances! In the future, the child can remember this technique and use it constantly (for example, first pronouncing the letters to himself). And the consequence of this is the formation of an incorrect way of reading (letter by letter), which can be very, very difficult to get rid of, which will slow down the development of speed reading skills and lead to errors in writing.
Therefore, in such situations, it would be correct to show the child the correct reading (syllables, words), and he will repeat after you. Or offer several reading options, and the child will choose the one he needs. And don’t be afraid if you have to resort to such help quite often. Be patient: the time will come (it is individual for each child), and he himself will refuse any help from you.
At this stage of training the following sets of exercises will be very useful:
| Cycle of exercises "Let's ride the roller coaster" | |
| Working with syllable tables and syllable chains | |
| "Martian" poems | |
| Reading syllables printed in stylized letters | |
| Working with syllable tables (2) |
Stage 3 of training - Read and understand the meaning of the word read;
So, in the first two stages, through special exercises, we raise the technique of reading syllables to the level at which it becomes possible to assimilate the meaning of the words being read.
This becomes possible only when the pace of reading the word will be close to the pace of pronouncing the word in ordinary live speech.
If the syllables of the word being read are too long in time, most children do not have a semantic guess, even when the letters are completely correctly combined into syllables and the syllables are pronounced in the right sequence (the child, finishing reading the last syllable of the word, forgets which syllable he read first ?).
In this regard, the enormous importance of stage 2 in the formation of reading skills becomes clear. If, as a result of training exercises, an adult manages to achieve his main goal (teach a child to quickly recognize syllables “by sight”), then combining syllables into words will not cause him much difficulty. Thus, while reading a word, the child will simultaneously understand the meaning of what he read. He won't have to repeat the same thing over and over again. A quick response to a visual image will lead to increased reading speed and efficiency.
First of all, at this stage it is recommended to work with columns of words that have the same beginning or end. This exercise automates the reading skill very well and facilitates the reading process itself, because Each time, several letters in the words they read are relatively new to children, and not the entire word.
It is important to follow these recommendations:
The words should be read several times: slowly, gradually increasing the pace, loudly, quietly, etc.
After reading, it is necessary to find out from the child the meanings of which words he does not understand and what is common in the spelling of the words in each column.
The adult names a word (adjective), and the child chooses from the columns the one that is appropriate in meaning to the given one.
For example: an adult says the word “electric”, and the child must find the appropriate word (lamp) from the first column.
No less effective!! at this stage is reading captions for subject pictures. 
For children, at first, words may be incomprehensible, the spelling of which differs significantly from the sound. For example, a child will not immediately understand that the word NAIL he reads means the same object as the sound combination NAIL, which he often hears and habitually pronounces. It will take some time for the child to understand such features of the Russian language. That is why, during this period of developing reading skills, it is very useful to invite children to read captions for subject pictures.
Printed board games for preschoolers can be a great help in performing such exercises. There are a lot of them now. The game set should include colorful object drawings and captions for them. There are many advantages to such visual material. Firstly, children can manipulate it. Secondly, adults have a large field for imagination. You can come up with tasks for your child yourself. But at the same time, you should always remember the main task: fulfilling the conditions of the game, the child must read the words and relate them to familiar objects.
For example, offer your child 6 drawings and 5 captions for them. Let him guess which picture doesn't have a caption. Or, conversely, 5 subject pictures and 6 captions.
Alternatively, give your child the task of sorting out the pictures and their captions (4-6 items). The child then reads and remembers them. Closes his eyes. At this time, the adult replaces 1 - 2 pictures and leaves signatures under them. The child must determine what has changed.
Composing words from letters and syllables is no less effective. This exercise develops phonemic awareness in children, the ability to analyze and synthesize, increases the volume of short-term memory, and concentration. 
The general meaning of the exercise is to search for common and distinctive features in various objects and figures. The child himself will control whether this search was successful or unsuccessful, because... If he solves the problem correctly, he will be able to form a word (from letters or syllables).
For example, in this case the child must determine how he can form a word from these syllables. The clue in this example is the size of the board. If the boards and the syllables under them are arranged in the desired sequence, you get the word “camera.”
There are many similar exercises presented on the pages of the ABC book "IGROBOOKVOTEKA". You can come up with similar exercises yourself or choose a suitable printed board game.
After the child correctly composes the word, it must be laid out from the letters of the alphabet or printed in a notebook. 
Children really like the exercise “The Word Spun.” In the process of performing it, you need to read a word without knowing which letter in this word is the first and which is the last. Children must understand that they must read without mistakes and, if possible, quickly, without stopping. Only then will the word itself “pop up”.
Together with your child, mold the letters of a word from plasticine. When he closes his eyes, arrange them in a circle.
Note: at first, you should first familiarize children with the words that will be “circling on a saucer.” They must be pronounced according to spelling standards. Words can be: aquarium, library, frying pan, stool, car, TV, noodles, crocodiles, astronauts, bicycle, composer, instrument, tape recorder, plumbing, camels, bear cub, Snow Maiden.
The same task can be offered to children at any holiday as a game moment. But first, mold the letters from the dough and make a circular inscription on the Easter cake or cake. 
Exercises for solving letter examples and recognizing words in a syllable chain are quite effective.
The exercise is performed as follows: first, an adult reads the entire chain of words from beginning to end in one breath. Then the child tries to repeat it. There is no need to require the child to read the entire chain. The main thing is that he strives for this.
The next step is to find (select) words from the chain and write them in block letters in a notebook. It is not necessary to highlight the words in order. The main thing is that the child sees all the words in the chain.
And don’t forget about a very effective way to develop written speech in a child - making words from letters. Start with very simple words, gradually complicate the task. It is better if the child composes words based on visual memory. First, he reads the word several times, then, closing his eyes, pronounces it, and after such preliminary preparation he composes it from letters.
I would like to once again draw the attention of adults to the fact that when reading all the vocabulary material that you use at this stage, you should use orthographic pronunciation, i.e. read words the way they are written!
The listed types of exercises by no means exhaust all types of tasks that are presented in the primer “Igrobukvoteka”. Once again, I would like to note that in the process of performing these and other exercises, in parallel with the formation of reading skills, children will develop observation, auditory and visual perception, memory, thinking, and imagination.
At this stage of training the following sets of exercises will be very useful:
But even here, adults must constantly monitor children and understand what difficulties they will face. 1. The child correctly read all the words in the sentence, but did not understand its meaning. Why? Probably, while reading the sentence, he encountered a word that was difficult to understand and switched his attention to it. The process of understanding was interrupted for a moment. Another possible reason: in order to correctly read and understand the meaning of a sentence, the child must simultaneously keep in mind all the words that make up the sentence. But many children fail to do this. Therefore, the meaning of what they are reading is perceived by them only after reading the text multiple times. 2. Some children who have not mastered a sufficiently good reading technique try to read by guessing (especially when adults instruct them to read quickly): the child, trying to understand what is written, seizes on the first association of what is being read with some word familiar to them or seeks to simplify the difficult in pronunciation or an incomprehensible word. 3. Very often, when reading, children have substitutions, omissions, or additions of letters in words (children grasp the graphic image of the word, but not accurately). If you feel that such difficulties arise systematically in your child, then it is best to take a step back to stage 2 - 3 and continue doing training exercises related to reading syllabic tables or individual words (for work, it is best to take words with complex syllabic structure). Don't force him to re-read the same thing over and over again, because... This form of work, which quickly “bores” children, interferes with their development of interest in the book, and “kills” the reader in the child. Summarizing what has been said, it should be emphasized once again that the effectiveness of mastering the skill of reading (and subsequently, competent writing) depends on the degree to which children master each of the stages in its formation. At this stage of training the following sets of exercises will be very useful: |
Many modern parents have to teach their children to read even in preschool age. Indeed, in many lyceums and schools, quite serious requirements are placed on first-graders: the child must already be able to read, write and think logically. Of course, these skills make it easier to master during training and quickly integrate into the learning process.
Where to begin?
In fact, preparation for reading begins at a very early age. First of all, it’s worth starting not with reading itself, but with the child’s general cognitive development. Such development is greatly facilitated by simple logic problems, fine motor skills and speech improvement.
Some examples of games for 4 year olds
- Continue the word . We learn to come up with words, develop imagination and speech.
When throwing the ball into your child’s hands, say the beginning of a word. For example, the syllable “Ma”. And the child, returning the ball to you, must continue it and say “Sha” or “Shina.” Be sure to pronounce the whole word afterwards: Masha or machine. Then complicate it a little and set a specific theme for the hidden words. For example, fruits, transport or names.
- Sound riddle . Learning to develop memory and auditory attention.
Prepare several children's musical instruments or toys: a pipe, a rattle, a bell, etc. Demonstrate all the sounds one by one so that the child remembers them. Then ask him to turn away and guess which object is making the sound now. Gradually make the game more difficult and alternate several sounds in turn. This game trains auditory attention, which is so necessary when learning to read.
- Gift for a toy. We learn to identify the first letter in a word and develop imagination.
Celebrate your child's favorite toy. May it be her birthday today. Invite your child to choose a gift for the toy and draw it. The main condition of the game is that the first sound in the name of the gift is the same as the first sound in the name of the toy. For example, gifts for a doll begin only with the letter k: paints, xylophone, cubes. And for the bear - a ball, honey, a car. The more options the child names, the better. 
A good aid in such a game would be pictures or cards with various objects depicted. Invite your child to pick up a gift and choose one of those shown in the picture.
This game helps develop the ability to analyze words soundly, which is necessary when reading.
- Finish it. We learn to complement figures, develop attention and fine motor skills. There are many options for drawing games.
Drawing according to a model teaches the child to concentrate when working with signs, and also contributes to better memorization of letters and the correct reproduction of words when reading.
Learning letters
An integral stage on the path to reading is learning letters. And the more interesting and exciting this process is, the faster the child will learn everything. To make the process of memorizing letters easy and productive, there are several simple rules of pedagogy.
- It will be easier for a child to remember a letter if he first draws it or molds it himself from plasticine. Another excellent option would be to compose letters from sticks, buttons, pebbles, etc.
- It is important not to overload the child’s memory and not try to remember more than two letters a day.
- Learn letters by pronouncing their sounds correctly. For example, pronounce the letter M not with the sound “em”, but with a short “m”. Otherwise, the child will get confused when reading and pronounce syllables incorrectly.
- You should not start teaching capital letters while your child has not yet mastered all printed letters.
- To make it easier for your child to remember the letters, let him figure out what each of them looks like. For example, compare them with different objects.
Learning to read by syllables
Currently, there is a lot of educational literature for teaching preschoolers. And each parent selects the most suitable and interesting version of the primer or alphabet for children who are just learning to read. They use various techniques for reading syllables. Somewhere the option of extending sounds is considered, and somewhere transitions from letter to letter in the form of colorful pictures.
In fact, when reading, we no longer think or realize that all the syllables come to us by themselves, because they are pronounced automatically. It is memorization that helps us read quickly and without hesitation. Therefore, teaching children must also be approached with the same goal. Each syllable needs to be pronounced several times, searched for in words and pictures.
Reading the words
When the child has mastered and memorized the combination of syllables well, word reading begins. At this moment, it is important to teach the child to understand the meaning of what he read. This is also facilitated by various puzzles and games with pictures.
Insert letter
This game is very effective for initial learning to read words. It will require three pictures for three-letter words. For example: onion, house and cat. Write the first and last letter under the pictures, and leave a space where the vowel is. Invite your child to guess the missing letter in the word. While completing this task, he will think and select letters one by one. Thus, in this game the child learns to read meaningfully, understands the distinctive meaning of letters, and develops phonemic awareness. 
Picture with the word
The most common game with words. Ready-made options are often sold in the form of lotto. It’s easy to do it yourself by preparing pictures in advance and signing words on them in block letters. You need to cut the picture with the word in half so that the child can pick up the two halves of one picture. 
Finish the word
For this game you will need several pictures from coloring books or postcards. The initial syllables of words denoting the depicted objects are attached to the pictures with a paper clip. And the endings of words need to be placed in front of the child so that he can choose the appropriate ones. 
For a few more secrets and useful tips on how to quickly and correctly teach a child to read, watch the video
When teaching a child to read, it is very important to give tasks in an easy, playful way to maintain interest. The main thing is not to overdo it with the load and select benefits according to the age and abilities of the child. Always show patience and diligence, then your child will definitely be well prepared for school and quickly learn to read.
