To help a schoolchild / Parents / Tasks for reading development. Exercises for developing reading technique. Exercises to develop expressive reading skills. Expanding the field of view

Tasks for reading development. Exercises for developing reading technique. Exercises to develop expressive reading skills. Expanding the field of view

17.11.2023

Daria Dolgova
Exercises to develop the quality of a full-fledged reading skill.

GOLDEN SNOWDROP.

After a cold, harsh winter, everyone is looking forward to spring. Who opens spring?

The spring of flowers is opened by the early firstborn - the coltsfoot. This golden snowdrop grows on sunny clay slopes. Coltsfoot blooms before all the grasses - before the exhibition of hives, before the flight of the first bees, before the ice breaks up.

This wonderful flower blooms for about two months.

(K. Pronin)

Exercises to develop fluency, accuracy, awareness and expressiveness reading.

Right reading:

1. U "Who is faster?"- in that exercise The class is divided into small subgroups and, on the teacher’s command, they begin to read the text, the subgroup that reads the text faster and better than others wins. Tasks: increase in the volume of auditory and visual perception;

development of peripheral vision;

development of skills simultaneously with by reading out loud one word based on the learned content at the beginning, guess the next 2-3 words based on the contours;

2. Invite the child who is reading the text to be distracted by the guys, pointing illustrations: spring nature, coltsfoot, snowdrop, bees, beehive; the child must be distracted every time and return to reading the text, from the moment where he left off. Tasks: This exercise teaches you to quickly navigate the text by expanding the angle of view, increases short-term memory, and trains the distribution of attention.

3. Invite the children to turn into bees, and "read" text in a buzzing voice. Exercise"Buzzing reading» . This is when all the students read simultaneously in a low voice, each at their own speed, some faster, some slower. Task: development of the articulatory apparatus.

Consciousness reading.

1.?-.

Icebreaker-icebreaker, bee-bees. Task: development of attention, memory.

2. Finish the sentence: This golden snowdrop grows on dry sun-clay slopes. It is necessary to read the words correctly and explain their meaning. Task: development of attention.

Expressiveness reading.

1. Read this text with emotions conveyed .

Task: teach to read, present text with different intonation.

2. Invite children to analyze the text in order for them to independently determine with what intonation and mood this text can and should be read.

Consciousness reading.

1. Compose the text (rearrangement of sentences). Sentences are rearranged in the text so that children can independently determine how to rearrange them the way they were originally (without distorting the meaning of the text). For example:

After a cold, harsh winter, everyone is looking forward to spring. This wonderful flower blooms for about two months. Coltsfoot blooms before all the grasses - before the exhibition of hives, before the flight of the first bees, before the ice breaks up.

Who opens spring?

The spring of flowers is opened by the early firstborn - the coltsfoot. This golden snowdrop grows on sunny clay slopes.

2. Find the names of flowers in the text (coltsfoot, snowdrop, name the seasons found in the text. Tasks: development of memory, vocabulary.

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Daria Dolgova
Exercises to develop the quality of a full-fledged reading skill.

Exercises to develop each quality of a complete reading skill.

GOLDEN SNOWDROP.

After a cold, harsh winter, everyone is looking forward to spring. Who opens spring?

This wonderful flower blooms for about two months.

(K. Pronin)

Exercises to develop fluency, accuracy, awareness and expressiveness reading.

Correct reading:

1. In “Who is faster?” - in this exercise The class is divided into small subgroups and, on the teacher’s command, they begin to read the text, the subgroup that reads the text faster and better than others wins. Tasks : increase in the volume of auditory and visual perception;

development of peripheral vision;

development of skills simultaneously with by reading out loud one word based on the learned content at the beginning, guess the next 2-3 words based on the contours;

2. Invite the child who is reading the text to be distracted by the guys, pointing illustrations : spring nature, coltsfoot, snowdrop, bees, beehive; the child must be distracted every time and return to reading the text , from the moment where he left off. Objectives: This is an exercise teaches you to quickly navigate the text by expanding the angle of view, increases short-term memory, and trains the distribution of attention.

3. Invite the children to turn into bees, and"read" text in a buzzing voice. Exercise "Buzz reading" . This is when all the students read simultaneously in a low voice, each at their own speed, some faster, some slower. Task : development of the articulatory apparatus.

Reading Consciousness.

1. “What do these words have in common and how do they differ?”?- exercise to develop reading comprehension skills.

Icebreaker-icebreaker, bee-bees. Task : development of attention, memory.

2. Finish the sentence: This golden snowdrop grows on dry sun-clay slopes. It is necessary to read the words correctly and explain their meaning. Task : development of attention.

Expressiveness reading.

1. Read this text with emotions conveyed(joy, indignation, sadness, pride, etc.).

2. Invite children to analyze the text in order for them to independently determine with what intonation and mood this text can and should be read.

Reading Consciousness.

1. Compose the text(rearrangement of sentences). Sentences are rearranged in the text so that children can independently determine how to rearrange them the way they were originally(without distorting the meaning of the text). For example :

Who opens spring?

The spring of flowers is opened by the early firstborn - the coltsfoot. This golden snowdrop grows on sunny clay slopes.

2. Find the names of flowers in the text (coltsfoot, snowdrop, name the seasons found in the text. Tasks : development of memory, vocabulary.

extract living meaning from a dead letter"

K.D. Ushinsky

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

The vast majority of difficulties that children experience while studying at school are due to the fact that they cannot independently obtain information from books and textbooks.

Modern children not only do not like, but also do not know how to read, and reading is not only a subject that a student needs to successfully master, but also one through which he will master other disciplines, learn about the richness of the surrounding world and human relationships, and form one's own attitude to reality.

Reading is work. Our task is to make it more efficient and productive.

Skill fluent, conscious and expressive reading laid down in primary school.

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

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

However, the answer to this question is not so simple. Before forcing your child to read more, you need to find out what the underlying causes of the difficulties are. And only after finding out this will we understand what help we need to provide him. There are many reasons for difficulties, and accordingly, there are different ways to help.

Reading is a complex act that includes:

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

2. The process of understanding the meaning of what is being read - extracting meaning and content.

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

Reading technique refers to the ability to recognize written letters, correctly associate them with sounds and pronounce them in the specified order in the form of syllables, words and sentences.

(T. G. Egorov).

In the process of learning to read, schoolchildren practice both reading technique and reading comprehension. However, the importance of building and automating technical skills is often underestimated, and the main emphasis often shifts to semantic reading at the expense of technology. In a hurry to switch the child to work with the meaning of what he read, we disrupt the natural psychological process of reading formation and create conditions for the appearance of errors.

There are reasons that slow down reading speed:

Natural pace of activity

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

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

This means that by using certain exercises you can increase your reading pace.

Such exercises could be:

1. Repeated reading

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

2. Lightning

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

3. Tug

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

Regressions

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

Reasons for Regressions

1. The power of habit.

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

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

2. Apparent difficulties of the text.

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

3. Lack of attention.

If the cause of regressions is poor concentration, then you need to stop reading. Perhaps the child is tired (ask him about it) or something is bothering him and this is preventing him from concentrating. Give your child time to rest. Additionally, you can use some exercises to help you concentrate.

Regression Elimination

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

Exercise “Reading with a window.”

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

The piece of paper is placed on the line and moved first by the adult, and then by the child himself along the line. When the sheet moves along the line, the child’s gaze will move smoothly along with the sheet, and repeated reading will be excluded due to the fact that what has been read will be covered.

Gradually, the child will get used to glancing along the line when reading, without returning to re-read. In order to overcome the power of the habit of regression, it is necessary to form a new habit in which the gaze will correctly move along the line from left to right. Forming a new habit or relearning is a fairly lengthy process, because a habit is an automated action. Therefore, you need to use the “window” constantly when reading texts assigned for homework.

Regressions disrupt reading accuracy. But the methodology of teaching reading has a considerable supply of means that make it possible to minimize regressions and subordinate them to the semantic side of reading.

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

goats - braids

grass - herbs

wind - evening

ran up - ran up

2. “Find the extra word”

(Fast reading and writing of words that differ by one letter)

Hat hat hats hat

Table pillar table table

House house house com

Jackdaw stick stick stick

Paw paw paw linden

Got lost got hit

Teddy bear Teddy bear Bowl Teddy bear

STRAIGHT STRAIGHT STRAIGHT CROVE

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

aloud - deaf - hearing

vyut - vyun - blizzard

4. Reading chains of related words:

water - aquatic - underwater

forest - forest - forester - underbrush

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

eats - eats

jackdaw - pebble

corner - coal

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

Once upon a time the elk spilled

Pu-te-six-to-travel

For - seams - rya - they threw

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

ROCKED

SPLASHED

SHOUTED

Anticipation

Perhaps you have noticed while reading that many words that you read, you do not finish reading to the end, guessing what kind of word it is based on its content. This technique, used to further comprehend the text, is called anticipation, or anticipation, in another way - a semantic guess.

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

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

Exercises aimed at developing anticipation skills

1. Reading with missing endings.

The kitten Vaska was sitting on the... near the chest of drawers and a lot of... flies. And on the como..., on the very edge, lying... is a hat. And then the cat Vasya... see... that one mu... sat on the hat.... He jumped up and grabbed the hat with his claws... I’ll slip my hat... off the como... Vaska fell off and flew to the floor! And the way... - bang! - and covered it from above.

And Volodya and Vadik were sitting in the room. They colored... the pictures and didn’t see... how the cat Vasya... fell under the hat.... They only heard... something plopped behind them and fell to the floor.

2. Finish the line.

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

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

Mom washed Mila with soap,

Mila didn’t... (like) soap.

3. Entertaining models.

E- (chalk, village, forest)

e - - (food, ate, ate)

e - - - (raccoon, riding, ruffs)

E - - (forests, village, sang)

4. Invisible words

I'm fat and big. WITH - - -

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

The grasshoppers are ringing on me. WITH - - -

And I am the end result. AND - - -

(elephant, moan, haystack, result)

5. “Reading backwards” according to words.

What is written is read in such a way that the last word appears first, etc.

6. “Search for semantic absurdities.”

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

For example: “The children didn’t get wet in the rain because they hid under a telegraph pole.”

7. “Reading the text through the word.”

8. Reading using the “Grid”.

Training in reading texts begins with a grid. It is superimposed horizontally on the readable part of the page and gradually moves down. When you apply a grid over text, some areas of the text overlap.

Students, perceiving the elements of texts visible in the windows, must mentally fill in the sections of the line blocked by membranes, restoring the meaning.

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

Articulation

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

For the reading process, the pronunciation side of speech is extremely important: good diction, clear pronunciation of sounds, adherence to the rules of orthoepy - the pronunciation norms of a literary language, the ability to speak (and read!) expressively, loudly enough, control intonation and pauses.

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

These exercises develop the mobility of the speech apparatus.

AOUYIE, AYOUEI, OUAEEY...

(Change the sequence of vowels yourself, make sure your pronunciation is clear).

ssssssssssssssssssss...

S-Z-Z-SH, B-D-P-T, G-Z-K-SH... 

Ba - bya bo - bee bu - bye bee - bee - bi 

For - zy zo - ze zu - zy ze - ze zy - zi 

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

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

2. Reading tongue twisters.

The secret of a tongue twister is that it contains words that are similar in sound but different in meaning. Sounds and syllables are rhythmically repeated in words. 

In the morning, sitting down on a hillock,

Magpies learn tongue twisters.

Carrrr! Potatoes, cardboard, carriage, cap.

Carrrr! Cornice, caramel, toddler. 

Sanya took the sleigh with him up the hill.

Sanya was driving down the hill, and Sanya was riding a sleigh. 

Egor walked through the yard

Repairing a fence with an axe.

3. To develop correct pronunciation and improve reading skills, we use structural syllabic tables.

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

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

Improper breathing

To develop breathing and voice control skills, we suggest the following exercises:

"Blow out the candle"

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

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

Imagine that you have a birthday cake in front of you. There are many small candles on it. Take a deep breath and try to blow out as many small candles as possible, making the maximum number of short exhalations.

"Spray your laundry with water"(at one time, three, five)

Take a deep breath and simulate splashing water on your laundry.

"Holding Your Breath"

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

"In the flower shop"

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

"Exhale with a count"

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

Using tongue twisters (in unison):

Like on a hill, on a hill

Cost 33 Egorki (deep breath)

One Yegorka, two Yegorkas... (and so on until you exhale completely).

It should be noted that after just a few classes there is enough air for a larger number of Yegoras.

"Bear Cubs"

Imagine that you are little cubs and ask momma bear for food. Words must be pronounced drawlingly, in a bass voice, clearly pronouncing [m].

Mom, I wish we could

Mom, could we have some milk?

"In the elevator"

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

Small field of view

Field of view is a section of text that is clearly perceived by the eyes during one fixation.

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

Exercises to help expand your field of vision

1. The “Pyramid” exercise is aimed at solving this problem.

Looking at the center at the dot and without moving your eyes horizontally, you must try to simultaneously see two syllables of one word. Go down to the next line, etc. Find the limit line that the child sees without moving his eyes. Start again from the first line, each time moving down one line. If it is difficult for a child, you can read the word syllable by syllable, and then, looking at the point, see this word at once.

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

By placing a green dot or question mark in the center, you can successfully use the tables in practice. When working with these tables, volitional effort is required. The gaze must be fixed on the green dot in the center of the table. The task is to see the entire table. The adult names the letter, the child must find it without taking his eyes off the center.

Reading the first and last syllables on a line.

Badger Nose (excerpt)

K. Paustovsky

… Che half an hour later the beast stuck out of the grass, wet black nose , By resembling a pig's snout, his nose sniffed the air for a long time and sting from greedy you…

"Word Pyramid"

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

We read the words at different paces:

Reading “THROSS-SEARK”

Children place their hands on their knees and begin to read the text aloud at the command “Throw”. When the “Notch” command is heard, the children lift their heads from the book, close their eyes and rest for a few seconds, hands on their knees. On the command “Throw”, children must find with their eyes the place where they stopped and continue reading aloud.

Level of attention organization

“Attention is precisely the door through which everything passes,

what only enters a person’s soul from the outside world.”

K. D. Ushinsky

The role of attention in reading is as great as in other types of human activity. Very often the attention of a junior schoolchild is scattered, he cannot concentrate or concentrate.

Properties of attention

Exercise: Find words among the letters and underline them.

About the sun and the pillars

Movies

rpmachine

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

TODAYLESS READINGS

WE WILL GET TO KNOW YOU

WORKS

KORNEYIVANOVICHACHUKOVSKY

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

Fear has big eyes.

Exercise "Grid table"

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

Attention span

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

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

As you train, increase the volume of material.

Nonsense words containing from 3 to 9 consonants, for example:

K P T N S D

B M D R K L F

S T P C G V D K

M V P K Sh L H B S

Sentences Containing from 5 to 16 letters, for example:

Smoke is coming.

The yard is clean.

What to do?

Learning is light.

The bird is singing

Concentration of attention

Exercise: Try to rewrite the following lines without errors:

Ammadama Reberge Assamas

Hesklla essanessas

Enalsstade enadslat etaltarrs

Usogkata limmodorra clatimore

Correction tests allow you to determine and develop the volume and concentration of attention

Development of RAM

The development of reading technology is hampered by underdeveloped RAM.

What does it mean?

You can often see this picture. The child reads a sentence consisting of 6-8 words. Having read to the third or fourth word, I forgot the first word. Therefore, he cannot connect all the words together. In this case, it is necessary to work on RAM.

This is done using visual dictations.

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

What is the best way to conduct visual dictations?

Write out six sentences from one of the sets and cover them with a sheet of paper. After one of the offers is highlighted, i.e. the sheet of paper is moved down, the child reads this sentence silently for a certain time (the time is indicated for each sentence) and tries to remember. After time has passed, the sentence is erased and you are asked to write it down in your notebook.

This is followed by exposure, reading, and memorization of the second sentence. After it has been erased, you should write it down again in your student notebooks.

Six sentences usually take between 5 and 8 minutes.

So, on average, one set takes three days. Eighteen sets - 54 days, about two months. In two months you can develop operational memory, but on the condition that visual dictations must be written daily; if you write intermittently, this no longer gives anything.

Examples of sentence sets (Fedorenko's dictations)

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

2. Every day thousands of people move into new apartments

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

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

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

Development of RAM

A type of visual dictation is the following exercise:

Sentence on the board: Natasha gave Sveta one wafer.

Read and remember the sentence.

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

Using this system of exercises in practice helps to improve reading technique:

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

The skill of anticipation has been developed;

Stability of attention has been formed;

There are no regressions;

Increased vocabulary;

The articulatory apparatus is developed.

The development of reading technique affects:

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

Improving the quality of academic performance;

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

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

I wish you success!

1. Exercises aimed at developing clarity of pronunciation
2. Exercises to develop the mobility of the speech apparatus
3. Exercises that develop lateral vision and process direct gaze
4. Exercises that develop attention to the word and its parts
5. Exercises that develop working memory and attention span
6. Exercises that develop flexibility and speed of reading silently and aloud
7. Exercises that promote the synthesis of perception and understanding
8. Exercises that develop logical thinking
9. Exercises to develop conscious reading skills
9.1 Logic exercises
9.2 Word making games
10. Exercises to develop correct reading skills
11. Exercises to develop expressive reading

Conscious reading skills and the ability to independently work with text can be developed using a system of special exercises and methods of action that actively influence the basic parameters of reading: technique, meaningfulness, expressiveness.

1. Exercises aimed at developing clarity of pronunciation

Many students do not know how to regulate their breathing while reading. Breathing exercises are used to correct this deficiency.
1) Inhale through your nose - exhale through your mouth. Inhale – hold your breath – exhale. Inhale and exhale in portions.
2) “The beep is approaching and moving away”: inhale - while exhaling we say mm-mm-mm, n-n-n-n-n.
3) “Dog growl”: inhale - exhale r-r-r-r-r.
4) “Air coming out of a punctured bicycle tire”: s-s-s-s-s.
5) “Candle”: Taking a deep breath, exhale evenly and slowly, then take a deep breath, stop and slowly blow on the flame of an imaginary candle.
6) “Put out the candle”: intense intermittent exhalation, then inhale, hold your breath for a second, then exhale three times in short bursts: ugh! Ugh! Ugh!
7) A fly flew near my ear: w-w-w.

A wasp flew near the nose: ssss.
A mosquito flew and rang: z-z-z.
He sat on his forehead, we slammed him -
And they caught it: s-z-z.
Let it fly!

2. Exercises to develop the mobility of the speech apparatus: “Sound warm-up”

1) Read quickly, look carefully:

OIE AOEA EAEOIO
YAOYU AYOOE EYYUYAU
YYYYYUYYYUYYYYYYYYYYYYUYYYYYU

2) We read vowels with emphasis on one of them:

EAOEUYIE, EAOEUYIE, EAOEUYIE, etc.

You can diversify this exercise by pronouncing the syllables first with emphasis on the 1st syllable, then on the 2nd and 3rd:

YES-YES-YES, YES-YES-YES, YES-YES-YES

3) Taking a deep breath, as you exhale, read 15 consonants of one row (with sounds):

B K Z S T R M N V Z R Sh L N X

4) Read the chain of syllables:

5) Read words with build-up:

Po - cook, heat, dare, drink, walked, led.

3. Exercises that develop lateral vision and practice direct gaze

1) In order for children to be able to understand the essence of the terms “lateral vision” and “right angle”, they are asked, without taking their eyes off one line, to list the objects that fall into the field of vision on the right, left, above, below.

2) Handout – Schulte table (size 20x20cm)

10	25	14	2
13	15	20	5
19	11	23	24
21	16	7	17
12	22	8	9

Usage algorithm:

As quickly as possible, name all the numbers in order from 10 to 25, pointing with a pencil or finger;
Try to remember the location of two or three consecutive numbers at once.

Remember! The eyes look at the center of the table, at the number 10, but see the whole thing.

"Planting carrots"

a) A box with carrots is depicted on the board or on paper. Based on the drawing - questions and comments.

– If a carrot is in a box, what part of it will be visible? (Tail)
– That’s right, the direct gaze will be directed at the ponytail. Looking at the first syllable, you will see the whole word on a carrot.
For the exercise, various words can be taken from the text being read, however, when selecting words, it should be taken into account that the child is able to see no more than five letters with peripheral vision.

b) “Long carrot”

– What should you do if the carrot grows too big and the word on it does not fit inside the box, since it contains more than five letters and goes beyond the limits of direct vision? Then the carrot will look like this:

– What do we see in this case when we look at a box of carrots? ( The tail and the tip, and the middle in the box.) Consequently, direct gaze can be transferred from the tail to the tip.
In this exercise, not only lateral vision is practiced, but also the ability to control direct gaze, control the part of the word that the child sees with lateral vision, the ability to navigate a word and avoid mistakes when reading endings. Indeed, at the moment when the gaze is directed to the tail, peripheral vision catches what is written on the carrot in the box. Shifting his gaze from the tail to the tip, the child again sees the middle of the word, controlling himself. Having turned in this way, looking from the first syllable to the last and seeing the middle of the word, the child, without reading it, can quickly pronounce it.

"Robot"

When encountering a new, difficult-to-read word, the child cannot use his peripheral vision and reads the word syllable by syllable, often distorting it. The word is printed large on the board, and balls are drawn at the ends of the letters - contacts.
Robots, as you know, do not have their own thoughts, they only carry out the program embedded in them: to sound in the place where the pointer is pointed.
At first, the pointer, and with it the direct gaze, move slowly along the word, then the speed increases with each new repetition of the word, and the children read the whole word, without errors.
In order to achieve the ability not only to recognize such words in the future and pronounce them, but also to orientate oneself in a word with a direct glance, the exercise becomes more complicated. The teacher moves the pointer more quickly over different parts of the word (in the direction of reading), but the children must have time to pronounce exactly the section shown.

4. Exercises that develop attention to the word and its parts and are a prerequisite for correct and speed reading

Children have a poorly developed articulatory apparatus, which inhibits rapid reading, so the following exercises are relevant in 1st and 2nd grades:

1) Reading combinations of two or three consonants with vowels:

2) Read, slowly, at a moderate pace: speeding up the pace:

ZhZI TNO KTRI
DRU ZBI SRU

The sparrow_ sat_ on a branch_ and chirped.

Tongue Twisters

Lena was looking for a pin.
The pin fell under the bench.
I was too lazy to crawl under the bench,
I was looking for a pin all day.

a) Read the tongue twisters orthographically.
b) Read the tongue twisters spelling.
c) Working with tablets: children read the tongue twister in accordance with the assignment:

quiet

loud

in a whisper

silent film (silent)

"The house that Jack built"

Children pronounce the first phrase at maximum speed several times until they succeed. Then 1-2 more words are added, which are read at the same speed. And so on until the end of the passage, repeating everything from the beginning each time, as in the famous poem “The House That Jack Built.” For example:

In some kingdom...
In some kingdom, in some state...
In a certain kingdom, in a certain state, there lived...
In a certain kingdom, in a certain state, there lived a rich merchant...

5. Exercises that develop working memory and stability of attention.

"Find the extra letter"

You can cut out any texts from old newspapers and distribute them to children.

Exercise: today we cross out only the letter I. Tomorrow – another, etc.

"Find the extra word"

Read it. Justify your choice.

ELEPHANT BEAR TIGER
LION BUTTERFLY CAT

"Photo Eye"

In 20 seconds, children must “photograph” the words with their eyes and answer the question “Are among these words...?” For example:

WALNUT STREAM FEATHERS ACCELERATED TROPICAL STUNNED

"Yes or no?"

Children listen to the sentences and determine whether it can be. If yes, when, where, why? If not, then this needs to be explained with evidence.

Snow fell, Alyosha went out to sunbathe.
The car whistled at the same speed and moved forward.

This exercise is aimed at attention to the text, its conscious mastery, the ability to quickly grasp the meaning of what is being read, and accurately construct a statement.

“Add sentence”

The cat meowed...

6. Exercises that develop flexibility and speed of reading silently and aloud

"Peekaboo"

The textbook page (any) is indicated, and then the text is read. Children must find the page, look for the right line with their eyes and adapt to the teacher’s reading.

Reading with word counting

1) clench your lips and teeth tightly;
2) read only with your eyes;
3) read as quickly as possible, while counting the words of the text to yourself;
4) answer the question about the text (given before reading).

Reading with a sound guide

The text is read into the tape recorder at a certain speed. Children must follow the voice of the book and have time to voice the text synchronously with the tape recorder. The check is carried out individually: touching the child’s shoulder with your hand means read aloud. It is advisable to carry out such work systematically. At the same time, the sound speed of the “sound reference” gradually increases. If there is no tape recorder in the class, you can use the game exercise “Catch up.” Children read a passage of text in chorus, in an undertone, listening to the voice of the teacher, who reads loudly, at a fairly high speed, and “reach out” for him, trying to “catch up.”

7. Exercises that promote the synthesis of perception and understanding

1) Help vowels and consonants make friends. Combine them to make the words:

2) Take out one letter from each word. Do this so that from the remaining ones you get a new word:

regiment paint slope screen trouble heat (count) (helmet) (elephant) (crane) (food) (field)

3) Add a letter to the beginning or end of a word to make a new word. What sounds are represented by these letters?

4) Connect the words of the right and left columns so that new words are formed:

"Tasty words"

Imagine it's your birthday. You need to set the table. But when choosing treats, remember that their names should consist of two or three syllables:

halva bagels tea lemonade
waffles grapes cherry tangerine

8. Exercises that develop logical thinking

These exercises help develop the speed of thinking in the reading process and its awareness.

1) Perform a mathematical operation and read the word:

LOD + IM – MO + VAN – L = ? (sofa)
VER + FOX + TU – US + 0 – IL + YEARS = ? (helicopter)

2) Rearrange the letters:

A calf is sitting on a pine tree in the forest. The tail rests against the rest of the area. He knocks on the trunk with his nose, he works, he looks for insects.

(In the forest, a woodpecker sits on a pine tree. Its tail rests against the tree trunk. It knocks on the trunk with its nose, gouges the bark, and looks for insects).

3) "Search"

Can you find a connection between two seemingly unrelated events? Explain how everything happened.

The dog chased the chicken.
The schoolchildren were unable to go on the excursion.

4) Learn to express thoughts in other words.
The exercise is aimed at teaching the child to operate with words.

This winter will be very cold.

It is necessary to convey the same idea without distortion, but in different words. None of the words in this sentence should be used in new sentences.

5) Compiling sentences with three words that are not related to each other in meaning:

lake bear pencil

For example:

We drew with a pencil how a bear catches a fish on a forest lake.

The exercise develops the ability to establish connections between objects and phenomena, think creatively, and create new holistic images from disparate objects.

9. Exercises to develop conscious reading skills

9.1. Logic exercises

1) What do these words have in common and how do they differ?

Chalk is shallow, small is crumpled, soap is sweet.

2) Name it in one word.

Siskin, swallow, rook, owl, swift.
Scissors, pliers, hammer, saw, rake.
Scarf, mittens, coat, jacket.
TV, iron, vacuum cleaner, refrigerator.
Potatoes, beets, onions, cabbage.
Horse, cow, pig, sheep.
Shoes, boots, slippers, sneakers.
Linden, birch, spruce, pine.

3) Which word is missing?

Beautiful, blue, red, yellow.
Minute, time, hour, second.
Road, highway, path, path.
Milk, sour cream, curdled milk, meat.

4) How are the following words similar?

Iron, blizzard, stick, clock, lamp, glass.

5) Make up a new word by taking the first syllable from each of the given words.

Ear, mouth, vase.
Cora, lotto, boxer.
Milk, spawning, plate.

6) Three words are given. The first two are in a certain connection. There is the same connection between the third and one of the five proposed words in brackets. Find the fourth word.

a) Song - composer, plane - ... (airfield, fuel, designer, pilot, fighter).
b) School - training, hospital - ... (doctor, student, treatment, patient).
c) Knife - steel, chair - ... (fork, wood, table, food, tablecloth).

7) Divide the words into groups.

Hare, peas, hedgehog, bear, cabbage, wolf, cucumber.
Cow, wardrobe, chair. Sofa. Goat, sheep, table.
Poppy, linden, maple, chamomile, birch, lily of the valley, oak.

9.2. Word making games

1) Find the word in the word.

thunderstorm newspaper bush
joke tray chocolate
watchmaker sliver fair

2) Complete the sentence.

In the mornings, Dr. Aibolit treats the teeth of animals: zbrey, itgyr, vdryy, ybbr.

3) Charades.

(Painting).

With the letter K I live in the forest.
With the letter CH, I herd sheep.

(Boar - shepherd).

4) Find the name of the animals among the lines.

Pump with Osset R fresh water,
And the hose will be extended to the garden.
Among the bush sheep rit peace,
It's good to wander here alone.

10. Exercises to develop correct reading skills

1) Describe the object (the teacher shows it and quickly puts it away).

2) Repeat what the teacher said:

A barrel is a dot, a grandmother is a butterfly, a cat is a spoon.

3) Choose words for a given sound (from a read quatrain, sentence, text).

4) Reading words that differ by one letter.

Chalk - stranded - soap - small - crumpled; mouse - midge - bear - bowl.

5) Reading words that have the same prefixes and endings.

Came, came, sewed, brought, chorus; red, white, blue, black. yellow; doll, mom, dad, paw, spoon.

6) Reading “reversals”.

The lion ate the oxen. Go find a taxi, go.

11. Exercises to develop expressive reading

1) Reading sentences with different intonations.

2) Reading a text with the transmission of emotions (joy, indignation, sadness, pride, etc.) depending on the content.

3) Dictionary of moods.

A mood dictionary is very helpful in working on expressive reading. Every student has one. After the teacher reads the work expressively, the children place cards on their desks with words that indicate the mood they felt while reading the work. For example, children receive cards with the words: "cheerful", "joyful". Analyzing the work, we come closer to the question: what feelings did the author himself experience? And we write down other words on the board that reflect the author’s mood: ( cheerful, joyful, happy, surprise, excitement).

After such work, children read the text much more expressively, trying to convey both their personal mood and the mood of the author through reading.

"Dictionary of moods and states"

Literature:

How to overcome difficulties in learning to read. S.N. Kostromina, L.G. Nagaeva. – M.: Axis – 89, 1999.
Primary school plus before and after. No. 7 2010.
Primary school plus before and after. No. 6 2009.
Primary school plus before and after. No. 11 2008.
Primary school plus before and after. No. 11 2007.
Primary school plus before and after. No. 8 2007.
Elementary School. No. 6 2001.
We read after “The ABC with large letters”: textbook / N.N. Pavlova; ill.A.V.Kardashuk. – M.: OLISS: Eksmo, 2011.– 64 p.: ill.

Types of special exercises to improve reading quality in primary school students

COLLECTION

Compiled by: O.V. Misheneva, primary school teacher

Tongue twisters for the sound [G]

There are jackdaws in the yard, and there are pebbles on the shore.
Gregory carried the pie across the threshold. He stood on the peas and fell on the threshold.
Our head over-headed your head, out-headed.

Tongue twisters for the sound [Ш]

Funny jokes from Sasha and Mishutka.
Stesha was in a hurry, she sewed the shirt, but she was in a hurry - she didn’t finish the sleeve.
The jackal walked, the jackal galloped. Checkers on the table, cones on the pine tree.
Six little mice rustle in a hut.
They spank the gander with the gander and the gander.

Tongue twisters for the sound [Zh]

The train rushes by grinding: je, che, sha, sha.

I walk and repeat, I sit and repeat, I lie and repeat:
Zhi, zha, zha, zhu. The hedgehog has a hedgehog, the snake has a squeeze.

The snake was bitten by the snake.
I can't get along with the snake.
I've already become terrified -
The snake will eat it for dinner.

Tongue twisters for the sound [Ч and Ш]

The bristles of a pig, the scales of a pike.
The thicket in our forest is cleaner, the thicket is thicker in our forest.

In a suitcase by a tap dancer
Brushes, rosaries, abacus - for my aunt.
Rosaries, abacus, brushes - for the guy,
Abacus, brushes, rosary - for the nanny.
Only tap dancing - for myself.
A clear family is dancing.

Tongue twisters for the sound [H]

Four turtles have four turtles.
Four little black little imps were drawing a drawing in black ink. Extremely clean.
The bird was stuffed with matches.
Our daughter is eloquent, her speech is clear.

Tongue twisters for the sound [Ш]

Two puppies are nipping cheek to cheek at a brush in the corner.
The pike tries in vain to pinch the bream.

Tongue twisters for the sound [R]

In the forest, the beaver and the beaver's brother work without an axe.
During a thunderstorm, the body collapsed from the load of watermelons.
There are tomatoes in Fedora's garden. Behind Fedora's fence are fly agaric mushrooms.
Millet flies into Frosya's field, Frosya takes out the weeds.
Makar gave Roman a caramel, and Roman gave Makar a pencil.
They gave the little one corn, and the little one asks for a watermelon.
The sparrows are waiting at the feeder for food, Markushka is bringing them cloudberries in her pocket.
Behind the cockroach with a drum, behind the mosquito with an axe.
The queen's gentlemen sailed to her on a caravel.
Charles stole half a crucian carp and half a carp from Polycarp.
The wise raven quickly picked fly agaric mushrooms from the ditch.
A crab crept onto the ship, crucian carp stole the gangplank.
One swarm of mosquitoes is behind the mountain, and the second swarm is under the mountain.
Open the gates, Uvar, we are carrying loads of firewood.
The path is trodden along the grass.
Tongue twisters jump like crucian carp in a frying pan.
Early in the morning two rams drum on drums.
Roma Masha picked daisies.
The pig dug and dug, dug half a snout.
From the mountain - not uphill, uphill - not from the mountain.
The pig was stupid, dug up the whole yard, dug half a snout, but didn’t get to the hole.
The gray rams beat the drums, beat them indiscriminately - they broke their foreheads.
Timoshka Troshke crumbles crumbs into okroshka.
Three trumpeters blow their trumpets.
The nimble mink darted into the hole.

Tongue twisters for the sound [R and L]

I was at Frol’s, I lied to Frol about Lavra, I’ll go to Lavra, I lie to Lavra about Frol.
There are three crucian carp and three carp in Polycarp's pond.
All beavers are kind to their beavers.
Karl stole corals from Clara, Clara stole a clarinet from Karl.
Valya's Clara is playing the piano.
The Queen gave the gentleman a caravel.
The quail flew before the quail, before the quails.
On Mount Ararat Varvara was picking grapes.
Eagle on the mountain, feather on the eagle.
The fellow ate thirty-three pies, all with cottage cheese.
Thirty-three ships tacked, tacked, tacked, but did not tack.

The crow missed the crow.
Get up, Arkhip, the rooster is hoarse.

1. Exercises aimed at developing clarity of pronunciation

A wasp flew near the nose: ssss.
A mosquito flew and rang: z-z-z.
He sat on his forehead, we slammed him -
And they caught it: s-z-z.
Let it fly!

2. Exercises to develop the mobility of the speech apparatus: “Sound warm-up”

1) Read quickly, look carefully:

OIE AOEA EAEOIO
YAOYU AYOOE EYYUYAU
YAYYU YYYUU YUUAOYU

2) We read vowels with emphasis on one of them:

EAOEUYIE, EAOEUYIE, EAOEUYIE, etc.

You can diversify this exercise by pronouncing the syllables first with emphasis on the 1st syllable, then on the 2nd and 3rd:

YES-YES-YES, YES-YES-YES, YES-YES-YES

3) Taking a deep breath, as you exhale, read 15 consonants of one row (with sounds):

B K Z S T R M N V Z R Sh L N X

4) Read the chain of syllables:

Use these colorful three-letter word cards to teach your child how to read.

5) Read words with build-up:

Po - cook, heat, dare, drink, walked, led.

3. Exercises that develop lateral vision and practice direct gaze

2) Handout – Schulte table (size 20x20cm)

Usage algorithm:

As quickly as possible, name all the numbers in order from 10 to 25, pointing with a pencil or finger;

Try to remember the location of two or three consecutive numbers at once.

Remember! The eyes look at the center of the table, at the number 10, but see it all as a whole.\

This card can be given to students to gradually fill in the letters and sounds they have learned.

A a O o U y y I and E e

E e E e Yu yu I I

B b C c D g F f H H D d

P p F f K k W w S s T t

L l M m N n R r X x C c

4. Exercises that develop attention to the word and its parts and are a prerequisite for correct and speed reading

Children have a poorly developed articulatory apparatus, which inhibits rapid reading, so the following exercises are relevant in 1st and 2nd grades:

1) Reading combinations of two or three consonants with vowels:

2) Read, slowly, at a moderate pace: speeding up the pace:

ZhZI TNO KTRI

DRU ZBI SRU

The sparrow_ sat_ on a branch_ and chirped.

Tongue Twisters

Lena was looking for a pin.
The pin fell under the bench.
I was too lazy to crawl under the bench,
I was looking for a pin all day.

a) Read the tongue twisters orthographically.
b) Read the tongue twisters spelling.
c) Working with tablets: children read the tongue twister in accordance with the assignment:

quiet

loud

in a whisper

silent film (silent)

"The house that Jack built"

In some kingdom... In some kingdom, in some state... In a certain kingdom, in a certain state, there lived... In a certain kingdom, in a certain state, there lived a rich merchant...

5. Exercises that develop working memory and stability of attention.

"Find the extra letter"

O I B I U

You can cut out any texts from old newspapers and distribute them to children.

Exercise: today we cross out only the letter I. Tomorrow – another, etc.

"Find the extra word"

Read it. Justify your choice.

ELEPHANT BEAR TIGER
LION BUTTERFLY CAT

"Photo Eye"

In 20 seconds, children must “photograph” the words with their eyes and answer the question “Are among these words...?” For example:

WALNUT STREAM FEATHERS ACCELERATED TROPICAL STUNNED

"Yes or no?"

Children listen to the sentences and determine whether it can be. If yes, when, where, why? If not, then this needs to be explained with evidence.

Snow fell, Alyosha went out to sunbathe. The car whistled at the same speed and moved forward.

This exercise is aimed at attention to the text, its conscious mastery, the ability to quickly grasp the meaning of what is being read, and accurately construct a statement.

“Add sentence”

The cat meowed...

6. Exercises that develop flexibility and speed of reading silently and aloud

"Peekaboo"

The textbook page (any) is indicated, and then the text is read. Children must find the page, look for the right line with their eyes and adapt to the teacher’s reading.

Reading with word counting

Memo:

Reading with a sound guide

7. Exercises that promote the synthesis of perception and understanding

1) Help vowels and consonants make friends. Combine them to make the words:

2) Take out one letter from each word. Do this so that from the remaining ones you get a new word:

regiment paint slope screen trouble heat (count) (helmet) (elephant) (crane) (food) (field)

3) Add a letter to the beginning or end of a word to make a new word. What sounds are represented by these letters?

4) Connect the words of the right and left columns so that new words are formed:

"Tasty words"

Imagine it's your birthday. You need to set the table. But when choosing treats, remember that their names should consist of two or three syllables:

halva bagels tea lemonade waffles grapes cherry tangerine

8. Exercises that develop logical thinking

These exercises help develop the speed of thinking in the reading process and its awareness.

1) Perform a mathematical operation and read the word:

LOD + IM – MO + VAN – L = ? (sofa)
VER + FOX + TU – US + 0 – IL + YEARS = ? (helicopter)

2) Rearrange the letters:

A calf is sitting on a pine tree in the forest. The tail rests against the rest of the area. He knocks on the trunk with his nose, he works, he looks for insects.

(In the forest, a woodpecker sits on a pine tree. Its tail rests against the tree trunk. It knocks on the trunk with its nose, gouges the bark, and looks for insects).

3) "Search"

Can you find a connection between two seemingly unrelated events? Explain how everything happened.

The dog chased the chicken. The schoolchildren were unable to go on the excursion.

4) Learn to express thoughts in other words.
The exercise is aimed at teaching the child to operate with words.

This winter will be very cold.

It is necessary to convey the same idea without distortion, but in different words. None of the words in this sentence should be used in new sentences.

5) Compiling sentences with three words that are not related to each other in meaning:

lake bear pencil

For example:

We drew with a pencil how a bear catches a fish on a forest lake.

The exercise develops the ability to establish connections between objects and phenomena, think creatively, and create new holistic images from disparate objects.

9. Exercises to develop conscious reading skills

9.1. Logic exercises

1) What do these words have in common and how do they differ?

Chalk is shallow, small is crumpled, soap is sweet.

2) Name it in one word.

Siskin, swallow, rook, owl, swift. Scissors, pliers, hammer, saw, rake. Scarf, mittens, coat, jacket. TV, iron, vacuum cleaner, refrigerator. Potatoes, beets, onions, cabbage. Horse, cow, pig, sheep. Shoes, boots, slippers, sneakers. Linden, birch, spruce, pine.

3) Which word is missing?

Beautiful, blue, red, yellow. Minute, time, hour, second. Road, highway, path, path. Milk, sour cream, curdled milk, meat.

4) How are the following words similar?

Iron, blizzard, stick, clock, lamp, glass.

5) Make up a new word by taking the first syllable from each of the given words.

Ear, mouth, vase. Cora, lotto, boxer. Milk, spawning, plate.

6) Three words are given. The first two are in a certain connection. There is the same connection between the third and one of the five proposed words in brackets. Find the fourth word.

a) Song - composer, plane - ... (airfield, fuel, designer, pilot, fighter). b) School - training, hospital - ... (doctor, student, treatment, patient). c) Knife - steel, chair - ... (fork, wood, table, food, tablecloth).

7) Divide the words into groups.

Hare, peas, hedgehog, bear, cabbage, wolf, cucumber. Cow, wardrobe, chair. Sofa. Goat, sheep, table. Poppy, linden, maple, chamomile, birch, lily of the valley, oak.

9.2. Word making games

1) Find the word in the word.

thunderstorm newspaper bush
joke tray chocolate
watchmaker sliver fair

2) Complete the sentence.

In the mornings, Dr. Aibolit treats the teeth of animals: zbrey, itgyr, vdryy, ybbr .

3) Charades.

The beginning is the voice of a bird, The end is at the bottom of the pond, And the whole thing is in the museum It will be found without difficulty.

(Painting).

With the letter K I live in the forest. With the letter CH, I herd sheep.

(Boar - shepherd).

4) Find the name of the animals among the lines.

The pump sucks the river water,
And the hose will be extended to the garden.
There is peace among the bushes,
It's good to wander here alone.

10. Exercises to develop correct reading skills

1) Describe the object (the teacher shows it and quickly puts it away).

2) Repeat what the teacher said:

A barrel is a dot, a grandmother is a butterfly, a cat is a spoon.

3) Choose words for a given sound (from a read quatrain, sentence, text).

4) Reading words that differ by one letter.

Chalk - stranded - soap - small - crumpled; mouse - midge - bear - bowl.

5) Reading words that have the same prefixes and endings.

Came, came, sewed, brought, chorus; red, white, blue, black. yellow; doll, mom, dad, paw, spoon.

6) Reading “reversals”.

The lion ate the oxen. Go find a taxi, go.

11. Exercises to develop expressive reading

1) Reading sentences with different intonations.

2) Reading a text with the transmission of emotions (joy, indignation, sadness, pride, etc.) depending on the content.

3) Dictionary of moods.

A mood dictionary is very helpful in working on expressive reading. Every student has one. After the teacher reads the work expressively, the children place cards on their desks with words that indicate the mood they felt while reading the work. For example, children receive cards with the words:"cheerful", "joyful". Analyzing the work, we come closer to the question: what feelings did the author himself experience? And we write down other words on the board that reflect the author’s mood: (cheerful, joyful, happy, surprise, excitement ).

After such work, children read the text much more expressively, trying to convey both their personal mood and the mood of the author through reading.

"Dictionary of moods and states"

Restless, combative

Friendly, joyful

Cheerful, fearful

Whimsical, timid

Stormy. funny

Light, angry

Excited

Serious

Indignant

Mournful

Magic

funny

Heroic

Sleepy, sunny

good-natured

Sympathizers

Creepy

Calm

Mysterious

Jubilant

Dreary

Sad

Playful

mocking

Boastful

FRIENDS

Ni-ki-ta and Le-sha are friends. They go to kindergarten together. Le-shi has a sa-mo-kat. And Nik-ki-you has a gun. Not real, but toy. These boys are great guys. O-ni always do-la-tsya ig-rush-ka-mi. And they never quarrel. The two of them play and laugh. It's good to be friends!

HORSE

Petya and Misha had a horse. They began to argue: whose horse is it? Did they start tearing each other's horses?

Give it to me, this is my horse.

No, give it to me, the horse is not yours, but mine.

The mother came, took the horse, and the horse became no one’s.

CAT AND BUG

There was a fight between Zhuch-koy and Kosh-koy.

The cat started eating, and the bug came. Cat-ka Zhuch-ku la-sing for the nose.

Bug, grab the cat by the tail.

Cat-bug in the eye. Bug the cat behind the neck.

Te-cha walked by, carried a bucket of water and began to pour water on Kosh-ku and Zhuch-ku.

GAL-KA

I want to drink something.

There was a jug of water in the yard, but there was no water in the jug, only at the bottom. It would be impossible for Gal-ka to get it.

She began to throw ka-mush-ki into the jug and so much so that the water became taller and could be drunk

SPRING

The spring came, the water flowed. The children took it up to the cheeks, made a boat, put a boat in the water. The little girl swam, and the children ran after her, screaming, and couldn’t see anything ahead of themselves and in the blue I'm sorry I fell.

PUPPY
Ta-nya was coming from school. On the do-ro-ge o-na u-vi-de-la ma-lazy puppy. He sat by the fence and howled. Ta-nya po-gla-di-la puppy. He began to lick Ta-not's hand. Ta-nya took the puppy home. Do-ma Ta-nya give e-moo-lo-ka. That's why Ta-nya let the puppy sleep by the stove. The puppy got used to Ta-na. Ta-nya was worried about him.

SLY FOX
Li-sa would be hungry. O-la lay down on the snow and closed his eyes. Are there any vor-nos and they're not far from the li-sa. O-they wanted to peck at the li-su, but I was afraid. Li-sa lies as if dead. Then they are very close. One of them wanted to peck the fox in the tail, the other wanted to peck it in the nose. Li-sa jumped up and grabbed the glu-pu-yu in the-ro-nu.

BY SKI
Misha was seven years old. Pa-pa ku-drank his skis. Mi-sha grabbed his skis and went up the mountain. But the skis did not go up the mountain. Mi-sha took the skis in his hands and went up the mountain. You were skiing down the mountain. O-ni u-chi-li Mi-shu. Mi-sha got on his skis and began to walk. He immediately fell. The second time Mi-sha fell the same way. That's why Mi-sha na-u-chil-sya. Mi-sha came home on skis and was so excited that he learned to ski.

TITmouse
It was cold in winter. To the window, pri-le-te-la si-nich-ka. She would be cold. At the window at the hundred-I-de-ti. They felt sorry for the si-nich-ku. O-never opened the for-tot-ku. Si-nich-ka l-te-la in the room. The bird was hungry. Oh, I started pecking the bread crumbs on the table. All winter she lived with the children. In the spring, you were allowed to go free.

BABIES
It was in winter. The mother left the stove and went to the store.
The house was the only one left. Little Ko-lya opened the stove and stuck it in there. She smacked and fell on the floor. And there were chips on the floor. The fire glowed brightly. The children were frantic, screaming and screaming. The neighbor came running and started firing.

DOG ORDER
Odin the soldier was wounded in the arm and leg. He fell. To-va-ri-shchi-li-da-le-ko. The patient lay in bed for two days. Suddenly he hears: a snorting so-ba-ka. That would be sa-ni-tar-na-ya so-ba-ka. On her back there was a bag with a red cross: there were bandages and medicines. The ra-ne-ny per-vtvya-hall itself. So-ba-ka-be-zha-la and soon pri-ve-la sa-ni-ta-rov.
There was a spa in the past.

Literature:

How to overcome difficulties in learning to read. S.N. Kostromina, L.G. Nagaeva. – M.: Axis – 89, 1999.

Primary school plus before and after. No. 7 2010.

Primary school plus before and after. No. 6 2009.

Primary school plus before and after. No. 11 2008.

Primary school plus before and after. No. 11 2007.

Primary school plus before and after. No. 8 2007.

Elementary School. No. 6 2001.

We read after “The ABC with large letters”: textbook / N.N. Pavlova; ill.A.V.Kardashuk. – M.: OLISS: Eksmo, 2011.– 64 p.: ill.

Correct reading is reading without distorting the sound composition of words and observing the correct stress in words. Mentally retarded children, as already noted, make a large number of mistakes: they skip and mix up letters, syllables, words, jump from line to line, Not finish reading the endings, which makes it difficult to develop other reading qualities.

The most effective period for developing correct reading skills is grades 1-3, when students move from letter-by-letter perception of words to syllabic, and then to reading whole words. During this period, they read short texts and the teacher has the opportunity to pay close attention to the correct reading of the text.

One of the effective methods for developing correct reading skills in children is daily special exercises, facilitating accurate reproduction of syllable structures and words that may cause difficulties when reading text. The specific objectives of such exercises are as follows: establishing a connection between visual and speech motor images of syllables and words, differentiating similar reading units, consolidating syllables and words read globally in memory, merging into a single process of perceiving and comprehending a word. There is no doubt that preliminary exercises in correct reading also solve the problem of improving pronunciation skills, since reading syllables and words presupposes their clarity of articulation. However, in contrast to articulatory gymnastics with its focus on strengthening the muscles of the articulatory apparatus and practicing the clarity of pronunciation of sounds, these exercises primarily prepare children to correctly read the words of the text.

The material for the exercises is the syllable structures of words and whole words that appear in the text intended for reading in this lesson. The types of exercises are selected taking into account the general level of development of children's reading skills, in particular, the nature of their errors, as well as depending on the features of the word structure of the text being studied in the lesson. Syllables and words selected based on these criteria can be grouped and included in the following types of exercises:

1. Differentiation of similar syllables and words:

la-ra ma - me house- volume

lo- ro mo-myo Dima- Tim

lu-RU mu - mu reel - reel

2. Reading syllables and words by similarity:

ma mo mu Masha a cap

sa with su Dasha paw

la lo lo Pasha folder

When conducting these exercises, the teacher draws the students’ attention to the uniform principle of forming syllables with the same vowel, i.e. to maintain the position of the lips when pronouncing not only the vowel sound, but also each syllable with this vowel. In addition, in the process of repeated reproduction of similar words in students’ memory, their visual images accumulate faster.

3. Reading syllables and words with preparation:

oh that hundred tableThat costsat that stu chairthat becomea ra era enemy Nya was removed

After reproducing syllable structures, children read the word either in syllabic breakdown or as a whole, depending on what stage of reading they are at and the complexity of the word structure. Based on program requirements, 2nd grade students finish reading a chain of syllable structures by reading a whole word without syllabic breakdown if the word consists of no more than 2 syllable structures available to them. All other words are read syllable by syllable. In 3rd grade, preliminary reading of syllable structures often ends with global reading of the word:

Ratra tram tram

4. Reading words whose spelling differs by one or two letters or their order:

Who- cat footprints- tears

so - that one flour- fly

cancer- How skis- lie down

5. Reading related words that differ from each other by one of the morphemes:

forest- forest walked- went

grass - grass dived - dived

decided - decided saw - saw

6. Reading words that have the same prefix but different roots:

passed- done - looked through faded - took away- took away

Completing the fifth and sixth exercises prevents the mistake, characteristic of mentally retarded students, of reading a word focusing only on its formal features, and not on the meaning. Thus, frequently repeated letter combinations or reference letters lead to the reading of a more familiar word: forest instead of wooded, gray instead of gray and so on.

As practice has shown, the most optimal stage for conducting this kind of exercise is the stage of the lesson that immediately precedes the children themselves reading the text. The content of the work is already familiar to them from the teacher’s reading. In this regard, the words that are selected for the exercise are easier for students to comprehend, since they have previously been perceived in context. After the first reading of the selected words, the meaning of those of them that are not familiar to the students or that, in the teacher’s opinion, may be inaccurately understood is clarified. These exercises take 4-5 minutes, depending on the volume of material. Let us show the essence of this work using a specific example. In 2nd grade, children read the Brothers Grimm fairy tale “The Hedgehog and the Hare.” The text contains a large number of related words presented in different forms. These are the words that must be read first. The words are written on the board in advance:

run press runs be-zha-li

let's run it's running

under-be-press under-be-lives until-be-zha-li

when Before reading a fairy tale, students read the words and explain the meanings of some of them. Then they are asked to read the text, correctly reproducing all the words prepared in advance.

In 3rd grade, when reading I. Surikov’s poem “Winter,” you can group the words for the exercise in this way:

when-on-wing not-about-bud-but

spinning pe-le-no-yu

The teacher reads the words and explains their meaning, involving the children in the explanation. Next, the students read what is written, individually and in chorus. In addition, the poem contains quite a lot of words that schoolchildren can already read as a whole word. Taking into account the commitment of mentally retarded schoolchildren to one way of reading, the teacher invites them to read globally the words enclosed in a square. The words are read by students in each row “for competition.” The number of correctly read words is counted.

The task is set: when reading a poem, all nine words must be read as a whole word, the remaining words - syllable by syllable.

You can also include other game moments in preliminary exercises, for example:

“The syllable is lost,” “The letter is lost.” Words from the text with a missing letter or syllable are written on the board. Students must read them, guessing which letter (syllable) is missing. This game makes you look closely at the word. This game is especially useful when the text contains a lot of related words. For example: snow, snowy, snowy, snowy, snowy.

“Who is the most attentive?” Students are presented with pairs of words that differ in one or two letters, their number, location (winter- earth, darkened- warmer). A certain time is given to read each pair. Students must say which two words they read.

“Whisper in my ear.” Words are written on the board and covered with stripes. The strips are removed one by one for a short period of time and returned to their place. Students must read and whisper in the teacher's ear which word they read. Those who correctly name the word are awarded game tokens.

"Ticket Tape" Words are written on a strip of paper. The tape gradually unfolds. Schoolchildren must have time to read and remember words (no more than two or three).

These games contribute not only to the formation of correct reading skills, but also to increasing the pace of reading and developing the ability to predict words.

In the process of working through a coherent text, the teacher gives sample of correct reading and then reads the material repeatedly with the children. At the same time, it is important to slow down the pace of reading a little, without destroying its semantic integrity and expressive transmission.

Reading training should take up most of the lesson. In fact, this is the main path that leads to developing the skill of correct reading. In order to avoid rapid fatigue of schoolchildren during monotonous work, when (especially in the lower grades) they have to return to the same text many times, the teacher modifies the assignments each time. Children read in a chain (sentences of the text are read one by one), in paragraphs (the teacher names the student who will read), in a relay race (the children themselves name a classmate who will continue reading), selectively. The method of selective reading, in turn, makes it possible to vary the task: schoolchildren read the passage, focusing on the illustration (“Look at the picture. Match it with lines from the story”), in response to the teacher’s question (“What does the forest look like after the first snow? Read this passage again times"), for a specific task (“Read the last lines from the fairy tale and remember them”).

Students' interest in repeated reading is supported not only by the constant variability of tasks, but also by the teacher's emphasized interest in a new type of activity for children. Acting skills (emotionality, expressiveness, the ability to play the role of an interested participant in everything that happens) are necessary for a teacher of any type of school, but more so for those who teach and educate mentally retarded children.

It is equally important to develop the skill of correct reading to organize observing students as they read each other. Only with the activity of the whole class can it be ensured that students read the text throughout the lesson, either aloud when called by the teacher, or silently, following the reading of a classmate. To organize such observations, you can use various techniques:

slow reading by the teacher (the text has already been worked out), when students have the opportunity to follow along the book using a bookmark or running their finger along the line. The teacher can check the students at any time and reward them by giving them a game chip;

combined reading, when sentences are highlighted in the text to be read in chorus. The children are given the task of joining the choral reading on time;

conjugate reading, when the teacher begins to read the text together with the students. Then he falls silent for a while, and the children continue to read in chorus. This reading must be coherent so that the teacher can then freely connect to it;

Supervising children while their friends read, followed by communication of the number and nature of mistakes made. Each child should read no more than one or two sentences, since otherwise children forget the actual mistakes and begin to invent them in order to receive encouragement from the teacher.

With some students, the teacher has to conduct special classes, and during the lesson apply to them individual approach. For example, it should be taken into account that the correctness of reading in children with disabilities (excitable or inhibitory) largely depends on the environment in which it occurs, on the student’s interest in what he is reading. Therefore, in individual lessons with such children and during the lesson, you should create a game situation, attract their attention with stimulating means (“We will count how many words and sentences you read correctly. For each word or sentence you read correctly, you will receive a cube”, “Let’s compare how many How many cubes did you have yesterday, and how many today”, etc.).

Students with complex phonemic hearing impairments should be grouped together with a speech therapist. The methodology for this work is disclosed in the book by R.I. Lalaeva “Elimination of reading disorders in mentally retarded children” (Moscow, 1978). In reading lessons in grades 1-2 for this group of schoolchildren, you can introduce exercises to differentiate mixed sounds, to establish their place in a word, to determine the number of sounds and their sequence. In the process of work, the teacher relies on the functions of more intact analyzers: visual, kinesthetic. With children, the articulation of sound is clarified (movements of the articulatory apparatus are perceived visually: with the help of a mirror and tactilely - by feeling with a finger the movement of the tongue or lips), the place of the sound in the word is determined, first in the pronunciation of the teacher with exaggerated articulation, then in the student himself. After analysis, students read sentences with these words. It is very useful to pre-practice the text or individual paragraphs from the text that will be presented to the whole class in the next lesson. This will allow the teacher to involve this group of children in frontal work. A game technique with an imaginary tape recorder is also effective in teaching such students. A student with poor reading listens to a strong student read and follows the text. Then, after the teacher says “the tape recorder is on,” he reads the sentence himself. Classmates discuss the results of the “recording”. A small volume of words, preliminary orientation in them visually and aurally, as a rule, help the student to cope with the task more successfully, arouse interest in the work, contribute to the emergence of some confidence in their abilities, and reinforce the norms of literary pronunciation. The same technique of reading by a “weak” student after a “strong” one can be played out as an imitation of an echo.

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