Effective methods ☀ teaching reading to preschoolers ☀ Tips from teachers

Don't expect school to teach your child everything. Just as a mother teaches a baby the first steps, the basics of reading should be laid in the first years of life. You can’t start learning the alphabet from scratch - instill a craving for literature in your child in advance, before he goes to first grade.

Children are proud of their ability to read

Start with speech development

Before learning to read, a child must learn to speak. And the correctness of speech development directly depends on their environment. The more intelligent the parents, the more attention they pay to the younger generation, the easier it is for the child to develop.

From the first days you need to work with your baby on speech development

Starting the first communications with adults through hooting, the baby gradually tries to imitate the speech sounds that he hears every day. And if at first these are just individual syllables, then already from the age of 2 years of normal development the child can operate with simple sentences.

Further - more, the baby moves on to word forms. And the more actively the parents communicate with the child, the more talkative he will be (in a good way). The main help in the development of a child’s speech will be reading, i.e. books that adults will read aloud to their children.

Develop your baby's interest in reading

Naturally, a small child cannot read on his own. But you can accustom him to communicate with literature from the first years of his life. It is children's books that form the correct speech development of the baby. The more often a child sees a book in the hands of his parents, the more confidence he develops in it, and the faster over time the desire to learn to read independently appears.

Interest in reading develops in a playful way

Reading should be turned into a kind of ritual - fairy tales, nursery rhymes, lullabies are best perceived before bed. The clearer and more correct the adult’s pronunciation during reading, with emotional connotation, the more memorable the phrases the child will hear will be.

And the clearer the baby’s visual images will appear. And this will further help in learning to read. After all, the better a child thinks in images, the faster and easier he learns.

About the benefits of family reading

To develop children's skill, they should read fairy tales aloud from preschool age. The child must develop not just an interest in literature - the book must become a symbol of psychological “pleasure”.

Family reading develops children's interest in it

And in the future, even magazines and books standing on shelves (and not in the hands of parents) will be associated with positive emotions and attract the child’s attention. In other words, reading books to your child instills a love of literature for life, giving impetus to the fastest learning of independent reading.

In addition, reading to children promotes their spiritual unity with their parents, bringing joy to everyone. And the child develops a feeling of family comfort, which he associates with books. In a family where there is a cult of books, children quickly develop a desire to read.

Read with your children

The best way to prepare your child for independent reading is to read a book while sitting next to your baby. He should see the pages of the book on which the text is written. This will first allow you to visually get used to the letters that involve you in the world of the sacraments.

A child’s first books should be of high quality and bright

It’s not for nothing that the first children’s books are rich in colorful illustrations. With their help, you can perceive what you hear in images drawn in the pictures. And when the child goes to first grade and begins to put letters into words, familiar phrases will already be perceived figuratively, which will make it faster and easier to learn to read.

While reading a fairy tale or nursery rhyme, try to move your child’s finger over the letters so that the baby can see which word you are reading. Visual memory will help with proper learning in the future.

Article “The role of reading in the development of a preschool child”

The role of reading in the development of a preschool child

Preschool childhood as a period in human life plays an exceptional role in shaping what not only each individual person will become, but also all of humanity and the world as a whole. The educational, ideological, moral, cultural and physical priorities laid down in preschool childhood determine the life path of generations and influence the development and state of the entire civilization. Now it is necessary to pay as much attention as possible to the formation of the child’s inner world, to nurturing the creative principle in him.

Reading is a special kind of value in this matter, since in the process of communicating with a book a person not only learns the past, present and future of the world, but also learns to think, analyze, and develops creatively; thus, the moral and cultural basis of his personality is formed.

Reading develops a person’s speech, makes it correct, clear, understandable, imaginative, and beautiful.

Reading develops a person’s soul, teaches him to have compassion, to be merciful, to feel the pain of others and to rejoice in the success of others.

Reading is an impulse to creative insight, to the creation of a new artistic creation.

A person who reads knows how to use information and research it.

A special place in preschool institutions is occupied by introducing children to fiction as an art and a means of developing intelligence, speech, a positive attitude towards the world, love and interest in books.

When perceiving a literary work, children, first of all, pay attention to the characters; they are interested in the character’s appearance, his actions, and actions. Younger preschoolers experience everything that happens to the hero: they wildly rejoice at the victory of a positive character, the successful outcome of events, the triumph of good over evil.

A characteristic feature of children from 2 to 5 years old is an extraordinary craving for rhythmically organized speech, sonorous rhythms and rhymes, and expressive intonation. Children love to listen and read poetry, clearly preferring them to prose. At the same time, they gravitate toward dynamic rhythms, joyful melodies, and dancing.

In this regard, the reading range of younger preschoolers consists mainly of works of Russian folklore. This is children's folklore - ditties, nursery rhymes, songs, games. These works best meet the needs of a younger preschooler, as they combine words, rhythm, intonation, melody and movement.

In the genres of children's folklore, where in simple, unpretentious, short poems the child is told about the rules of personal hygiene (For example, “Water, water, wash my face”), and about the rules of life among people, and about the high things that should be in a person, which makes him a moral person. The child is just beginning to take his first steps, but he is already being told about what awaits him in his future adult life.

With the help of folklore, ideas about life and morality are not only conveyed, but the problems of child development are solved. Folklore has a psychophysiological effect on children: it evokes joyful emotions, helps coordinate movements, develop speech, and teaches them to overcome fear. Children's folklore contributes to the aesthetic development of children.

In early preschool age, it is good to read nursery rhymes. These are short poetic sentences that accompany the child’s movements, contribute to his physical development, help the baby more easily endure bathing and dressing, which is not always pleasant for him, create a situation in which the child’s mental and cultural development takes place, and activate interpersonal communication. While performing nursery rhymes and children's songs, the adult accompanies them with hand movements, thereby stimulating his activity and causing emotional reactions.

Children from the age of 4 begin to understand inverted tales. This special type of joke is necessary for children to train their intellect. Children of the 3rd and 4th year of life need to listen to fairy tales, stories, short poems, and works of Russian and Soviet writers. Children of this age should not read fairy tales, but tell them and even act them out, conveying the action in their faces and in movement. Such tales include cumulative ones (“Kolobok”, “Turnip”, “Teremok” and others); folk (about animals, magical “Bubble, Straw and Bast Shot”, “Geese-Swans”, any boring fairy tales). It should be noted that for the development of children's thinking, folk tales in classical adaptations (both Russian and international) are most effective. A folk tale can be considered as a multidimensional model, including an analysis of different life situations.

A preschooler is a kind of reader. He perceives literature by ear, and this process lasts until he himself learns to read. But, even having mastered the technique of reading, he still has a childish attitude towards book events and characters for a long time.

A preschooler, with his visual-effective (1-3 years old) and visual-figurative (4-5 years old) thinking, better perceives text based on illustrations, when the word and image complement each other in the child’s mind. So, for example, in the middle group, children from 4 to 5 years old are introduced to books designed by Yu. Vasnetsov, E. Charushin.

A preschool child is characterized by a non-contextual perception of art. In his ideas about what is happening in the work, he goes far beyond the boundaries of the text itself: he animates the inanimate, does not correlate the events described with real time and place, changes the work in his own way, making it the heroes of himself, his friends and acquaintances, characters of previously read books. A children's book that a child likes captivates him so much that he does not separate himself from what is happening in it, immersing himself in it, imagining to the smallest detail the events and the process of his participation in what is depicted. Such qualities are characteristic of children of older preschool age. Thus, cultivating in children such feelings as compassion, condemnation, anger, surprise, and so on.

Children of senior preschool age are introduced to the funny adventures of book heroes, thereby developing a sense of humor.

When reading poems, a preschool child develops and improves artistic and speech performing skills.

Fiction plays a very important role in the development of the social experience of a preschooler. In fiction, especially fairy tales, there are plots in which children find themselves alone, without parents, the trials and tribulations that befall them in this regard are described, and the desires of the child characters to regain their home and parents are very emotionally represented.

Many works that are written for preschool children form in them a correct attitude towards nature, the ability to carefully handle living beings; form a positive attitude towards work, form knowledge about the work of adults, about the organization of work activities. All this contributes to educational opportunities for teaching children labor skills. Mastery of skills raises work activity to a higher level of development, allows the child to set and achieve goals; ensures a more complete and successful use of work activity as a means of moral education.

The reader in a child will grow when literature and a book correspond to his worldview, his needs, his spiritual impulses, when the book contains the answer to a question still ripening in the mind, when emotions are anticipated. The circle of children's reading is the circle of those works that I read (or listen to reading) and are perceived by the children themselves.

The reading range of preschoolers is changing especially quickly. Here, in fact, each year of a child’s life corresponds to its own works. And what sounded and was understood to a child of the second year of life will be uninteresting to a five-year-old or will be rethought by him. For children 6-7 years old, longer books are needed that require continued reading, have a multi-pronged plot, a large number of characters, and complex artistic techniques.

Thus, the selection of literature for children's reading depends on the age of the child, on his passions and preferences, but not only...

The selection of literature for children's reading is greatly influenced by the historical and moral time in which the child reader lives. When choosing a book to read to a child today, we must definitely think about its focus on developing the child’s positive emotions and positive activities. The nature of art is such that it inspires a person, including a small one, to some accomplishments, deeds, actions.

For preschool children, it is necessary to choose literature with bright illustrations.

You should also remember the thematic diversity of works. All topics should be represented in children's reading: the topic of children's games and toys; theme of nature, animal world; the topic of relationships between children and adults, relationships in children's groups; the theme of family, duty to parents, relatives; childhood theme; theme of honor and duty; theme of war; historical theme and many others. It is advisable to present all these topics to the child as both eternal and cutting-edge.

It is also necessary to remember about the variety of author's names, which will show the child a variety of approaches to depicting something or, conversely, the same approach, which will be perceived as the only correct one in relation to what is depicted.

Correct selection of literature for children's reading involves taking into account the gender differences of children. This does not mean that boys and girls should read completely different literature. This means that an adult who selects literature to read to children must take into account that girls mostly need to read those books that talk about female virtues, about running a home, and about women’s destiny. Boys will be interested in literature about strong, courageous people, travel, inventions, human behavior in emergency situations, and so on.

It is logical to remember the seasonal principle in the selection of literature for reading, because in the hot summer it is inappropriate to read about how “white fluffy snow falls and swirls.”

Children's reading should include works imbued with humanistic ideas that carry the eternal values of goodness, justice, equality, labor, health and happiness, peace and quiet for one and all. The works are moral, but not moralizing. Literature for children should not set itself the task of correcting morals. It is called upon initially to talk to the child about what an ideal is and what are the ways to achieve it, what is eternal truth and how to follow it, what are true values and what are false. Its task is to teach the child to think about what is happening around him, analyze and draw conclusions. She must develop his mind and soul.

Thus, we can conclude that the role of reading in the development of a preschool child is very great. Reading, telling and retelling fiction to a preschool child has a huge impact on intellectual, mental, creative, psychological and psychophysiological development. Reading develops artistic and speech skills, shapes the moral and cultural side of the child, conveys ideas about life, work, and attitude towards nature, thereby developing the social experience and work activity of the preschooler.

All these priorities, laid down in preschool age, harmoniously develop the child as a full-fledged personality.

Literature

1.Zatulina G.Ya. Comprehensive classes on speech development - M., Center for Pedagogical Education, 2009

2. Book for reading in kindergarten and at home: 5-7 years old: A manual for kindergarten teachers and parents / Comp. V.V. Gerbova and others - M.: Onyx Publishing House, 2009.

3. A book for reading in kindergarten and at home. Reader. / Comp. In P. Ilchuk et al. - M., 2005.

How to properly teach a child to read?

The sooner a child is ready to perceive, the better - when he goes to 1st grade, he should master the basics of reading. Even if the baby goes to kindergarten, where he is taught using a special method, parents should also set aside time for joint activities.

How to approach the process itself correctly so that learning is easy? You cannot teach children by force - everything should happen in a playful way. When choosing a technique, you should also take into account the age at which training began.

It is necessary to develop the correct pronunciation of sounds

But in any case, you shouldn’t learn just letters - you should start with phonetic sounds. It will be easier for the child to associate the written symbol with the sound that he is accustomed to hearing.

Learning is easier if each lesson learned is repeated many times. From the moment you learn sounds to reading syllables, monitor your baby’s clear pronunciation of speech.

Stages of training

It is impossible to teach a child to read quickly without a special technique, as well as without an appropriate (consistent) systematics.

Choose the right manual to teach your children. Recently, there are several options for primers on sale. Choose one that will be interesting to your child (you can go shopping with him). Even if there are fewer pictures there, it should be based on speech therapy techniques (for example, N.S. Zhukova’s alphabet).

Magnetic alphabet by N.S. Zhukova
When the manual is purchased, begin step-by-step learning of sounds:

– first learn all the vowels;
– then move on to mastering voiced hard consonants, paying attention to correct pronunciation;
- then comes the turn of dull sounds;
– leave the sizzling ones for last.

Repeat each sound you learn before starting to learn the next one. “Repetition is the mother of learning” - this phrase should become the guiding thread of the entire learning process.
In parallel with studying sounds, begin to form syllables (and the very first one can be “ma”, which will be close and sincere to the child). Read the syllable together with your baby, as if singing it. The child should have the feeling that the consonant sound seems to be striving for a vowel. This will help you pronounce sounds in pairs.
Do not try to immediately form the learned syllables into words. Let the child first understand the principle of combining vowels and consonants in pairs. Consolidate your knowledge on simple syllables, gradually moving on to difficult to pronounce ones.
Having taught your child to form syllables where the consonant sound comes first, proceed to a more complex structure where the vowel comes first (“om”, “ab”, etc.).
Having become comfortable with individual syllables, transfer children to reading simple words. Start with those that consist of 2 syllables, then 3-syllables. But the first words that a child reads should be familiar to him and associated with understandable images.

Texts for reading by syllables (for preschoolers and first graders)

Texts for reading by syllables (for preschoolers and first-graders)

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!

IN THE FOREST

It's good in the forest in the summer. The sun is shining, the birds are singing, all the animals are happy. Here is a red squirrel. She is gnawing nuts. Here is a laziness, he plucks grass and drinks water from the stream. And this is a bunny. He's hiding under a bush. Fi-lin is sleeping, and Li-si-tsa is close. Where is Mi-shka Ko-so-la-py? He ate too much and gasped.

Boots

In the morning, Vi-tya and Mi-tya got ready for the kindergarten. You stood up in your red bo-tin-ki, and tied your feet.

- A-it’s out of the way! -decided Vi-cha.

“Let’s do it,” agreed with Mi-cha’s brother.

Sa-dyat-sya with my mother in the bus. And the left Vi-tin bo-ti-nok got together with the right Mi-ti-nym, and oh-ba and sucked off his feet. Suck and swim through the puddle.

Vi-cha and Mi-ta are silently chatting, only their bare legs are squeezing under them. In the kindergarten everything is like that and ah-well: Vi-ti and Mi-tey have two bo-tin-ka on what-you-re-no-gi!.. Good-ro-sho, Pav -lu-shi for-pas-ny-e bo-tin-ki o-ka-za-lis, really, green-e. So all day long Vi-cha and Mi-tay walked around like clowns in the circus: one leg in a red boot, the other one - in the green!

Repeat the letter "SH"

We-sha-ta Ti-sha and Gla-sha - sha-lu-nish-ki. O-ni sha-li-li, sha-ri-li in the corners, shur-sha-li and found cheese, sprats and noodles. We arranged a feast.

Did you bring the cat Mur-ku to the feast?

Assistant.

Weaved a be-loch-ka kor-zi-nu. Weaved from and-in-the-twigs. No one has one in the forest: light-ka-ya, proch-na-ya, kra-si-va-ya.

All summer long the squirrel with the basket hasn’t come... Now the mushrooms are coming, now I’m here, now the grains are with... la.

One day I even found Skvor-chon in the grass. He fell out of the nest, and so he got lost.

He brought the be-loch-ka skvor-chon-ka home and straight into the basket of his do-mik us-tro-i-la.

On New Year's Eve, welcome your friends. How do you see her y-go-schen-e and ah-well: who do you b-loch-ka help?

- Basket! Basket! - Skvor-cho-nok shouted and sang as if spring had come to us.

What did the cat want to tell mom?

—The lazy cat got ready to go roaring. He went to Mama Kosh-ka to tell her about this, but didn’t say:

- Mommy, I love you!

-Ka-ki-e for-a-words! - Ma-ma Kosh-ka was excited. - But it will be better if you tell me how much you love me.

The cat didn't know how to show his love. He decided that sna-cha-la could ma-ma roll wool into a ball, from which he would knit it for him. a row of new and warm things! The balls were getting big, but he wasn't tired at all!

Then the cat started to work with him to sort out the bro-san's ku-bi-ki,

when suddenly we saw a sa-mo-kat in the corner. A beautiful thing came to his head.

Now he deftly walks on one paw and says that circus number ma-me!

The mice - the little ones were glad that the cat didn't go for a walk.

They were always bored without him. And instead, we had a lot of fun playing cat-and-mouse and running around the house! The lazy cat played honestly.

He never looked into the crack under the scarf or bit the mouse's tail.

The lazy cat started puffing. He drank fresh milk and thought about the fact that he didn’t know how you would fulfill Mother Cat’s request. He doesn't know how to show love.

But then he decided that Mama Cat would forgive him for-tit, because her request was difficult, and he only Little cat!

Za-yats and che-re-pa-ha (fairy tale)

Once upon a time, we spored for-yats and che-re-pa-ha, who quickly re-e-ed the forest-well-well about-be-lives. Che-re-pa-ha set off on her way, and the hare-egg lies under a bush, laughing: “Hurry, hurry, wh- re-pa-ha, ve-equal, I’ll talk to you about you.” But while he was wandering around like that, che-re-pa-ha - although she was walking quietly - she appeared at the target. I rushed behind her, but it’s too late. He knew how to run, but he didn’t know that, lying in place, he could get away from the mess.

What are you sisters

There lived sisters in the world: Zi-ma, Ves-na, Le-to and O-sen. Zi-ma by-la se-da-ya, be-la –ya. The weight was young, white-faced, in a green row, with blue eyes. Le-the-same in the green on-rya-de, behind-go-re-lo-e, behind-go-re-lo-e. And O-the shadow of evil-in-lo-sa-ya, in a red sha-li. Zi-ma, Ves-na and Le-to went to visit O-se-ni. On her table there is GRU-shi, and yab-lo-ki, and plum-you, and ar-bu-zy, and dy-ni, and white ka-ra-vai, and pa- whoops honey. Are the sisters going to bless O-sen? O-senior says: No, I must bless you. You, Zi-ma, ground the snow about-de-I-lo-at-the-wing, hid-la from De-da Mo-ro-za, you, Ves-na, po- let it rain-mi-li-va-la, you, summer, clear-but-sun-so-dry-la-lo, so that everything is ripe. Sisters and rads: We all worked hard so that people would get along with God.

Correct pronunciation is the key to quick learning

Do you know how to teach a child to read quickly? Let him sing every sound and syllable he learns, but do it clearly. When you move on to pronouncing words, at first the syllables should be sung separately, with each subsequent time shortening the gaps between them. And ultimately, the entire word must be sung in one breath.

Singing sounds promotes speech development

But so that reading in children is not associated only with singing, the consolidation of the material should take place in normal pronunciation, with clear pronunciation of sounds. At the same time, when you move on to reading sentences, teach your child to take the correct pauses before punctuation marks.

When is the best time to start training?

At what age should children be able to read is a question many parents ask. This, first of all, depends on how psychologically prepared the child is for learning. But it should definitely be said that school should not begin immediately before school, when children are going to 1st grade.

Children can begin to be taught at the age of 3 years, if the child himself expresses a desire to do so. But you shouldn’t force them to sit down with books - this may discourage them from further learning.

The most optimal receptive age at which to prepare for 1st grade is 5 years. And in parallel with reading, children should be taught writing (for now only in printed letters), which will help them consolidate their reading skills.

How do you know when your child is ready?

To understand how to teach a child to read, you must first decide whether the child is ready for such learning. To do this, first test the degree of development of the child.

Make sure your child is ready to learn

If children are already speaking in sentences, they are ready for the learning process.
The development of phonetic hearing is an important factor. Correct perception of sounds, their differences and the ability to operate with them will help you quickly and easily teach your baby.
A child who speaks incorrectly is not able to quickly learn to read, because... poorly perceives those phonetic sounds that he himself pronounces.
If children do not have developed imaginative thinking, it will be difficult to teach them to read quickly - the process will turn out to be purely mechanical. And in the future, the procedure itself will be too tedious and uninteresting for the baby.
The child must have the basics of logical reasoning, which allows him to compare facts in the learning process. Teaching reading by matching pictures and words

Development of reading skills in preschool children

Before beginning the process of learning to read, a child of any age must have a good vocabulary and a comprehensive understanding of basic words and their meaning. While this activity may seem overwhelming, there are ways to help expand your preschooler's vocabulary and introduce early reading concepts.

Reading aloud and participating in conversation helps your baby learn words, their pronunciation, meaning, differences and more.

Mental processes necessary for reading.

Children cannot read before reaching the reading readiness stage. Signs of readiness are often reflected in behavior. Training can begin if the child:

tries to read;
studies signs, logos;
understands the relationship between letters and sounds;
speaks well;
knows some letters of the alphabet;
can write a coherent story;
after listening to a book, can tell the story in his own words;
has an active vocabulary.

Readiness skills are so important that many preschool programs focus on developing them. Likewise, our system of training and development is designed to help the child accumulate and consolidate new knowledge.

Reading is not just about knowing letters and sounds. Children also need to be able to understand what they are reading. Reading comprehension requires a number of mental processes. The child must be able to mix sounds to form words.

The role of short-term memory and its development in children.

Short-term memory plays a major role in understanding. To understand reading comprehension, children must recognize letters and words by building sentences from them. Short-term memory allows you to remember words and their meanings from the beginning of a sentence to the end, which allows you to understand the meaning of the entire sentence.

One sentence is not enough to understand the meaning of the text. Children must retain the information in the entire paragraph. However, this amount is often beyond the capabilities of their short-term memory. In other words, they cannot store information long enough.

Working memory is a process of temporary storage and processing of information. Short-term memory capacity increases with age and is dependent on the development of the front part of the brain (frontal lobes). Until it is sufficiently developed, the brain cannot simultaneously process and store information. In other words, there is a trade-off between understanding words and their meaning. For most children, memory begins to improve at age six.

To develop memory in children, we recommend studying on our platform in the subject “Attention and Memory”.

Methods of teaching reading to preschool children.

Even a child who cannot read often looks at a book, studying unfamiliar symbols and signs. However, the learning process should be built based on the individual characteristics of the child. Methods of training may include the following:

Reading books consisting of many repeated phrases. Repetition helps the child remember what comes next. After some time he will be able to remember the contents of the book.
Retelling a book read (the child must not only understand the content, but be able to retell it in his own words, while improving memory and vocabulary).
Draw the child’s attention to the words and signs around him (on signs, in books, in inscriptions on packages, etc.).
Increased visual and language recognition skills (seeing an object in a picture, the child must name it). This activity helps develop vocabulary, verbal reasoning skills, visual processing, pattern recognition and memory.
Use cards with the names of household items (cards can be used to mark a sofa, bathtub, refrigerator). Eventually, the baby will be able to recognize names from context: in books, on signs, etc.
Compose words from letters (individual letters can be written on cards cut out of paper with the child or attached to magnets).
Reading letters and cards received with your child.
Daily activities with your child on our Kids Smart development platform.

Learning to read is a gradual, long-term process. If the child is tired or becomes irritable, you need to take a break and try again after a while.

Training using the Nikitin method

Classics of Russian education, the Nikitins' spouses completely moved away from traditional teaching principles, putting forward their own instead. They believe that children should be given complete creative freedom in the classroom. Only then will they become interested in learning.

There is no need to limit the independence of children - they must do all the work themselves. The third rule is a combination of mental exercises and physical exercises (i.e., learning in a playful way).

Involve your child in joint activities - for example, you can prepare study guides together. And then the baby will perceive the material easier and faster. But the main incentive for successful learning is praise for even the most insignificant victory. And you should never focus on mistakes.

Educational toys of the Nikitins
Here are the basic principles by which the Nikitins taught their children (and they can be applied to children 3 years old, 5, and 7):

You cannot impose a specific learning program on a child - he himself chooses in the form of which game he is more interested in learning letters.
There is no need to explain the course of the game to your child. Make your studies seem like a fairy tale, where each participant has their own role.
In the first stages of play-learning, adults are active participants. In the future, when the child gets used to it, he will be able to continue classes on his own.
A learning child should always be unobtrusively given tasks that will become more difficult at each new stage.
Don’t dare tell your child – teach him to think for himself.
If it is difficult for your child to cope with a new task, do not force him - take a step back and repeat what you have learned.
If you notice that your child has lost interest in the game, or has reached the limit of his capabilities (temporary), stop training for a while. Get back to studying when your baby asks. And he will definitely do this, because... all children love to play.

The benefits of reading to a child already in infancy

It's never too early to read aloud to your child. Numerous studies confirm that reading to children from six months of age leads to them having well-developed vocabulary and literacy four years later. It also matters how often parents read with their child in preschool age - this affects the development of reading and writing skills. Children are capable of learning even when they cannot speak yet.

It is generally accepted that the development of a child’s literacy in school directly depends on reading skills. The ability to read is the main criterion for a child’s readiness for primary school. However, recently an alarming symptom has been observed: the majority of children, even by the third grade, have poorly developed reading skills.

Psychologists' opinions on the benefits of reading to children

Psychologists conducted a study to find out how important reading is at an early age. More than 260 children and their parents took part in the study; the experiment lasted from the birth of the child until he entered school. When the child was 6, 12, and 24 months old, parents reported how often they read with the child and how many books they had in the house (this led to inferences about how many books were read). Parents also reported on the so-called “quality of reading” - whether they discussed what they had read with their child, looked at the illustrations, talked about the main characters, etc.

As a result, the scientists concluded that the quantity and quality of reading at an early age influence the size of a child’s vocabulary and the early development of reading skills (the quality of reading was especially important). Both quantity and quality of reading influenced children's literacy and reading skills.

The results of the study fully confirm existing theories of speech development in children. Communication is extremely important for young children, and reading aloud is one form of it. Research shows that children who hear more words than others in the first three years of their lives develop better reading skills and perform better in school.

Reading aloud develops memory and vocabulary

Reading to a child from an early age contributes to the active development of neural connections in the areas of the brain responsible for speech, as well as the high speed of thought processes. This helps the child pay attention to the correct spelling of words in the text and reproduce them in the future. Such children have better developed vocabulary, short-term memory, and the ability to reason and abstract.

Reading is the simplest and most obvious way to teach a child a language. Reading improves vocabulary without you having to take your child to the zoo to talk about elephants and camels. Reading always provides topics for conversation with your child. If you are embarrassed or think it would be stupid to tell a child who is not yet talking about everyday things that surround you, read him a book. In addition, the rhythm and melody of children's books help calm the child's nervous system.

The aforementioned study found that only 60% of parents read to their children every day. Many parents believe that children under one year old

Nikolay Zaitsev – teaching innovator

Traditional teaching based on the “phonemic-verbal” principle enslaves the freedom of speech of the child being taught and forms complexes in him, inhibiting his development - this is what teacher Nikolai Zaitsev believes.

He developed his own unique technique, more like a game than a lesson. Children move freely around the classroom (room). At the same time, they can jump, run, etc. You can master the educational material in any position - in motion or sitting, lying down. And this should start earlier - from about 3 years old.

Zaitsev cubes

All manuals are posted on walls, boards, cabinets, and tables. Usually this is a set of cardboard cubes. They are of different sizes and different colors. Some faces depict single letters, others – syllables (both simple and complex), and still others – consonants with a soft or hard sign.

Previously, the cubes can be in the form of blanks, which the teacher glues together with the children. In this case, special fillers should be placed inside:

It is better to put sticks (wooden and plastic) into cubes with dull sounds;
for ringing sounds, metal bottle caps are suitable;
Bells will be hidden inside the cubes with vowel sounds.

Training using the Zaitsev method
Cubes should differ in size (both single and double). For soft warehouses - small, for hard ones - large. Color solutions also play a certain role here - each warehouse has its own shade.

In addition to cubes, tables are also used as aids, where all known warehouses are collected. This allows the child to see the entire volume that is to be studied. And this makes the teacher’s job much easier.

Memorizing letters by association

Another point that makes it quite easy to master reading is writing. It must run parallel. Before voicing the sounds being studied (not letters), the child himself must learn to translate them into signs. This can be done in various ways: moving along a sheet of paper with a pencil, across a table with a pointer, or laying out cubes.

Classes on “learning to read” in the middle group of kindergarten, for the entire school year

Lesson No. 1

Topic: Sound and letter A.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “What We Hear”

The speech therapist invites the children to close their eyes and listen. Children name all the sounds. Which were heard in kindergarten and on the street.

Work on pieces of paper.

Look at the picture of the girl. What is she doing? AAAA is crying. Repeat how the girl AAAA cries.

Work on pieces of paper.

The speech therapist asks the children to come up with words starting with the sound A. Now look at your pieces of paper and name the pictures you see. Let's pronounce the words and determine whether the word contains the sound A or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist asks the children to look at the letter A. What does it look like? Then the speech therapist invites the children to take a red pencil and color the letter.

Work on pieces of paper.

Children, under the guidance of a speech therapist, complete tasks No. 4 and No. 5.

Lesson No. 2

Topic: Sound and letter U.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Getting to know the sound of U.

Look at the picture. What is the wolf doing? Howls OOOOOO. Repeat how the wolf howls UUUUU.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the U sound or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter U. What does it look like? Then the speech therapist invites the children to take a red pencil and color the letter.

Work on pieces of paper.

Children, under the guidance of a speech therapist, complete tasks No. 4 and No. 5.

Lesson No. 3

Topic: Sound and letter I.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The donkey screams IIIIIIIII. Asks children to pronounce the sound IIIIII.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound I or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter I. What does it look like? Then the speech therapist invites the children to take a red pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist invites children to find the letter I, among other letters. Then the children look for the letter U.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 4

Topic: Sound and letter O.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The girl has a toothache, she screams OOOOO. Asks children to make the sound OOOOOO.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound O or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites children to look at the letter O. What does it look like? Then the speech therapist invites the children to take a red pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist invites children to find the letter O among other letters. Then the children look for the letter U.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 5

Topic: Sound and letter X.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. Grandpa snore XXXXXXX. Asks the children to pronounce the sound XXXXXXX.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound X or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist asks the children to look at the letter X. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist asks the children to find the letter X among other letters. Then the children look for the letter A.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 6

Topic: Sound and letter S.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. A man waters the garden SSSSSS. Asks children to pronounce the sound SSSSSSS.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound S or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter C. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist asks the children to find the letter C among other letters. Then the children look for the letter O.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 7

Topic: Sound and letter M.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The cow moos MMMMMMM. Asks children to pronounce the sound MMMMMMM.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound M or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter M. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist invites children to find the letter M among other letters. Then the children look for the letter A.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 8

Topic: Sound and letter N.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. A man urges his horse NNNN. Asks children to say the sound NNNNNNN.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound N or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter N. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist asks the children to find the letter N among other letters. Then the children look for the letter M.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 9

Topic: Sound and letter Z.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The beetle buzzes ZH ZH ZH. Asks the children to pronounce the sound ZH ZH ZH.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound Z or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter Z. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist invites children to find the letter Z among other letters. Then the children look for the letter N.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 10

Topic: Sound and letter Sh.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The snake hisses Sh Sh Sh Sh. Asks the children to pronounce the sound Sh Sh Sh Sh.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound Ш or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter Sh. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist invites children to find the letter Ш among other letters. Then the children look for the letter J.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 11

Topic: Sound and letter Sh.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Game: "Find the letter"

Work on pieces of paper. The speech therapist invites children to find the letter Z among other letters. Then the children look for the letter O, I.

Game "Read the syllable."

The speech therapist invites the children to look at their pieces of paper and name the letters they see. Then the speech therapist invites the children to follow the arrow from one letter to another and read what happens.

Game "Find out the letter."

Work on the pieces of paper continues. The speech therapist invites the children to consider the task under the number 3. The children must only add a stick to the bottom to make a letter.

Work on pieces of paper.

Children, under the guidance of a speech therapist, complete task No. 4. Read the words.

Lesson No. 12

Topic: Sound and letter K.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The rain is dripping K K K K. Asks the children to pronounce the sound K K K K.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the K sound or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter K. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist asks the children to find the letter K among other letters. Then the children look for the letter Sh.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 13

Topic: Sound and letter T.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The blacksmith hits the hammer T T T T. Asks the children to pronounce the sound T T T T.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the T sound or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist asks the children to look at the letter T. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist asks the children to find the letter T among other letters. Then the children look for the letter K.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 14

Topic: Sound and letter F.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. Dunno flew in a hot air balloon. He flies, and the balloon deflates F F F F . Asks children to pronounce the sound F F F F.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the F sound or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter F. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist invites children to find the letter F among other letters. Then the children look for the letter T.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 15

Topic: Sound and letter L.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The plane flies L L L L. Asks the children to pronounce the sound L L L L.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound L or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter L. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist asks the children to find the letter L among other letters. Then the children look for the letter F.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 16

Topic: Sound and letter P.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. Listen to how the samovar puffs P P P. Asks the children to pronounce the sound P P P P.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the P sound or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter P. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist invites children to find the letter P among other letters. Then the children look for the letter L.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 17

Topic: Sound and letter Y.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The steamer is humming Y Y Y Y. Asks the children to pronounce the sound Y Y Y Y Y.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the Y sound or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites children to consider the letter Y. What does she look like? Then the speech therapist invites the children to take a red pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist invites children to find the letter Y among other letters. Then the children look for the letter P.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 18

Topic: Sound and letter B.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The mill rotates V V V V. Asks the children to pronounce the sound V V V V.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the B sound or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter B. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist asks the children to find the letter B among other letters. Then the children look for the letter Y.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 19

Topic: Sound and letter D.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. A woodpecker is hammering a tree D D D. Asks the children to pronounce the sound D D D D.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound D or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites children to look at the letter D. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist invites children to find the letter D among other letters. Then the children look for the letter B.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 20

Topic: Letter E.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist asks the children to pronounce the letter.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the letter E is in the word or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter E. What does it look like? Then the speech therapist invites the children to take a red pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist asks the children to find the letter E among other letters. Then the children look for the letter D.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 21

Topic: Sound and letter B.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The beaver plays the drum B B B. Asks the children to pronounce the sound B B B.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the B sound or not.

Work on pieces of paper.

Game "Read the syllable."

Work on the pieces of paper continues. The speech therapist offers the children a syllable that is written on the board. Then the speech therapist asks the children to find such a syllable on their piece of paper and read it.

Game "Read the word".

Children, under the guidance of a speech therapist, complete task No. 5. The speech therapist asks them to read the word on the board, and then they look for this word on their piece of paper and read it independently.

Lesson No. 22

Topic: Sound and letter R.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The dog guards its bone and growls R R R. Asks the children to pronounce the sound R R R R R.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound R or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter R. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Read the syllables."

Work on the pieces of paper continues. The speech therapist invites the children to read the syllables that he writes on the board. Then the speech therapist asks the children to independently read the words that are written on their pieces of paper.

Game "Read the words."

Children, under the guidance of a speech therapist, complete task No. 5. The speech therapist writes words on the board and reads with the children. And then the children read on their own paper.

Lesson No. 23

Topic: Sound and letter G.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. Look at the goslings, they say G G G G. Asks the children to pronounce the sound G G G G.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the G sound or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter G. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Read the syllables."

Game "Read the words."

Children, under the guidance of a speech therapist, complete task No. 5. The speech therapist writes words on the board and reads with the children. And then the children read on their own paper.

Lesson No. 24

Topic: Sound and letter Z.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The fly Tsokotukha flew to the market Z Z Z. Asks the children to pronounce the sound Z Z Z Z.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound Z or not.

Work on pieces of paper.

Game "Read the syllables."

Game "Read the words."

Children, under the guidance of a speech therapist, complete task No. 5. The speech therapist writes words on the board and reads with the children. And then the children read on their own paper.

Lesson No. 25

Topic: Letter E.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Say the letter”

The speech therapist asks the children to pronounce the letter E.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the letter E is in the word or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites children to look at the letter E. What does it look like? Then the speech therapist invites the children to take a red pencil and color the letter.

Game "Read the syllables."

Game "Read the words."

Children, under the guidance of a speech therapist, complete task No. 5. The speech therapist writes words on the board and reads with the children. And then the children read on their own paper.

Various teaching methods

There are constant debates among teachers about how to properly teach a child to read and what methodology to use. And there are quite a lot of them, and each has both its fans and opponents.

Book cover by Masaru Ibuki

For example, Masaru Ibuki’s motto in education is the phrase known to most: “After 3 years it’s too late.” The Japanese teacher bases his methodology on the belief that children under the age of 3 are the most susceptible to learning, during the period of formation of brain cells.

The method of Pavel Tyulenev, who created his “Mir” system, is also similar. Its main idea is to have time to reveal the child’s potential. The teacher believes that one should start from the first minutes of birth. In his opinion, children can learn to read and write before they can walk.

Pavel Tyulenev's method

But no matter what methods of teaching a child have been developed (according to Montessori, Froebel, Lupan, etc.), all teachers agree on one thing - learning should take the form of play and be based on love for children.
Knowing how to teach your child to read quickly, you will succeed. leave a comment

Teaching reading to children of middle preschool age

Elena Bredikhina

Teaching reading to children of middle preschool age

My article is addressed more to the parents of my group. We have a middle group and according to the development program, reading instruction begins with the senior group. But very often parents ask me how to start teaching their children , how to show the letters correctly, what methods are best to use. Therefore, I decided that it was worth discussing these issues and helping parents start teaching their children to read .

An old proverb says: “First az and beeches - then all the sciences.”

.
And following this proverb, we understand that our whole life is built on the ability to read; without reading, learning is not possible .
Teaching reading to preschoolers - now most of our parents want to give their children the opportunity to learn to read before entering first grade, since the school requirement for first-graders is getting higher and higher every year.

But we must not forget that 3-4 years old are still children, and teach in a playful way, with the help of songs, poems, and games while walking. If you decide to get serious about educating your child , then classes must be systematic and exciting. In no case should a child be forced to perform tasks “under pressure”

Reading can become a child's favorite pastime if you yourself enjoy reading books to your children.

I also want to warn parents who believe that teaching preschoolers to read is tantamount to “depriving them of their childhood.”

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I’m afraid then you will deprive them of their childhood in the first grade, when instead of relaxing and going for a walk after school, they will have to catch up with the children who gained knowledge in the garden. Therefore, do not skip classes in kindergarten; do not equate them simply with a game. We, in turn, will try to help your children learn the basics of reading .
In our group, we use various techniques that you can familiarize yourself with at useful information stands and apply them at home. Briefly about them: this is drawing letters in the air, memorizing poems with this letter, laying out letters using strings and beads. There are opponents and advocates of early methods of teaching reading .

Advocates of methods for teaching a child to read from an early age believe that a child’s brain is designed in such a way that it is easier for him to master reading at an early age than at 7 years old. Many famous teachers believe that teaching reading at the age of seven is too late.

Opponents of teaching preschoolers to read at an early age . They oppose it when parents do not know HOW to teach their child to read. The age is not taken into account when choosing a teaching . If parents consider it possible to quit studying after several classes and then start classes again.

So, let's move on to the most widely available reading training . Let's look at their pros and cons.

First I want to consider the “Phonemic” of teaching reading.

This method has been used for many decades. We learned exactly by this method. We first learned letters, then studied syllables and finally put them into words.

The advantages of this method:

— tested over the years;

- does not require special benefits;

— at school they will study using this method.

Minuses:

- it is difficult for a child to identify sounds and syllables in a word, since analytical-synthetic thinking, which is formed by the age of 7, has not yet been formed age

— This method is based on the principle of a child’s perseverance; at our age it is very difficult to get a child to sit and listen carefully to his mother.

If you choose this teaching , then it is very important to know that when teaching a child letters, you need to name the sound, not the letter. For example, the letter "M"

, not
"EM"
.

I would also like to draw your attention to Zaitsev’s teaching .

This method is based on teaching a child to memorize syllables immediately. This technique uses the visual material “Zaitsev’s Cubes”

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This method of teaching was taught to children in Russia ; Leo Tolstoy also wrote about it.
The advantages of this method:

- learns to read syllables easier and more natural for the child;

— training is carried out in a playful way;

- the child uses all the capabilities of the brain, he hears, sees and can touch;

- this method can be used from 2-3 years.

Minuses:

- may seem quite complicated to you;

— when studying using this method, preferably with a group of 2-3 children , it is not designed for individual lessons;

— material costs for visual material;

— the duration of training depends on the age of the child .

Board games as a method of teaching reading .

This method is suitable for parents who can devote a lot of time to the child and the production of visual material. For this method, you need to purchase or make cards with three-letter words and pictures for them (cancer, wasp, catfish)

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Here you need to match the picture to the word; the method is based on memorizing whole words. You can play not only with cards, but also with toys. Every home has a dog, a cat, a ball... A variety of objects will make learning more interesting and effective.
Educational computer games.

It happens that a child often finds himself in front of a computer. Determine what games he can play. Now there are many games for developing reading skills. They have sound and bright, colorful design, and contain lines of encouragement. Requires minimal parental involvement. And they have endless variety. Pay attention to games that use a microphone and voice recognition.

Outdoor games.

The opportunity to play anytime, anywhere and at the same time get important information.

Take chalk outside. Study the letter, write it, find objects with this letter, touch them. Think of words starting with this letter. At the same time, the child will receive not only reading , but will also expand his vocabulary. If your child’s friends join you, the learning will be faster and more interesting.

So we looked at some methods of teaching reading . Do not forget that all classes should be held in an interesting, playful way. You can't force children to study . If the child does not like the classes, rearrange their structure or change the place and time of classes.