Teaching reading in kindergarten according to federal state standards. Additional education program “Teaching reading” for children of senior preschool age

Bardova Lidiya Georgievna

There is no need to pester your mother,

No need to shake grandma:

“Read, please read!”

No need to beg your sister:

“Well, read another page.”

No need to call

No need to wait

Valentin Berestov

“Teaching a child to read” is an effective and accessible program for teaching preschoolers to read fluently and consciously

About problems in teaching reading to young children.

Reading is an amazing means of learning about the world. We use this tool every day in a variety of situations. At any moment we can satisfy our curiosity by opening a book or turning on the computer. Over many years of study, the reading process has become automatic. We read without difficulty, and sometimes it seems to us that there is nothing easier than reading.

If a preschooler is growing up in a family, then the parents are faced with the question: how to teach their child to read. In the old days, children were taught to read at school, but now, following some unwritten rule, a child must enter 1st grade reading.

It must be said that the parents themselves learned the basics of reading many years ago, and, naturally, forgot what a labor-intensive and complex process it is. Therefore, many of them enthusiastically begin to teach their child this “simple” process, as they consider it. And if the child is easy to learn, then the parents cope with this work without problems.

However, many parents face great difficulties when teaching their children to read. This forces them to look for the necessary information on the Internet and on bookshelves, where, by the way, there is now countless amounts of it. However, often this information is either difficult for home use or very ineffective. Therefore, some parents whose family budget allows this resort to the help of tutors.

What should other parents do? Who will teach their children to read?

It turns out that preschoolers have become hostages of this difficult situation.

An effective children's education program.

This manual has been developed for parents who would like to help their child learn to read. In its compilation, the experience of the most successful primary school teachers, as well as tutors preparing children for school, was used. This program is based on the well-known rule: any difficult work will become easy if:

Divide it correctly into parts, i.e. - dose it correctly;

And then arrange these parts in a strictly defined sequence.

In the proposed program, the sequence of learning letters and syllables differs significantly from the generally accepted traditional system at school. And the volume of material for each lesson is dosed taking into account the fact that at this age children’s attention is extremely unstable. Therefore, you need to work with your child for about 10-15 minutes a day.

It was precisely this sequence of each lesson and precisely this dosage of these sessions that became the main advantages of this program.

And another advantage is that an adult does not have to have a pedagogical education to work under this program: he just needs to show a reading sample and get it repeated.

1. Create and maintain a positive atmosphere in class. Show maximum patience, do not rush the child while reading, prompt him at a critical moment. Never scold him, praise him with or without reason.
2. Currently, various gadgets do nothing to awaken a child’s interest in reading. Moreover, some children openly express a stubborn reluctance to read. Considering this circumstance, classes must be started in a gentle manner, without pressure or coercion, reaching agreement with the child, taking into account his wishes, but at the same time showing some persistence. And, due to the fact that these classes are short in time and small in volume, after just a few days the child perceives the reading process positively.
3. Set yourself and your child up for daily activities (except weekends), make them a mandatory part of your daily routine.
4. Educators and psychologists claim that each child has his own pace of learning. That is why this program does not indicate a time frame for completing a particular lesson. But, to achieve good results, one very important rule should be followed: due for next lesson switch only when the syllables and words of the previous The child reads the lessons without errors and at a good pace. Throughout all classes, this is the most important rule. Strict adherence to it leads to the formation of one of the most important skills in a child - the skill of confident reading. And this is the foundation on which fluent reading is subsequently easily developed.

The word belongs to the adults.

The goal of this program is to make the work of learning to read as easy as possible, not only for children, but also for adults. It includes 28 lessons that clearly show how much work a small child has to do in order to learn to read. For example, more than 150 variants will need to be learned for two-letter syllables alone.

If parents decide to walk this path with their child, then they deserve the deepest respect and respect. And as a reward for this work, parents will have to repeatedly experience feelings of joy for each success, as well as pride in themselves and their child. And then all the difficulties that have to be overcome during this time are forgotten.

And one more important factor: such joint activities and successes significantly bring adults and children closer together.

Experience shows that love for a child, patience and regular lessons necessarily lead to the fact that by the end of learning to read according to this program, the vast majority of children read at the level of a student completing 1st grade, and some even better . Surprisingly, this result is achieved with just 10-15 minutes of exercise a day! Of course, such a result justifies any time spent on these activities.

Good luck to you and your child!

Classes on teaching reading to preschoolers

The number of syllables and words selected for each lesson is quite enough to learn to read, but this is provided that the rule mentioned above is observed: the next lesson should be started only when the child reads the syllables and words of the previous lesson without errors and confident.

Lesson 1.

First we learn 20 consonant letters. They must be pronounced briefly, abruptly, without overtones. You can’t pronounce Be, Ve, Ge...

At first, we learn only capital letters along with the corresponding picture, then we read them without pictures.

B C D E F G H K L M N

P R S T F H Ts Ch Sh Shch

Lesson 2.

BA WA GA DA ZHA ZA KA LA MA NA

PA RA SA TA FA HA TSA CHA SHA SCHA

Class 3.

We inform the child that a capital letter at the beginning of some words means that this word is someone’s name.

MA-MA PA-PA PA-RA LA-PA BA-BA RA-NA

VA-SHA ZHA-BA FA-RA PA-RA CHA-SHA CHA-SHA

RA-MA KA-SHA NA-SHA WA-ZA LA-MA WA-TA

DA-CHA PA-NA-MA FOR-DA-CHA MA-SHA DA-SHA

SA-SHA TA-MA-RA NA-TA-SHA PA-SHA

Class 4.

BO VO GO DO JO ZO KO LO MO NO PO RO SO TO FO KHO TSO CHO SHO

Lesson 5.

NO-SHA RO-ZA DO-MA MY-LO SA-MA ROSHA

KO-ZHA RA-BO-TA RO-MA VO-VA SO-FA JO-RA

Lesson 6.

BU WU GU DU ZHU ZU KU LU MU NU PU RU

SU TU FU HU TSU CHU SHU SHU

Class 7.

MU-KA MU-HA LU-NA LU-ZHA RU-KA PU-MA

SU-SHA SHCHU-KA SHU-BA TU-CHA BU-MA-GA

RA-DU-GA KU-KU-RU-ZA

Class 8.

WOULD YOU GAY DY ZY KY LY WE

NY PY RY SY YOU FY HY TSY

Class 9.

FISH ROSE RA-WE SHA-RY

MOUNTAINS GOODS TOOTH CHEEKS

CHA-SY BU-SY KO-ZY BA-NA-NY

Lesson 10.

BI VI GI DI ZHI ZI KI LI MI NI PI RI

SI TI FI HI QI CHI SHI SHI

Lesson 11.

This activity may cause some difficulties, because soft and hard consonants will alternate in these words. Usually it requires 2-3, and possibly more sessions.

PI-LA PO-NI NO-GI RU-KI KI-NO KO-NI

SI-LA GU-SI LI-PA ZI-MA TI-SHI-NA GO-LU-BI MU-ZY-KA MA-LI-NA SU-HA-RI DO-MI-KI

MI-NU-TA MA-KA-RO-NY VI-TA-MI-NY

Lesson 12.

BE VE GE DE JE ZE KE LE ME NE

PER RE SE TE FE HE CE CH E SHE

Lesson 13.

PO-LE MO-RE SE-NO KA-CHE-LI CHU-DE-SA

PE-TU-HI DE-TI GA-ZE-TA LE-NA LE-RA

GE-NA VE-RA WA-LE-RA

Lesson 14.

BÖ VÖ GÖ DÖ JÖ ZÖ KÖ LÖ MÖ NÖ

PYO RYO SHO TE FYO HYO WHAT SHE SCHYO

Class 15.

BE-RE-ZHE-KI THO-MA LEO-VA

SE-RE-ZHA LE-NYA SE-MA

Lesson 16.

BYA VYA GYA DYA KYA LA ME

NYA PYA XYA TYA HYA

Lesson 17.

THO-CHA PU-LYA NYA-NYA VA-RYA VA-LA VA-NYA

VA-XIA KA-TYA FE-DYA NA-DYA MI-TYA SO-NYA VI-TYA

ZHE-NYA TO-LYA PE-TYA GA-LYA TO-NYA KO-LYA

Lesson 18.

BYU VU HYU DU ZY KYU

LYU MU NU PU RYU SYU TU

Lesson 19.

LYU-BA LYU-XIA KA-TYU-SHA

TA-NU-SHA VA-RYU-SHA

VA-LU-SHA I-LYU-SHA YU-LA

Lesson 20.

In this lesson you need to enter small letters a, b, e, f.

te-cha be-ryo-za ba-ra-ba-ny cheeks bu-sy chu-de-sa go-lu-bi gu-by teeth toad-ba for-da-cha ba-na-ny shu-ba fish-ba ra-bo-ta for-bo-ry

Lesson 21.

cancer house smoke rice whale juice forest poppy honey varnish soup son cheese mouth nose cat dog our beetle world shower hour noise chalk

Lesson 22.

bub-lik ban-tik bal-kon sus-lik zon-tik par-ket per-sik kov-rik koz-lik secret-ret kar-ton bar-suk

las-tik air-duh doc-tor far-tuk fan-tik mos-tik journal-nal shash-lyk lan-dysh dozh-dik kar-man

Class 23.

river-ka rep-ka pal-ka stove set-ka half-ka weight-on vet-ka fork-ka sum-ka ban-ka kuk-la book-va man-ka metro-ro boch-ka mis-ka nit -shor-you brush-hey

shash-ki bowl-ka hat-ka sushi-ki

dance mouse cat

Lesson 24.

ba-nan puppy sha-lash ma-lysh sa-lat sa-lut smell bu-ket bu-fet cock-thump pi-rog then dya-tel tu-man

ve-ter ve-cher sa-har ry-bak ka-tok ko-tik

Lesson 25.

yu-la u-shi ut-ka az-bu-ka um-ni-tsa game-ra ik-ra el-ka ar-buz A-li-na u-li-tsachay my may may-ka your tea-nick sa-paradise bunny white game-paradise good Yu-la mu-ra-vey yours

Lesson 26.

salt dust shadow day king horse goose stump pain pain but more day finger fingers lie down ki-sel drinks pours drinks seven family wind-ha

Lesson 27.

brother sleeps table chair laugh knock thunder doctor elephant rook grandson March wolf tiger bridge elephant umbrella park cake colors trumpet animals eyes tears bees trousers gru-sha books school roof

Lesson 28.

ek-ran this e-that e-tazh ek-za-men

E-dick E-la ate the entrance entrance ate-la

At this stage, we finish studying the letters, as well as various variants of syllables and words with them. It remains to say that the letter Y is also a consonant letter, but, unlike other consonants, it does not form an independent two-letter syllable with vowels.

Great consolidation.

Reading skills can be strengthened using various manuals. For example, in books O. Perova « Primer-simulator" And Bakhtina "Primer" Excellent material has been collected for these classes. Classes still need to be held regularly, for about a month. The material should be given in small volumes to avoid overtiring the child. And remember: even 10-15 minute daily exercises give very good results.

Developing reading fluency (step-by-step instruction).

1. To work on reading fluency, stories of 4-6 sentences are selected. Suitable material for this is, for example, in the “Primer” by N. S. Zhukova.
2. We tell the child the following goal: “You’re doing great, you read well. But you grow up, and that’s why today we start learning to read like adults.” The child reads the selected story, and we ask him 2-3 questions about the content of the story. "About what (or about what) written in this story? What about him (about them) said? Next we say: “Read the story again, but read a little faster.” We praise the child and ask him to read the story again, but a little faster.
3. As a result, the child read the story 3 times. Undoubtedly, the child himself will like the fact that he can already read some words as whole words. After this, the child should be praised and the lesson should end there. At this stage, it is very important to observe the following rule: you cannot demand, let alone force, a child to read whole words. Over time, the transition from syllabic reading to whole word reading occurs naturally.
4. We begin the next lesson by working on the story from the previous lesson. Remind your child that he read this story very well, almost like adults, in the last lesson and ask him to read it just as well now. After this, praise the child and we don’t work with this text again in this lesson, even if the child did not read it very quickly. Let's move on to working on the next story. We read it 3 times in the same way as in the previous lesson.
5. The next lesson we begin again by working on the story from the previous lesson.

Reading children's books.

The purpose of these classes is instill a love of reading.

Children's books should be colorful and have appropriate fonts. During this period, you can read books without dividing words into syllables. And from time to time we remind the child that we try to read like adults because we are growing.

There are many different techniques and methods to increase interest in reading. One of the most effective ways to achieve this goal is the following method: an adult reads the beginning of an interesting story out loud, (for example, children's stories by Nosov, Suteev and other authors are suitable for this). Next, the adult, citing being busy, suddenly stops, preferably at the most interesting place, and complains that there will be no time to find out what happened next. If the child is interested enough, he continues reading on his own.

Also, to develop an interest in reading, you can invite children to read fascinating children's encyclopedias with short educational stories, and then ask the child to tell us what interesting things he learned. There are now a great variety of such encyclopedias on the market; we choose them in accordance with the age and preferences of the child.

This article covers the topic.

Do you have a preschool child in your family and you want to teach him to read? You've probably already purchased a bright, colorful ABC or Primer for your baby. Or maybe you’ve already tried to teach him to read, but it didn’t work out? In any case, this section of the site is specifically for those adults who want to help their child learn to read.

Let's first figure out why and why adults teach preschoolers to read, because teaching reading is part of the general education program of the first grade of school. There are many possible answers to this question:

The process of learning to read is the most interesting, but difficult and responsible. If children do not read correctly, fluently, and expressively, they will not be able to master competent writing and will not learn to solve problems. Teaching children to read means preparing them to work independently with text and instilling a love of reading. Consequently, mastering reading skills is both a means and one of the conditions for the overall development of children. The reading process is very complex, since it involves thinking, speech, perception, memory, imagination, auditory and sound analyzers.

Psychologists believe that at 4-5 years old it is easier for a child to learn to read than at 7-8 years old, explaining this by the fact that a five-year-old child has already mastered speech well, but words and sounds are still interesting to him, he willingly experiments with them, and easily remembers whole words , and then begins to distinguish letters in them, and the adult can only give his interest the direction necessary to master the skill of reading. At an older age, words and sounds become something familiar to the child and his experimental interest disappears. The intellectual development of a preschooler is most successful during his play activities.

Learning to read is, without a doubt, one of the main conditions for successful early development of a child.

Learning letters

The purpose of this section is to introduce children to writing letters and to teach them to perceive letters by ear.

Effective learning to read directly depends on the development of children's cognitive abilities. At 4-5 years old, children can already analyze the properties of the objects around them. It is at this age that children show an interest in letters, so they can begin preparing to learn to read. Preparation for teaching reading to preschool children should include games that promote the development of reading skills. They are aimed at developing memory, attention, thinking and fine motor skills.

By reading, the baby develops his speech, since reading is one of the types of speech (written);

By reading and memorizing new words, the child develops thinking and increases vocabulary;

Reading helps the child remember the standards for constructing sentences, and he himself begins to construct his speech correctly;

By repeatedly reading the same word, the child visually remembers its outline, which will help him write correctly in the future;

Reading is a new way of obtaining information; now the baby can independently find out the information that interests him.

Based on the positions stated above, the content of the course was developed for a two-year period of study (1st year of study - for children 4-5 years old; 2nd year of study for children 5-6 years old) in reading in a playful way.

Online games and trainings for teaching children to read using the syllabic method:

• Online game Put the syllables in their places
• Online games Talking books (the computer shows a pictogram of a syllable and can say it out loud)
• Game to strengthen reading skills Guess the word
• A game to develop a child’s figurative memory Extra warehouses
• Online game Word in the Matrix
• Game - training Guess the pictogram
• Online game Memorizing pictograms - warehouses

The next, very important question: how old is your baby?

2-3 years. A wonderful age - the child begins to learn to understand the world around him, gets acquainted with the color, shape, size of objects with interest, reacts very directly to his successes and failures, and is open to communication with adults. But! Letters at this age are incomprehensible and uninteresting hieroglyphs; the essence behind them is still inaccessible to understanding by a small person. At this age, you should not be zealous in teaching your child, be it reading, counting, or foreign languages. It’s better to give your child the opportunity to feel the world around him with the help of sight, hearing, taste, and fingers. Having learned to feel the world in all its manifestations, the child will master the skill of reading with great success in the future.

4-5 years. From the age of 4-5 years, a child can analyze the properties of objects and influence them in order to change them; at this age, the child’s “feeling for language” is especially pronounced. Therefore, if your child is already showing interest in letters and can enthusiastically engage in educational games for 10-15 minutes, you should carefully try to start classes. But if a four-year-old has not yet learned to focus attention, purposefully carry out developmental tasks, reacts violently to his failures, and is impatient, then it is better to wait.

6-7 years. According to modern physiologists, psychologists, speech therapists, and teachers, this age for most children is the most favorable for the active development of perception, attention, memory, and thinking. A child at this age is physiologically ready for developmental education, he has a desire to learn. An older preschooler is already able and willing to study, and shows great interest in organized forms of activities related to the acquisition of knowledge, abilities, and skills. It is the older preschool age for most children that is most effective for starting to learn to read. This does not mean that all children will master reading skills to the same extent, but they need to start working with them.

And one more important question. Can reading lessons be harmful to a child? They can - if the adult organizing these classes does not take into account the age and individual characteristics of the child, overloads him with educational tasks instead of the activity that is natural for a preschooler - games, and makes it an end in itself at any cost to teach the child to read

Run an online exercise to teach reading by warehouses

How to teach a child to read After just a couple of months of lessons, the child will be able to confidently read the words in an ABC book or a book specially adapted for children. After the student has learned to reproduce syllables, you can move on to words. First, it is better to give words to read, each of the syllables in which consists of two letters: “ma-ma”, “po-go-da”, “ka-sha”, “ra-bo-ta”. Later you can move on to longer warehouses: “mouse”, “bowl”, “house”, and the like.

What if the baby doesn’t know the words?

Thus, you will not only teach your child to read confidently before the age of 5, but you will also ensure that the preschooler begins to love reading himself. Of course, the acquired skill must be constantly maintained, trying to regularly practice with the child.

Quite often, parents complain that they teach and teach their child, but he cannot understand how to read a syllable. And here you should understand that learning to read is, first of all, training the intellect. In order for a child to understand something new, he needs to be told it 600 times. A preschooler simply remembers (and does not understand) how letters are written, syllables, words and sentences are pronounced. Therefore, if you want to teach your baby to read, surround him with cubes and magnets, cards and so on with the image of letters. The more often a preschooler sees letters, the faster he will get used to them and learn them.

When the student remembers the letters, you can move on to learning to read. readiness for learning can be recognized by asking the child to assemble a word from letters, for example, “ball” or “doll,” and showing how this word is written on paper. If a child can assemble words from letters using patterns, then he is ready to learn to read.

It is easier to teach a preschooler to read using an ABC book or children's books with large text. the adult reads and moves his pointer through the text so that the student understands what the adult is reading. This way you can read to a child from a month to three months, 10-15 minutes a day. After this, you can read by moving his hand along the text. This stage can take from a week to a month. And only after this, we move on to the teaching itself: first we read the syllable ourselves, and then ask the child to repeat it. When the child learns to read syllables, you can begin to read words, also by first reading the word out loud to him, and then ask the baby to repeat. Without rushing or rushing your child, you can happily teach reading to a child who does not want to learn to read.

The article was devoted to the topic "Program for teaching reading to preschoolers".

I decided to look for a reading program for my child. After a quick look at the offers on the market, only two suitable ones were found: “The Merry ABC” by Cyril and Methodius, Russia and “The Magic ABC Book” Copyright Akella, Sweden. It's possible, of course, that I was just unlucky and someone else discovered something else.

I decided to look for a reading program for my child. After a quick look at the offers on the market, only two suitable ones were found: “The Merry ABC” by Cyril and Methodius, Russia and “The Magic ABC Book” Copyright Akella, Sweden. It's possible, of course, that I was just unlucky and someone else discovered something else.

To my deep regret, the discs either did not come with a description at all (“Merry ABC”) or the description was very brief and unclear (“The Magic ABC Book”). Do manufacturers really assume that when choosing a curriculum, consumers only need to look at a beautiful picture and title? I had to take the pig in a poke.

I must say that I was not delighted with both programs! Although both there and there were rational grains. Now, if, like Gogol, you added a piece of another to a piece of one, threw out most of it, and added an even larger part, then perhaps you would get what you need. But, unfortunately, the producers didn’t ask me :)

But let's start with the script.

So, "Merry ABC". As the manufacturers themselves point out, these are “interactive cartoon lessons for children.” The main character is a hare. It is also drawn on the disk. The structure of the program is strictly linear. In some places there are three difficulty levels. It is impossible to move to the next stage without passing the previous one.

1. "The story of how the hares started talking."

   A cartoon for a couple of minutes. No interactivity. Like it or not, for the first time or the twentieth you will have to watch everything from beginning to end. Although the animation is decent, still, especially in a situation where there is no interactivity, I prefer to show my child the classics of animation on a videotape over the proposed plot nonsense.

   "There is an object in this picture that can sound or speak. Find it." The pictures are repeated. You can go back, but you cannot skip this stage without playing out all four proposed situations. The difficulty level is determined by the number of items offered for selection. The fifth time it's already tiring.
   

2. "The hare guessed that any word can be drawn."

   Another cartoon for a couple of minutes. Viewing is required. It is not possible to interrupt and jump.

   Interactive game. In the big picture you need to find the objects drawn in the small picture. For example: On the left is a jump rope. On the right are four pictures of a hare in different environments. In one of these pictures, a hare is jumping on a skipping rope. Three difficulty levels are determined by the total number of large pictures: two, three or four. There is probably some deep methodological meaning to the presence of this particular game on the alphabet teaching disc.
   

3. "The hare realized that words consist of letters"

   Cartoon for a couple more minutes. You can watch it once. But you have to watch it exactly as many times as you run the program. You will not be able to exit at this point, or skip over this or other stages. You can only return to the previous stage and watch everything from the beginning, but you won’t get to the very beginning, to the exit. Maybe there are some keys for exiting from any place in the program, but I went through all the standard ones and didn’t find the ones I needed.

   Interactive alphabet. All letters are on the screen. When you select a letter, it is pronounced and a picture with a word starting with that letter is shown. Thank God, you don’t have to go through all the letters. You can quickly move on to the next game. A huge drawback of the game, in my opinion, is that here and further the names of the letters are pronounced, as in the alphabet, and not the sounds corresponding to the letters. I'm a big believer in teaching sounds and moving quickly to syllables. I agree with many recommendations for teaching reading, which say that when teaching the names of letters at the initial stage, it is much more difficult to move on to merging later. The child will have to turn the simple word “dad” into a word from the combination of letters pe-a-pe-a, remembering along the way either a rooster or a stork. Why complicate the process when it is already difficult?!
   

4. "The hare shows how syllables are made from letters"

   Short cartoon. The magician hare brings M closer to U, lightning, thunder, it turns out MU. Informative and, most importantly, not as tediously long as in previous episodes. In general, this stage is one of the most successful, in my opinion. If the structure of the program was not strictly linear, I would start with it and be limited to it. All the rest, in my opinion, are methodologically quite weak. The quality of the animations is nothing. But the plot of cartoons for the most part is also nonsense. Very reminiscent of American comics.

   Interactive game. Composing syllables. Two cans. Each contains several letters, depending on the level of difficulty. The hare asks to form certain syllables. You need to choose a letter from each jar. The set of syllables is limited to ten. "Coo-" a cackling hen is demonstrated. "Aw-" dog. "Uh-" eagle owl, etc.

   Interactive game. Composing words from syllables. In the picture, several weights are placed interspersed; you need to rearrange them to get the right word. If everything is correct, then the word is demonstrated. This is cute.

   Although this stage is one of the most successful in the program, in my opinion, it also has a number of significant drawbacks. The range of proposed syllables and words in the program is very limited. No more than ten each. On the second or third viewing, everything repeats itself. The lion's share of syllables are not used at all. Therefore, you won’t be working on this stage for a long time. The complexity of syllables varies greatly. Everything is mixed: both open and closed, and from two letters, and from three. The authors clearly lack a methodologically competent script.
   

5. "Every complete thought is a sentence."

   Cartoon.

   Interactive game. You need to make sentences from the given words. It is not necessary to read to your child at this stage. Words are read if you point at them with the mouse.
   

6. Graduation ceremony. The diploma can be printed.

   Only now you can exit the program. God bless! A small piece I like is not worth my long wanderings.

Let's move on to the "Magic Primer". I must say that this program came across to me first, and I considered it not very successful until I watched “The Cheerful ABC.”

After entering the program, you can select two modes. One is free, the other is not free. In both cases, the process is led by two different trolls.

I didn't like the proprietary version at all. The troll asks you to choose one from several letters. At the same time, he calls the name of the letter, and not the sound corresponding to it. The correct letter must be circled with the mouse. I must say that even I don’t always succeed the first time, but I have very good fine motor skills and a lot of experience working with a mouse. The child may even despair. Until you circle it, you won’t go further.

The free stage is much better. You can type any word. The program will read it. The letters and syllables come to life very nicely. Reading proceeds syllable by syllable, one might even say word by word, as is customary in Zaitsev’s method. In general, this moment from the program, in my opinion, can be used in parallel with the Zaitsev method as another option for “prescribing” words. There are cubes, there is a table, there is a cassette - why not use another program? But here, as always, there is a fly in the ointment. If the program does not know a word, then it “reads” it letter by letter, calling not the sounds, but the names of the letters. This is where a child who is taught basic reading gets confused! A brilliant solution would be, in addition to words, to include warehouses in the program! But: I wasn’t there when the script was written.

If the word is in the program, then everything is great. It is read correctly, first syllable by syllable, then as a whole. Then the corresponding picture is shown. The pictures are very cute. For the same word, the program can show different pictures each time. My child (3 years old) is delighted at this moment. He asks to show it again and again. But here too there is a fly in the ointment. Sometimes pictures are shown with a sentence that includes the given word. The word stands out. The idea is wonderful, but the proposals are very poorly chosen!

A couple more shortcomings. You cannot type a word of more than six letters. Not all words that are stored in the machine’s memory and can be read correctly have pictures. Very popular words are not included. For example, the machine does not know the words “baba” and “grandfather” and “reads” them be-a-be-a and de-e-de. It would be better not to try at all! But the words “grandmother”, “grandfather” and many of our other favorites: “crocodile”, “hippopotamus”, “tomato”: do not fit into the proposed framework. The machine also cannot read names.

And finally, immediately after the words, the program automatically proceeds to games with this word or with another, if the typed word is not stored in the machine’s memory. At this moment it sounds music and the same phrase is repeated every time: “Now play various games with the word.” Although we play very rarely, no more than once a week, and use the computer only as an aid to learning to read, we are already incredibly tired of this music and phrase. I even tried to find the corresponding sound file among the program files and replace it with an empty one, but, unfortunately, I couldn’t find it. After 10 words have been typed, you already want to hit the computer with something! The phrase is firmly ingrained in the memory. If there was no automatic transition and you could type words until you get bored, and then, at any convenient moment, switch to games, it would be much more interesting.

In principle, this program wins compared to the previous one precisely due to its flexibility. You can choose from 9 games. Games for every taste. But again there are disadvantages - letters are called in games by their names, little attention is paid to syllables. As a result, I only show my child three games. One is to assemble a word from puzzles (each letter has two parts). Another is to catch the right parrots in the right order. The third is to find a word among many others.

Among the game ideas I liked, there is also a hedgehog, which needs to choose a path in order to form a word. There is a snake that must crawl and eat the word spelled out. However, as these games progress, letter names are called out, which is something I try to avoid.

As a result, despairing of finding a suitable ready-made option, I use only individual elements for my child:

1. A homemade PowerPoint presentation demonstrating and naming warehouses in different orders (in a table, in voiced-voiceless pairs, etc., etc.). I have only partially completed the warehouses so far. A series of warehouses should, in my idea, end with the words securing these warehouses. The words are read and shown in order, then the whole picture is shown. I gradually select words and pictures.
2. "Magic ABC book" to write and read words. To avoid letter-by-letter reading by the program, I wrote out and offer those words that are included in the machine, are read correctly and have a picture. There is still more choice than in my presentation, although this is temporary, since in general the choice in the primer is still not enough.
3. Three named games from the "Magic ABC Book".
4. It would be nice to have more games with syllables from the ABC, but I don’t have the patience to scroll through the entire cartoon for a small piece.
5. At the very beginning, I would add even more phonics games. For example, like this:
   The word is called. You need to find among the suggested letters that appear in this word. I found it correctly - the letter takes its place in the word. I collected all the words and a picture is shown. And - more active. Not just show, but catch, grab, shoot, turn, guess.

Of course, this approach is inconvenient and there is clearly not enough interactivity. Therefore, I really want to find a decent program! I typed any word - the machine read it, showed me a picture, and gave me a good phrase. I indulged and moved on to games. Much more opportunities for the child to experiment! What you typed is what you read. A capable child will quickly grasp patterns on his own. Which, in fact, is what you should strive for in any training. But for now, we write about what we have :).

Discussion

I completely agree with the author about “The Fun Alphabet”, it’s very stupid. My daughter figured it out quickly, but I still can’t understand how she manages to form syllables on the computer, but doesn’t see these syllables in the book, in my opinion the program doesn’t let me understanding, but just a guessing game.

And my 3-year-old child, who knew only 12 letters by the time he got acquainted with the “Magic Primer,” learned not only the entire alphabet, but also the keyboard in just a month, INDEPENDENTLY with the help of the “ABC”! I'm not even talking about putting together letter puzzles and Hedgehog going through a path of letters to form a word! So to each his own! Apparently, this particular program suited him.

According to the "Merry ABC" from "Cyril and Methodius" in the article there are inaccuracies, and fundamental ones.

1. You can download any of the 6 lessons if you wish. There is a separate button for this.

2. You can skip the cartoon before any lesson by simply clicking the right mouse button.

3. You can exit the game in any lesson by simply clicking on the basket under the bird in the lower left corner of the screen. In this case, you can then return to exactly this place in the game.

This is the main thing. There are a few more details. For example, stage 2 from the third lesson is not mentioned where you need to indicate which letter the object drawn in the picture begins with. :-)

Thus, most of the complaints about the program disappear. There are, by and large, two left:

letters are spoken as letters (be, ve), and not as sounds and.... there are few syllables and their combinations. :-)

Hi Masha.
Now I finally understand your letter to baby.ru.
The programs are really stupid. Although I didn't use them. But I read the article. Indeed, these guys should cooperate with Zaitsev. DIY projects are good for home use. By the way - Were these your presentations in the echo? I liked it.
I would give these programs a 2. And only one that composes syllables 2+.
I associate these programs with the automation of forest cutting using a stone axe. (A computer is added to the axe) Expensive and ineffective.
Well, that's it. Bye Mikhail

Why even learn to read using computer programs? My son is almost four years old, he and I learned letters before he was two years old, and now we are learning to read according to Zaitsev. I regret that I didn’t start with this technique earlier. And on the computer we master games like Blocks and Lines.

We had the same problem with "Merry ABC". The children played it once (maximum two times) and were already tired of listening to the same thing. As a result, my son learned to read syllables 5 months before school (at age 7) and this program did not help much. My daughter and I are studying now, but without this game.

24.10.2000 19:40:41

Comment on the article "Teaching reading. Review of some computer programs (part 1)"

Please enlighten me about what programs are currently available and how they differ. We are preparing for 1st grade, I want to understand that Well, develop cognitive processes, if possible, teach to read syllables. Molchanova has an excellent training manual...

learning to read. Education. Child from 3 to 7. Education, nutrition, daily routine, visiting kindergarten and relationships with teachers, illness and physical development of a child from 3 to 7 years.

Discussion

Read to your child regularly and occasionally ask for the initial letter of 1-3 letter words. When the time comes, he will either read it himself or persistently ask him to teach him. I liked teaching according to Kosinova. Zhukova walked with difficulty.

I taught my child consistently. The alphabet had been hanging above the crib since birth. In the toilet there is a table of syllables on the inside of the door. All objects in the house were labeled: DOOR, WALL, CHAIR, TABLE. On the way to kindergarten at the age of three, the child read the first sign on the tent: “BEER.” This day became a holiday for us. The child received a chocolate bar and off we went.

We teach a child to read using computer programs. Programs: Fun ABC of Cyril and Methodius and Magic ABC book from Akella. It's so exciting. When you are alone, you can play a puzzle; when there is a group of children, we play the same games...

Following the link is an article by a psychologist about modern methods of teaching reading that contribute to illiteracy...: ((IMHO, for parents of thematic children, the article is oh so relevant... I am not a psychologist or a speech therapist, but looking at my nephew, who is studying at the beginning, ...

Discussion

In our garden, a phonetic analysis of words is underway. As a result, the son wrote the word LEV, because when we say LEV, by stretching the vowel, the sound E is clearly heard

We were somehow discussing literacy at work... what we came up with based on a small sample: Those who started reading early, even without having a great interest in reading throughout their lives, write quite competently. Those who read closer to the “standard” school norms, even after reading voraciously, experienced problems with literacy. That is, it is quite likely that the association of text with graphic symbols and transformation into semantic concepts is easy up to a certain point - clear connections are established, and subsequently it is this type of information perception that is used in learning. If this does not happen, other mechanisms of perception and association are activated, and this one fades away)) Although, most likely, the situation can still be corrected with rules and hammering
By the way, I look at the older one (non-thematic, 8 years old) - she doesn’t like to read, there are no problems with spelling at all. Somewhere in the subconscious it determines the correctness of the spelling, and can clarify something with me only if there are doubts. At the age of about 3.5, she had a strong interest in reading, she drove me straight (she has slight vision problems, and I tried to protect her from eye strain) - in the end she mastered syllables, understood how words are composed - and the interest faded away. I returned to reading closer to 6, and immediately read in sentences.

Learning to read. Review of some computer programs (part 2). How to choose a book to read in English? (part 1). Summer is approaching. My numerous students are divided into types of thinking and memory, mathematical, analytical, artistic...

Discussion

Here is a link to teaching counting using Doman. My boys like to study using notebooks by Kolesnikova and also by Gavrina and Kutyavina. There are a lot of notebooks in these programs; here you need to go to the bookstore and choose. Perhaps you should watch Schitarik from Smeshariki. Continue counting everything at home - candy, pencils, how many forks, cups, plates, how many dishes are needed for dinner. We started counting with specific objects, only then we moved on to books.
Here is another link to games with scores
http://adalin.mospsy.ru/l_01_00/l_01_08b.shtml

Among the huge selection of methods, teaching reading using Nadezhda Zhukova’s method is very popular. Her method is adapted for self-study by parents and children at home. N. Zhukova’s textbooks are affordable and can be purchased in almost all bookstores. Let's try to figure out what's special about this technique and why it's so popular.

From the biography

Nadezhda Zhukova is a well-known domestic teacher, a candidate of pedagogical sciences, and has extensive speech therapy experience. She is the creator of a whole series of educational literature for children, which is published in multi-million copies. Many of her scientific works have been published not only in Russian, but also in specialized publications in other countries.

Nadezhda Zhukova conducted a lot of research with preschool children, carefully studying the progressive processes of their speech development. She has created a unique technique with which children can quickly learn to read and easily move from it to writing. In her method, N. Zhukova teaches children to correctly add syllables, which she uses as a single part in reading and writing in the future.

Sales of her modern “Primer” exceeded 3 million copies. From these figures, according to statistics, we can conclude that every fourth child learns to read using it. In 2005, it was awarded the title of “Classical Textbook”.

In the 1960s, Nadezhda Zhukova was an active worker in an initiative group that dealt with the creation of specialized groups for children with problems and disorders of speech activity. Now such speech therapy groups and entire kindergartens with this focus are widespread not only in our country, but also in the CIS countries.

Features of the technique

In creating her own special method, N. Zhukova took advantage of her 30 years of speech therapy work experience. She was able to build a successful combination of teaching literacy with the ability to prevent mistakes children make when writing. The textbook is based on a traditional approach to teaching reading, which is supplemented with unique features.

In speech activity, it is psychologically easier for a child to isolate a syllable than a separate sound in a spoken word. This principle is used in N. Zhukova’s technique. Reading syllables is offered already in the third lesson. Due to the fact that at the very beginning of learning to read, this process for children is a mechanism for reproducing the letter model of a word into a sound one, the child should already be familiar with letters by the time he learns to read.

It is not worth teaching your child all the letters of the alphabet at once. The baby's first acquaintance should be with vowels. Explain to your child that vowels are singing letters and can be sung. Start by studying the so-called hard vowels (A, U, O). After the baby has become familiar with them, you need to start adding up: AU, AO, OU, UA, OU, OA, OU. Of course, these are not syllables, but it is with this combination of vowels that it is easiest to explain to the baby the principle of adding syllables. Let the child himself, helping himself with his finger, draw paths from letter to letter, singing them. This way he can read the combination of two vowels. Next, you can start memorizing consonants.

Then, when you start teaching your baby to read, explain to him how to determine by hearing how many sounds or letters you have pronounced, which sound in a word sounds first, last, second. Here N. Zhukova’s “Magnetic ABC” can help you in learning. With its help, you can ask your baby to lay out the syllables you pronounce.

You can also feel the letters and trace them with your finger, which will contribute to their tactile memorization. When the baby learns to merge syllables, you can invite him to read words with three letters or words with two syllables. (O-SA, MA-MA).

In Zhukova's "Bukvara" parents will be able to find mini-studies on learning each letter and recommendations for learning to add syllables. Everything is written in accessible language. In order to use them, parents do not need to have a pedagogical education. Absolutely any adult can conduct the lesson.

A preschooler is able to perceive information only in a playful form. For him, playing is a calm environment where no one will scold or criticize him. Do not try to force your child to quickly and immediately read syllables. For him, reading is not easy work. Be patient, show affection and love to your baby during training. This is important to him now more than ever. Showing calm and confidence, learn to add syllables, simple words, and sentences. The child must master the technique of reading. This process is not fast and difficult for him. The game will diversify learning, relieve you from the boring task of studying, and help instill a love of reading.

Your patience and calmness will help your child master reading faster.

Starting age

You shouldn't rush things. It is quite normal that a 3-4 year old child is not yet capable of learning. During this age period, classes can only begin if the child shows great interest in reading activities and shows a desire to learn to read.

A 5-6 year old child will have a completely different attitude towards this. In preschool institutions, educational programs are designed to teach children to read syllables. However, children are not always able to assimilate information received in a large group. Many children require individual lessons in order for them to understand the principles of adding syllables and words. Therefore, do not miss the opportunity to work with your child at home. By coming to school well prepared, it will be easier for your child to endure the adaptation period.

It is important to take into account psychological readiness for learning to read. Children are ready to start reading only if they already speak well. correctly form sentences in their speech, phonemic hearing is developed at the proper level. Children should not have hearing or vision problems or speech therapy problems.

Learning to read should begin at the age when you see the baby's interest and feel that he is ready

Sounds or letters?

Getting to know letters should not begin with memorizing their names. Instead, the child must know the sound that is written with a particular letter. No EM, ER, TE, LE, etc. there shouldn't be. Instead of EM, we learn the sound “m”, instead of BE, we learn the sound “b”. This is done to facilitate the child’s understanding of the principle of adding syllables. If you learn the names of the letters, the child will not understand how the word DAD is obtained from PE-A-PE-A, and the word MOM from ME-A-ME-A. He will not add the sounds that are indicated by the letters, but the names of the letters as he has learned, and accordingly he will read PEAPEA, MEAMEA.

Learn vowels and consonants correctly

Don't start learning letters in alphabetical order A, B, C, D... Follow the sequence given in the Primer.

First of all, learn the vowels (A, O, U, Y, E). Next, you should introduce the student to the hard voiced consonants M, L.

Then we get acquainted with dull and hissing sounds (K, P, T, Sh, Ch, etc.)

In the “Primer” by N. Zhukova, the following order of studying letters is proposed: A, U, O, M, S, X, R, W, Y, L, N, K, T, I, P, Z, J, G, V , D, B, F, E, L, I, Yu, E, Ch, E, C, F, Shch, J.

The sequence of learning letters presented in Zhukova’s primer will help you easily adapt to the school curriculum

Reinforcing the material we have learned

Repetition of previously learned letters at each lesson will contribute to the faster development of the mechanism of competent reading in children.

Reading by syllables

Once you and your child have learned a few letters, it's time to learn how to form syllables. A cheerful boy helps with this in the “Bukvar”. It runs from one letter to another, forming a syllable. The first letter of the syllable must be pulled out until the baby traces the path along which the boy is running with his finger. For example, the syllable MA. The first letter is M. Place your finger at the beginning of the path near it. We make the sound M while we move our finger along the path, without stopping: M-M-M-M-M-A-A-A-A-A-A. The child must learn that the first letter stretches until the boy runs to the second, as a result they are pronounced together, without breaking away from each other.

Let's start with simple syllables

The child must understand the algorithm for adding syllables from sounds. To do this, he needs training first on simple syllables, such as MA, PA, MO, PO, LA, LO. Only after the child understands this mechanism and learns to read simple syllables can he begin to work on more complex syllables - with hissing and voiceless consonants (ZHA, ZHU, SHU, HA).

Stage of learning to read closed syllables

When the child learns to add open syllables, it is necessary to begin learning to read closed syllables, i.e. those in which the vowel comes first. AB, US, UM, OM, AN. It is much more difficult for a child to read such syllables; do not forget about regular training.

Reading simple words

When the child understands the mechanism of adding syllables and begins to read them with ease, the time comes to read simple words: MA-MA, PA-PA, SA-MA, KO-RO-VA.

Watch your pronunciation and pauses

In the process of learning to read, it is necessary to carefully monitor the child’s pronunciation. Pay attention to the correct reading of the endings of words; the child should not guess what is written, but read the word to the end.

If at the initial stage of learning you taught your child to sing syllables, now the time has come to do without it. Make sure your child pauses between words. Explain to him what punctuation marks mean: commas, periods, exclamation and question marks. Let the pauses between words and sentences that the baby makes be quite long at first. Over time, he will understand and shorten them.

By following these simple rules, you can teach your child to read quite quickly.

Popular books for children by N. Zhukova

In order for parents to be able to teach their child to read and write using her methods, Nadezhda Zhukova offers a whole series of books and manuals for children and parents.

This includes:

"Primer" and "Copybook" for children 6-7 years old in 3 parts

The copybooks are a practical application to the Primer. The syllabic principle of graphics is adopted as the basis. A syllable acts as a separate unit of not only reading, but also writing. The recording of the vowel and consonant letters acts as a single graphic element.

"Magnetic ABC"

Suitable for both home use and for classes in child care institutions. A large set of letters allows you to compose not only individual words, but also sentences. The “ABC” comes with methodological recommendations for work, they are supplemented with exercises for teaching children.

"I write correctly - from the Primer to the ability to write beautifully and competently"

The textbook is suitable for children who have already learned to read syllables together. It is also necessary that children can identify the first and last sounds in a word, can name words based on the sound that was named to them, and indicate the location of a given sound in a word - at the beginning, in the middle or at the end. The book is designed to demonstrate the creativity of the teacher who studies it. The proposed sections can be expanded or narrowed; the number of oral and written exercises is varied by the teacher. At the bottom of some pages you can see guidelines for conducting classes. Many story-based pictures, offered as illustrations for the textbook, will help the child not only easily learn the basic principles of grammar, but also develop oral speech.

"Lessons on correct speech and correct thinking"

The book is suitable for children who already read well. Here you can read texts of the classical genre. For parents, there is a detailed methodological description of classes based on the book. A system for working on the text is attached to each work for its analysis. With its help, children learn to think, understand hidden subtext, explain, and discuss. You can also see the meaning of words unknown to the child that are in the children's dictionary. Also The author introduces children to famous poets and writers, teaches them how to read this or that work correctly.

"Lessons in penmanship and literacy" (educational copybooks)

A manual that complements the other elements of N. Zhukova’s system. With its help, the child will be able to learn to navigate the sheet, work according to a model, trace and independently write various elements of letters and their connections. Tasks are offered for sound-letter analysis of words, adding missing letters in a word, writing uppercase and lowercase letters, etc.

"Speech therapist lessons"

This textbook is characterized by a system of lessons that is understandable not only for teachers and speech therapists, but also for parents, with the help of which it is possible to achieve clear speech in children. The proposed exercises focus on developing only one specific sound. Thanks to this, classes are held with great effect. The level of speech development of the child with whom they begin to study is not so important. For all children, classes will have a positive result. Perfect for activities with children of any age.

"The first book to read after the Primer"

For children who have completed studying the Primer, it is recommended as the first book - “The first book to read after the Primer.” It will soften the transition from the Primer to ordinary literature. The main goal of this teaching aid is to develop curiosity in children, the desire to learn new things, develop intelligence and perseverance.

1 part- these are fables and stories. They continue the texts given in the Primer, only a more complex version is proposed.

part 2- information for the young naturalist. It offers information from encyclopedias about the main characters of stories or fables.

Part 3 represents fragments of poems by great poets. In each passage there is a relationship with any fragment of part 1 of the book. This could be a poem about the seasons of one of the stories, about the animals of one of the fables, the weather, etc.

Thus, with the help of Nadezhda Zhukova’s teaching methods, parents themselves will be able to perfectly prepare their child for school. Using its methodological and educational aids, you can not only teach a child to read well and correctly, but also teach him to write, introduce him to the basics of competent written speech, and avoid many speech therapy problems.

For a review of Nadezhda Zhukova's primer, watch the following video.

WORKING PROGRAMM

additional education

The purpose of this program is to build a system for teaching reading to preschoolers aged 4 to 7 years.

To achieve this goal, the following have been identified: program objectives:

• Mastering the ability to work with the full range of sounds and letters of the Russian language.
• Teaching preschoolers analytical-synthetic fusion of syllable combinations - reading.
• Development of thought processes (elements of analysis, synthesis, comparison, generalization, classification), the ability to hear and reproduce the sound image of a word, and correctly convey its sound.
• Application of acquired knowledge, skills and abilities in cognitive activity.
• Fostering a culture of communication that promotes the ability to express one’s thoughts, feelings, and experiences.

Download:

Preview:

"Accepted"

On the pedagogical council

MBDOU "Kindergarten No. 14"

protocol No. ___

From ______________2012

Municipal budgetary educational institution

"Kindergarten No. 14 in the city of Krasnoarmeysk, Saratov region"

WORKING PROGRAMM

additional education

for teaching reading to preschoolers "Chitariki"

The program has been developed

Deputy Head of

Educational and methodological work

I qualification category

Borovoy N.P.

Krasnoarmeysk, Saratov region

2012 - 2013 academic year

EXPLANATORY NOTE…………………………………………..……………..3

CHAPTER I. Contents of the reading training program………………..…………………4

CHAPTER II. Structure and main directions of program implementation...................................5

structural organization of classes……………………………………………………….5

working with sounds and letters……………………………………………………………….5

interaction with parents………………………………………………………...6

CHAPTER III. Calendar-thematic planning of reading lessons…………………………………………………………………………………………...7

CONCLUSION……………………………………………………………………………………….11

BIBLIOGRAPHY……………………………………………………………………………………….11

APPENDIX………………………………………………………………………………….12

EXPLANATORY NOTE

Learning to read is not easy. Knowing the alphabet and putting letters into syllables, and syllables into words, is not everything. Many remain at the level of putting words together, without learning to see the meaning in what they read. Learning to read is, without a doubt, one of the main conditions for successful personal development. A child who begins to read in preschool age certainly has an advantage over his peers who cannot read.

If for any reason a child were to have only one skill, then that skill would undoubtedly have to be the ability to read. This skill underlies all the activities he encounters in life.

The main task of teaching reading to preschoolers is to make the word, its sound shell, not only tangible, but also attractive and interesting for the child. When children, in a playful, onomatopoeic activity, have learned to distinguish between vowels and consonants, hard and soft consonants, a new task is set to remember the sign with which this sound is written in writing. To make it easier to memorize graphic elements - letters, the following working techniques are used: construction from sticks, pencils; drawing on a sheet of paper; hatching; stroke of a sample letter.

Teaching reading involves teaching children to read at the level of each child’s individual abilities. At the same time, targeted work is being carried out to enrich, activate speech, replenish vocabulary, improve sound culture, clarify the meanings of words and phrases, and develop dialogic speech.

Mastering reading skills becomes one of the main, basic aspects of education, as it is part of the process of speech development. At the same time, reading is one of the most important ways to obtain information. By leaving the process of mastering reading skills until the first years of school life, adults put the child in a difficult situation: the flow of information necessary for assimilation increases sharply with entry into school life. In addition, there is a need for children to adapt to the new external conditions of the school, to changes in routine conditions, and to adapt to the new school team. If to this are added the difficulties of mastering initial reading skills, then the danger increases that any of the components of the new school life will not be mastered. Thus, the need for teaching children to read earlier than in school years is dictated by the needs of social development and the formation of the child’s personality, learning to read and the tasks of the child’s age-related mental development

The purpose of this programis to build a system for teaching reading to preschoolers aged 4 to 7 years.

To achieve this goal, the following have been identified:program objectives:

• Mastering the ability to work with the full range of sounds and letters of the Russian language.
• Teaching preschoolers analytical-synthetic fusion of syllable combinations - reading.
• Development of thought processes (elements of analysis, synthesis, comparison, generalization, classification), the ability to hear and reproduce the sound image of a word, and correctly convey its sound.
• Application of acquired knowledge, skills and abilities in cognitive activity.
• Fostering a culture of communication that promotes the ability to express one’s thoughts, feelings, and experiences.

The process of learning to read is based on general didactic and specific principles:

The program is intendedfor children 4 – 7 years old.

Implementation period This program is designed for one year of study.

CHAPTER I CONTENT OF THE READING PROGRAM

It is known that one of the important components of learning to read is a well-developed phonemic awareness. In the process of mastering the program, special games are used that prepare the auditory perception, attention and memory of preschoolers to work with speech sounds. While playing with fairy-tale characters, children become familiar with vowel and consonant sounds and their correct articulation.

The structure of each lesson also includes various games that help children develop phonemic analysis and synthesis skills.

Vowels and consonants in classes are correlated with images of the corresponding letters, while the graphic image is reinforced by a couplet about the letter, which contributes to faster memorization of the material. A fairy tale plot and unusual play situations reinforce the child’s interest in learning sounds and letters.

When drawing up the program, the individual and age characteristics of children, their potential capabilities and abilities were taken into account.

The program is aimed not only at the end result - the ability to read, but also at the creative development of the child’s personal qualities, his comfortable stay in the world, and a tolerant attitude towards others.

The program material is systematized and studied in a certain sequence: from simple to complex, from studying sounds to mastering knowledge about letters, merging syllabic elements into words.

An important condition for the implementation of the program is psychological and pedagogical support for students, the creation of a comfortable atmosphere in the classroom for the development of children’s individual abilities.

The didactic material used in the classroom is clear and accessible to the child, awakens positive emotions, and serves as adaptation to new learning conditions.

Improving reading skills and developing a sense of language occurs in games of varying complexity and focus. With the help of games with sounds and letters, a strong interest in classes and a desire to learn new things are maintained.

CHAPTER II STRUCTURE AND MAIN DIRECTIONS OF IMPLEMENTATION OF THE PROGRAM

Structural organization of classes

The duration of the lesson varies depending on the age of the children: 15 - 20 minutes for children 4 - 6 years old, 20 - 30 minutes for children 6 - 7 years old.

During the classes, work is carried out on correct articulation, sound characteristics, familiarity with letters, syllables, and words.

Working with sounds and letters

Before starting to study sounds and letters, preparatory classes are conducted to develop speech and phonemic hearing; activation of cognitive processes.

Then the process of becoming familiar with the sounds and the graphic elements they represent - letters - begins.

Sequence of lesson elements:

1. Reading the riddle, looking at the illustrations.

2. Performing exercises for the lips or tongue (in fairy tales about consonant sounds, these are elements of articulatory gymnastics). If some preschoolers do not yet pronounce any sounds or pronounce them incorrectly, these exercises will help the child develop the muscles of the lips and tongue, and prepare the speech apparatus for pronouncing missing sounds. It is recommended to perform the proposed exercises in front of a mirror 5-7 times so that the child can control the movements of the lips and tongue.

4. Then preschoolers are introduced to the characteristics of sound: whether it is a vowel or a consonant, hard or soft, voiced or voiceless. It is necessary to rely on tactile, auditory, visual and motor analyzers when becoming familiar with the characteristics of sound.

First, the teacher explains how you can find out what sound it is:

When spoken vowel sound, air comes out of the mouth easily and freely, nothing interferes with it: neither lips, nor teeth, nor tongue, that is, the air does not meet any barrier or obstacle. The neck always “buzzes” - the child touches the throat with the back of his hand to feel this vibration. If children do not feel how their throat “buzzes”, help them: put one child’s hand to your throat and the other to his, pronounce the sound [F] or [S] - the neck does not “buzz” (does not vibrate - the vocal cords do not work), and then pronounce the vowel sound [A] - the neck will “hum” (the vocal cords vibrate). The baby feels how your throat “works”, tries to repeat the sounds in the same way, feeling the vibration of his vocal cords with his palm;

When spokenconsonant soundair is always prevented from leaving the mouth freely either by the lips, or lips and teeth, or the tongue (the air encounters a barrier, an obstacle in its path).

In order to determine the voicedness or dullness of a consonant sound, use the same technique with the neck - if the neck “buzzes,” then the sound is voiced, if it doesn’t “buzz,” it’s dull. You can press your palms to your ears: if your ears are “humming,” then the sound is ringing, if they are not “humming,” it is dull.

To determine the hardness or softness of a sound, invite the child to pay attention to the lips: when pronouncing a soft consonant sound, the lips “smile.” Say a hard sound [F] in front of the mirror (lips are in a neutral position), and then say a soft sound [F"] (lips stretched in a smile). You can “help” with your fist: when pronouncing a hard sound, you need to squeeze your fist tightly, when pronouncing a soft one sound, squeeze your fist weakly.

Then the child himself lists all the characteristics of the sound, using the proposed techniques.

5. Then, in the classroom, games with new sounds are introduced and used to develop speech hearing (phonemic perception, analysis, synthesis and presentation). Using these games in every lesson, the teacher prepares preschoolers’ speech hearing for mastering reading skills.

7. Techniques used to secure the image of a letter:

- “drawing” a letter with a finger in the air, on the table;

Laying out a printed letter from pencils, counting sticks, matches, laces or other objects;

Drawing a letter with your finger on semolina or other small grains.

Constructing letters from large and small buttons, beads, beans, peas, buckwheat on the table;

Game “Magic Bag”: the teacher invites children to take letters out of the bag and name them.

The teacher “writes” a letter on the back of his hand with his finger, and the child names this letter. Then the child guesses the letter with his eyes closed.

8. At the end of the lesson, preschoolers read syllables with the letter being studied (together, without dividing the syllable into separate sounds). If children are already doing a good job with this task, you can gradually move on to reading words.

Interaction with parents in the process of teaching reading

The implementation of a full-fledged educational process of learning to read is impossible without the inclusion and active participation of parents of preschool children.

Mastering reading skills, especially in preschool age, requires daily updating and consolidation of knowledge about sounds and letters acquired in the classroom. Without support and systematic exercises at home, without the interest of parents of preschool children in the success of the learning process, it is impossible to fully master the skills of analytical-synthetic fusion of sound-letter combinations.

Basic rules for parents on organizing home activities with preschoolers in the process of learning to read:

1.Play! Play is the natural state of a preschooler, the most active form of learning about the world, the most effective form of learning. A preschooler's education should take place casually, in a playful situation, in an exciting environment.

2. Maintain interest in classes, use a variety of games and aids.

3. It is not the duration of classes that is important, but their frequency.

4. Be consistent in teaching reading.

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

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

7. Mastering reading requires a lot of mental and physical effort from the child. Therefore, at each lesson, be sure to combine educational exercises with warm-ups (physical exercises, finger gymnastics, outdoor games).

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

9. Do not compare your child's successes with the successes of other children. The pace of learning to read is individual for each child.

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

11. Never start classes if you or your child are in a bad mood: such classes will not bring success!

CHAPTER III CALENDAR AND THEMATIC PLANNINGREADING CLASSES

CONCLUSION

The implementation of the additional education program for teaching reading to preschoolers “Chitariki” contributes to the development of phonemic hearing and perception among preschool children; formation of correct and accurate articulation patterns when pronouncing speech sounds; strengthening ideas about all the letters of the alphabet; conscious mastery of analytical reading skills.

In addition to fulfilling the main task - teaching preschoolers to read, classes in this program help to activate the higher mental functions of preschoolers: expanding the scope of attention and perception; development of memory and logical thinking.

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