Teaching a child to read syllables correctly: exercises and games

February 25, 2019

Averyanova Sveta

Teaching a child to read independently before first grade without the help of teachers and professional skills is difficult, but quite possible. To do this, parents will need teaching aids, books, and methodological recommendations from the authors of the programs. We’ll tell you in more detail how to avoid learning difficulties, when and where to start, what to do if a child refuses to learn to read.

When to start

At what age do you start teaching a child to read? There is no exact answer to this question. Letter literacy lessons are taught at 4–5 years of age, before starting school, at 6–7 years of age.

The age of a preschooler is not the main indicator of readiness to learn new knowledge and concepts. It is much more important how prepared he is for classes intellectually, psychologically, physically. Pay attention to the following indicators, which must be normal to become familiar with reading:

• The baby speaks well and uses common sentences to tell a story or answer a question.
• Phonemic hearing and articulation skills are developed according to age. Pay special attention to the correct pronunciation of sounds; a preschooler must pronounce and recognize all phonemes.
• The child maintains a conversation, clearly and consistently talks about the past day, a significant event.
• A preschooler orients himself in space. Understands the directions right-left, up-down. If the baby confuses the sides, but corrects himself, this is considered the norm.
• A kindergartener can play board games and drawing for more than 10 minutes.

If all of the listed indicators are normal or with minor deviations in a preschooler, he is over 5 years old, it’s time to think about learning to read.

Stimulate unprepared six-year-olds, attract them to the alphabet by your own example, and solve speech therapy problems. If the kindergartener is still very young, 3-4 years old, but asks to talk about letters, teach him how to add syllables, meet him halfway. Conduct classes in an easy mode so as not to discourage interest in reading due to large volumes of information and difficulties in assimilating it.

A work program for children aged 5–7 years on teaching literacy and reading “How to be able to read well!”

Elena Poyarko

A work program for children aged 5–7 years on teaching literacy and reading “How to be able to read well!”

Content:

Explanatory note….3

1. Target section…. 4

1.1. Goals, objectives, implementation of the program... .4

1.2. Principles and approaches to program development …5

1.3. Distinctive features of the program... . 5

1.4. Planned results of mastering the program... . 6

1.5. System for assessing the results of mastering the program... . 7

2. Content section…. 8

2.1. Psychological characteristics of children 5-7 years old .... 8

2.2. Contents of work on teaching literacy and reading to preschoolers aged 5-7 years...9

2.3. Description of the forms, methods, methods and means of implementing the program... . 13

3. Organizational section….14

3.1. Planning work on teaching literacy and reading to preschoolers 5-7 years old...14

3.2. Conditions for the implementation of the program : features of the organization of the developing subject-spatial environment, software and methodological support for the program...87

Appendix….89

Explanatory note

Relevance of program development . One of the priority areas for the development of education in modern conditions is to ensure the availability of high-quality general education. In the conditions of modernization of Russian education, a preschool educational institution is called upon to provide not only a certain amount of knowledge and skills; but also to ensure the child’s readiness for school, which is associated with the comprehensive development of the individual.

In education, there are attempts to force a child’s learning; parents send their children to preparatory courses for school two and sometimes three years before admission; in kindergartens, educators work on the principle of teaching the educational material of the first grade of school, forgetting about other components of the child’s readiness for school. The basis for the readiness of children of senior preschool age to study at school is mainly taken into account indices of psychological readiness. At the same time, they are presented as a set of individual personal qualities of children and are considered independently of the psychophysiological development of the child. There is a definite tendency towards a decrease in the level of speech, social and communicative development of children of the senior and preparatory school groups: preschoolers do not know how to answer questions, experience difficulties in composing elementary stories, in retelling texts, performing sound analysis of words, agreeing nouns with a verb, adjective, formation numerals, etc. (N.I. Vyunova, A.V. Gordiets, N.I. Gutkina, T.N. Dubrovina, E.V. Filippova, etc.).

The Federal State Educational Standard for Preschool Education presents the tasks of speech development of preschool children: enrichment of active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; the formation of sound analytical-synthetic activity as a prerequisite for learning to read and write .

A work program for children aged 5 - 7 years on teaching literacy and reading “How to be able to read well !”

compiled on the basis of psychological research in the field of speech development of preschool children (L. S. Vygotsky, S. L. Rubinshtein, D. B. Elkonin, A. V. Zaporozhets, A. A. Leontiev, L. V. Shcherba, A. A Peshkovsky, A. N. Gvozdev, etc.);
theoretical research in the field of preschool education, which identifies sensitive periods of personality development of a preschool child (A. G. Arushanova, V. V. Davydov, S. A. Kozlova, V. S. Loginova, F. A. Sokhin, V. V. Vinogradov, K. D. Ushinsky, E. I. Tikheeva, E. A. Flerina, F. A. Sokhin, L. A. Penevskaya, A. M. Leushina, O. I. Solovyova, M. M. Koninai etc.); methodological aspects of ensuring the process of speech development of children of senior preschool age (M. M. Alekseeva, N. S. Zhukova, G. M. Lyamtna, I. S. Tyshkevich, O. S. Ushakova, B. I. Yashina, etc.) .
The main task facing the author of the work program is the creation of a program document that helps in a preschool educational institution to organize the educational process on the speech development of preschoolers in accordance with the requirements of the Federal State Educational Standard for Education.

The leading goals of the work program are to create favorable conditions for speech development, teaching literacy and reading to preschoolers in accordance with age, individual and psychological characteristics

The practical significance of the developed program : the program , based on modern achievements in the field of speech development of preschool children, presents the target component (the goal, objectives, principles, approaches, distinctive features and planned results of mastering the program are formulated, content (the psychological characteristics of children 5-7 years old , the content of the work on teaching literacy and reading to children aged 5-7 years , forms, methods, methods and means of implementing the program , organizational component (planning work on teaching literacy and reading to children , features of the organization of a developing subject-spatial environment, material and technical support of the program, etc. .).

Target section

1.1. Goals and objectives of the program

The goal of the work program for children aged 5 - 7 years on teaching literacy and reading “How to be able to read well !”

: creation of psychological and pedagogical conditions in additional classes for
teaching preschoolers literacy and reading .
Tasks of the work program :

1. Enrichment, consolidation, clarification, activation of the vocabulary of preschoolers, elimination of non-literary words from speech (dialect, colloquial, slang)

.

2. Development of sound and intonation culture of speech, phonemic hearing (automation of sounds in speech that are difficult to pronounce)

.

3. Formation of sound analytical-synthetic activity in preschoolers as a prerequisite for learning to read and write (dividing words into syllables, sound analysis of words, etc.)

.

4. Development of mental processes in preschool children (attention, perception, memory, thinking, imagination, etc.)

.

5. Cultivating interest in learning , positive motivation for further learning throughout life (at school, college, institute, university, etc.)

.

1.2. Principles and approaches to program

A work program for children aged 5 - 7 years on teaching literacy and reading “How to be able to read well !”

compiled on the basis of:

• the principle of developmental education (orientation to the zone of “proximal development of preschool children according to L. Vygotsky);

• combines the principles of scientific validity and practical applicability (corresponds to theoretical principles and concepts in the field of preschool education, can be used when teaching preschoolers in other educational institutions);

• meets the criteria of completeness, necessity and sufficiency (takes into account the psychological and pedagogical features of the speech development of preschool children);

• built taking into account the principle of integration of educational areas outlined in the Federal State Educational Standard for Education (speech, cognitive, social and communicative development of preschool children);

• is based on a comprehensive thematic principle of presenting the content of the program ( the program presents a perspective-thematic plan for teaching literacy and reading to children of senior and preparatory school groups);

• • the educational process is structured taking into account the leading type of activity children (verbal and cognitive games, speech situations, problem situations, etc.);

• built taking into account the principle of continuity of the content of the program for children of senior and preschool age.

1.3. Distinctive features of the program

The program is aimed at the harmonious development of the child’s personality (speech, social-communicative, cognitive)

;
taking into account the individual characteristics preschool children (age, level of development of mental processes, gender differences)
;
ensuring emotional well-being (creating a situation of success, emotional comfort, etc.)
;
involves making changes to the developing subject-spatial environment (speech didactic games, magnetic alphabet, plot pictures, pictograms, etc. ); the relationship between the process of development, training and education (development of mental processes, teaching literacy and reading , nurturing the desire to learn, etc.).
1.4. Planned results of mastering the program

As a result of mastering the work program for teaching literacy and reading “How to be able to read well !”

a child of 5-6 years old gets acquainted with sounds and letters, differentiates isolated sounds in words, compares words by length, carries out a sound analysis of a word (pronounces words independently, emphasizing the first sound in them, recognizes words for a given sound, distinguishes vowels and consonants by ear sounds, mastered
reading by the method of syllabic fusion based on a vowel, divides two-three-syllable words into syllables, composes sentences with a given number of words, determines the number and sequence of words in a sentence.
Understands generalizing words; correctly uses prepositions in speech; cardinal numerals; distinguishes objects , actions and signs by numbers, gender and cases (differentiates the singular and plural forms of masculine and feminine nouns, etc.); uses nouns with diminutive suffixes; understands the singular and plural forms of verbs; uses a variety of words in speech means of communication; composes simple sentences, distributing them with homogeneous members; is proactive in communication, uses emotional and evaluative vocabulary.

A 6-7 year old child, as a result of mastering the work program, determines the number and sequence of words in a sentence; composes sentences with a given number of words; mastered reading simple words and phrases ; carries out sound analysis of four-sound and five-sound words; identifies sounds in a word with intonation, determines their sequence, mastered the characteristics of sounds (vowel-consonant, hard-soft consonant, mastered writing the simplest words (in block letters)

.

1.5. System for assessing the results of program

(according to G. A. Kasha, T. A. Tkachenko, L. F. Spirova, etc.)

The examination of the lexical and grammatical aspects of speech is supposed to be carried out in two directions: the study of the active vocabulary, the grammatical structure of speech .

When studying active vocabulary, children were asked to name 4-5 nouns on topics determined by the teacher, name parts of the body and parts of objects (from pictures, name in one word (generalize)

items and objects depicted in the picture (answer the teacher’s questions, name the colors presented, name the shape
(answer questions based on the pictures)
.

To examine the grammatical structure of speech, children were asked to form nouns in the nominative singular and plural by analogy; answer the question “A lot of what?”

from pictures;
answer questions based on the pictures, using prepositions correctly; agree the numerals 2 and 5 with the nouns; form nouns with diminutive suffixes ( from pictures) ;
form the names
of baby animals .
When examining the level of readiness for learning to read and write, the following is revealed : the ability to differentiate vowel and consonant sounds, highlight a vowel sound at the beginning of words, differentiate a consonant sound at the beginning and end of a word, consonant sounds by hardness - softness, by voicedness - deafness, the ability to sound analysis of words .Preschoolers are offered:

1. Differentiation of vowels and consonants (the teacher invites the child to play the game “Catch the vowel sound”

: pronounces vowels and consonants: [a, m, n', o, u, r', r], and the child
“catches” (claps his hands)
only vowel sounds).

2. Isolating a vowel sound at the beginning of words (the teacher asks the child to choose one from a number of pictures, the name of which begins with one of the vowel sounds: [a, i, o, y]).

3. Differentiation of the consonant sound at the beginning and end of the word (pronounces the word and invites the child to highlight the consonant sounds at the beginning and end of the word with justification for his answer).

4. Differentiation of consonant sounds by hardness - softness (the teacher invites the child to play the game “Hard - Soft”

. He pronounces the words, and the child chooses a chip indicating the first sound: a hard sound is a blue chip, a soft sound is a green chip).

5. Differentiation of consonant sounds by voicedness - deafness (the analysis is carried out similarly to the previous method: if the word begins with a voiceless consonant sound, the child picks up a chip without a bell; if it starts with a voiced sound, a chip with a bell).

6. Sound analysis of words (the teacher models the game situation “Multi-colored windows”

, reads out the words, and the child first lays out the sound model of the word using chips and determines the sequence of sounds, then gives a complete description of these sounds).

Evaluation criteria: complete answer – 3 points; answer with errors – 2 points; answer with the help of a teacher - 1 point; no answer - 0 points.

2. Content section

2.1. Psychological characteristics of children 5-7 years old

(according to L. I. Bozhovich, I. V. Dubrovina, J. Piaget, O. Yu. Ermolaev, V. V. Davydov, L. F. Obukhova, D. B. Elkonin, etc.).

Thinking. The child well oriented in the surrounding world of adults and peers, easily remembers complex information, can come up with various stories, express his opinion about events, and owns a computer. During the learning , the child masters the system of scientific concepts; his thinking is at a turning point in development. A transition is made from visual-figurative to verbal-logical conceptual thinking, and educational activity becomes the leading one. The thinking of a 6-9 year old child is unique; it depends on the level of development of perception. A child is not always able to take into account the point of view of other people; his point of view seems to him to be the most correct, which indicates the manifestation of child egocentrism. New developments of this age period include: the ability to analyze, the presence of an internal plan of action, reflection.

Perception. A child aged 6-9 years has a fairly developed sensory culture, there are fairly accurate ideas about sensory standards (perception of spectrum colors and shades, shape and size of objects, sound pitch, taste and olfactory perception, while the child finds it difficult to analyze individual parts of objects, weak differentiation is observed perception. Improving perception presupposes the development in children of perceptual activity, the ability to examine objects, observe the phenomena of life around them. The principle of visibility is leading in the process of development of younger schoolchildren.

Memory. At the age of 6-9 years, the child’s memory acquires features of arbitrariness. During the learning , the child remembers a lot of information, learns to retell the text closely, and reproduce information after a certain period of time. At the beginning of schooling, the child has well- developed involuntary and emotional memory. In order for children to master logical memory, specially organized training , during which the child masters symbolic means of memorization, written language, and schematic drawing.

Attention. The attention of younger schoolchildren is rather poorly organized, has a small volume, is unstable and needs training, while it is necessary to take into account the fact that the individual psychological characteristics of each particular child allow training his attention only within certain limits. It is necessary to teach the child to adapt his attention to the specifics of the specific task being performed.

Speech. The child’s vocabulary includes all parts of speech, he knows how to correctly inflect and conjugate. During the period of preschool childhood, the child masters the morphological system of his native language, masters complex sentences, conjunctions, common suffixes (to indicate gender, children , as diminutives, etc.). Children love playing with words, the process of word formation, rhythm and rhyming of words.

2.2 Contents of work on teaching literacy and reading to children aged 5-7 years .

The content of the program includes the study of the following lexical topics: “Summer”

,
“Kindergarten”
,
“Toys”
,

,
“Fruits ”
,
“Signs of Autumn”
,
“Trees”
,
“Birds”
,
“Family”
,
Clothing”
,
“Furniture”
,
“Shoes”
,
“Dishes”
,
“Products”
,
“Domestic animals and their
young ” ,
“Wild forest animals”
,
“Wild animals of hot countries”
,
“Berries”
,
“Professions”
,
“Mushrooms”
,
“Man.
Parts of the body" ,
"Pisces"
,
"Countries"
,
"Transport"
,
"Signs of winter"
,
"Electrical devices"
,
"Measuring instruments"
,
"Musical instruments"
,
"New Year"
,
"Tools"
,
"Cities"
,
" Winter fun”
,
“Hats”
,
“Wintering birds”
,
“Wild animals of the North”
,
“Ground transport”
,
“Air transport”
,
“Water transport”
,
“Our army”
,
“Defenders of the Fatherland”
,
“Days of the week, parts days, seasons”
,
“Types of sports”
,
“Sporting accessories”
,
“Spring”
,
“Mother’s day”
,
“Professions of our mothers”
,
“Our street”
,
“Village.
Life in the village” ,
“Bread.
Bakery products" ,
"Milk"
.
Dairy products", "Meat.
Meat products” ,
“Our Motherland - Russia”
,
“Space”
,
“Mail”
,
“Library”
,
“Shops”
,
“Policlinic”
,
“School”
,
“House of domestic and wild animals”
,
“Victory Day”
,
“Insects
" ,
"Flowers"
,
"School supplies"
,
"Shrubs"
,
"Rivers.
Seas" ,
"Friendship"
.

Contents of work on the development of the lexico-grammatical structure of speech with children 5-7 years old:

Teach children to group objects according to purpose, generalizing concepts; form singular and plural nouns, coordinate nouns with personal pronouns; compose sentences with homogeneous definitions, form plural verbs; develop the ability to use singular and plural nouns, select antonyms, compose a story using key words; improve the skills of agreeing adjectives with nouns, forming the plural of nouns in the nominative case; learn to correctly use the accusative case of nouns and construct sentences; expand the vocabulary with prefixed verbs, teach children to distinguish between verbs with different prefixes; strengthen the skills of forming nouns with a diminutive suffix. Strengthen the skills of inflecting nouns in the instrumental and genitive cases in the plural, improve the skill of using prefixed verbs in speech, and develop thinking; practice composing a simple common sentence with homogeneous additions; improve sound-letter analysis skills; teach children to form possessive adjectives, continue to teach children the correct use of the pronouns my, mine, mine, mine in speech, develop memory, compose a descriptive story using a diagram.

Contents of work on teaching reading to children 5-7 years old :

The first stage: we practice the correct articulation of the sound A, U, O, M. We determine the initial sound in words. We learn to recognize letters. We read the letters A, U, O, M in the line and columns.

Second stage: we teach continuous reading of syllables (AU, UA)

.
We learn to analyze read syllables and determine the number of sounds by ear. We teach continuous reading of syllables : AM, UM.
We practice the correct articulation of the sound S. We select words for this sound. Third stage: learning to read straight syllables (consonant + vowel)

: MA, MU. We stretch out the first sound: MMM, until
we “reach”
the second sound.
We continue learning to read straight syllables : SA, SU, SO. Sound analysis of syllables: AS, OS, US, SA, SU, SO.
Fourth stage: reading the first words : MA-MA, SA-MA, O-SA, SO-M, SA-M. We practice the correct articulation of the sound X. We select words for this sound. We determine the place of sound in the named pictures. Reading syllables : AH, OH, UH. Reading straight syllables : HA, XO, XU. Reading words : U-HO, U-HA, MU-HA, SU-HO, MOSH.

We practice the correct articulation of the sound R. We select words for this sound. We determine the place of sound in the named pictures. Reading syllables : AR, OR, UR, RA, RO, RU. Reading words : SOR, CHORUS, MA-RA, RA-MA, RO-MA. Determining by ear the place of the sound R in words (at the beginning of the word, at the end, in the middle)

.

We practice the correct articulation of the sound Ш. We select words for this sound. We determine the place of sound in the named pictures. Reading syllables : ASH, OSH, USH, straight syllables: SHA, SHO, SHU. Reading words : BALL, NOISE, MA-SHA, SHU-RA.

We practice the correct articulation of the Y sound. We select words for this sound. We determine the place of sound in the named pictures. Reading syllables : SY, RY, WE. Reading words : O-SA, O-SY, BALL, SHA-RY, RA-MA, RA-WE, CATFISH, SO-WE, CHEESE, CHEESE-RY.

Fifth stage: reading sentences : U O-SY U-SY. U SO-MA U-SY. RO-WE HAS A BALL. MU-RY SHA-RY. We practice the correct articulation of the sound L. We select words for this sound. We determine the place of sound in the named pictures. Reading syllables : AL, OL, UL, YL, straight syllables: LA, LO, LU, LY. Reading words : LU-SHA, USH-LA, SA-LO, MY-LO, MAL, MA-LO. Differentiation of L-R sounds in syllables: LA, RA; RO, LO; LU, RU, RY, LY: words: LA-RA, RO-MA, LO-RA. Reading sentences : RO-WE-WE-LO. RO-MA WE-L RA-MU. WE-L HO-RO-SHO.

We practice the correct articulation of the sound N. We select words for this sound. We determine the place of sound in the named pictures. Reading syllables : AN, OH, UN, straight syllables: NA, BUT, NU, NY. Reading words : OUR, NOSE, NA-SHA, NO-SHA, SO-N, SY-N, LU-NA, RA-NO. Reading sentences : OH SA-SHA. OUR SA-SHA. HE IS SMALL.

We practice the correct articulation of the sound K. We select words for this sound. We determine the place of sound in the named pictures. Reading syllables : AK, OK, UK, KA, KO, KU, KY. Reading words with the sound K : POPPY, CANCER, ONION, JUICE. Reading sentences : WE GROW UP MAC. OUR POPPY IS GOOD . WE GROW ONIONS. OUR ONIONS ARE DRY.

We practice the correct articulation of the sound T. We select words for this sound. We determine the place of sound in the named pictures. Reading syllables : AT, OT, UT, YT, straight syllables: TA, TO, TU, YOU. Reading words with the sound K : CAT, MOUTH, UT-KA, UT-RO, UT-ROM, MOLE. Reading sentences : OUR CHORUS. U NA-YOU BUT-YOU. WE HAVE BUT-YOU. RO-WE BUT-YOU. WE HAVE A CHOIR.

We practice the correct articulation of the sound I. We select words for this sound. We determine the place of sound in the named pictures. Reading syllables : IM, IS, IN, IS, IR, IH, IR, IT, IL; direct syllables: MI, SI, RI, NI, SHI, KI, HI, TI, LI. Reading words with the sound I. Reading sentences : I-RA and NA-TA. U I-RA KUK-LA. AND YOU HAVE A DOLL. I-RI AND NA-TA MA-LY. Differentiation in words of the sound I-Y. WE-LO, MI-LA, MY-LA, MOUSE-KA, MISH-KA, MIS-KI, MOUSE-KI, MIL, SOAP, CAT, WHALE. Reading sentences : RO-MA SOAPED RU-KI. RO-MA MIL.

We practice the correct articulation of the sound P. We select words for this sound. We determine the place of sound in the named pictures. Reading syllables : AP, OP, UP, straight syllables: PA, PO, PU, ​​PY. Reading words : PA-PA, PA-SHA, PA-RA. Reading words with the sound P. Reading sentences : OUR PA-PA. AT PA-PA MA-SHA. PA-PA-PA-SHA. WE'RE AT PA-PA'S MA-LY-SHI

We practice the correct articulation of the sound Z. We select words for this sound. We determine the place of sound in the named pictures. Reading syllables : AZ, OZ, UZ, IZ, ZA, ZO, ZU, ZI. Reading words : RO-ZA, RO-ZY, MO-ROZ, MO-RO-ZY, ZA-MOK, CASTLE-KI, ZI-NA, ZI-MA, U-ZOR, U-ZO-RY. Reading sentences : ZI-MA. WINTER CAME. STA-LO MO-ROZ-NO. AT LI-ZA SAN-KI. ON SAN-KAKH ZI-NA. Differentiation of sounds Z-S in words: KO-ZA, KO-SA, RO-ZA, RO-SA, KO-ZY, KO-SY, RO-ZY, RO-SY.

Stage six: We practice the correct articulation of the sound Y. We select words for this sound. We determine the place of sound in the named pictures. Reading syllables : AY, OH, EY, EY. Reading words : MAY, SA-RAI, BAY-KA, LAI-KA, MAY-KA.

Differentiation of sounds Y-I in words and sentences: MY SHA-RIK. MY SHA-RI-KI. MY BEAR. MY BEARS. MY SLO-NICK. MY SLO-NI-KI. MY GOAT FACE. MY GOATS.

Differentiation of sounds in endings: YY-YY. Reading sentences : WHICH BALL IS RED? WHICH BALL IS BLUE? WHAT'S THE FAT BISH? WHAT KIND OF BEAR IS TONE? WHAT IS THE FOX-TIK SHI-RO-KY? WHAT IS THE FOX? WHAT UMBRELLA IS SU-KHOI? WHICH UMBRELLA IS WET?

We practice the correct articulation of the sound G. We select words for this sound. We determine the place of sound in the named pictures. Reading syllables : AG, OG, UG, UG, IG, straight syllables: GA, GO, GU, GI. Reading words : NO-GA, GO-RA, GU-SI, NO-GI.

Differentiation of G-K sounds in the words: NO-GA, RU-KA, GOS-TI, KOS-TI, GO-RA, KO-RA, NOG-TI, KOG-TI, KOR-KA, GOR-KA, GAY- KA, KOI-KA, LOUD-KO, KROM-KA.

We practice the correct articulation of the sound B.

Working in copybooks develops fine motor skills of the child’s hand, allows you to consolidate the skill of writing the studied letters (in printed font, syllables, words of one, two or three syllables, one-part sentences, and teaches children how to navigate on a sheet of paper.

Readiness test

Another option for assessing a child’s readiness to read is a test. Go through it with your preschooler and answer some of the questions yourself. Each positive answer is scored 1 point, negative – 0 points.

1. Does your preschooler like to be read to?
2. Does he listen carefully to someone else's reading?
3. Can you retell the text you heard?
4. Do you like to look at books on your own?
5. Is the content more interesting to the kindergartener than the pictures?
6. Does the preschooler pretend to read? For example, reveals his favorite fairy tale and retells it with expression and demonstratively runs his finger along the lines?
7. Does he like playing with books and learning the alphabet more than watching cartoons?
8. Does a preschooler make toy books or magazines (comics) from scrap materials?
9. Does he store and examine children's books carefully?
10. Does your child have an extensive vocabulary?
11. Does he speak more often in complete, detailed sentences?
12. Knows a large number of short poems, fairy tales, songs?
13. Can you find a word starting with a given letter? For example, say a word that starts with M (substitute any phoneme).
14. Does he know the alphabet, if not, does he want to learn the letters?
15. If he is familiar with the letters, does he try to combine them into syllables himself?
16. Can he pronounce all sounds well?
17. Can you understand the difference between the words CANCER and MAC?
18. Asks to teach him to read?

Sum up your points and check out the results:

0–5 points

It's too early for your baby to learn to read.

This does not interest him due to his age and temperament. If a preschooler is under 5 years old, there is no need to be upset or worried, this is normal. Children after 5 years of age with such a test result should begin to be accustomed to books, interested, captivated by pictures, then by content. Come up with a game with collections of fairy tales, read to your little one more often before bed.

6–12 points

The desire for independent reading is unstable. Pay attention to your home library, go to a bookstore together. Buying an interesting collection of fairy tales and stories with bright pictures will help you show more initiative.

Your task is to devote more time to reading, to spark interest in the plot and composition technique. For example, not reading to the end, stopping at the moment of denouement and complaining that he himself cannot read yet, so he will only find out the ending tomorrow.

13–18 points

Congratulations! Your child is ready to read completely, is waiting for new information, wants to receive it in large quantities with the help of books, reading independently. There is no need to put off learning, start today.

On a note! By learning to read, we mean purposeful work to instill the skill of consciously putting together syllables, words and sentences. Children are ready for serious activities at 5–6 years old. Letters and elementary combinations of consonants and vowels can begin to be mastered much earlier, at 2–4 years.

When and how should you start teaching your child to read to prepare for 1st grade at age 7?

According to child psychologists, the most optimal age for teaching a child to read is 4.5-6 years. In practice, many children themselves express a desire to learn from about 5 years of age. There are a number of indicators by which you can judge whether your daughter or son is ready for such activities.

Age characteristics and readiness to read at 7 years old

At the age of seven, children begin to actively take an interest in what is written on the objects around them.

Note! If by this age a child still cannot read, this is not a reason to panic, but an absolutely normal phenomenon, but at the same time it is worth understanding that it is time to move on to intensive studies.

First, you need to understand how ready the child is for such an important and difficult process. This can be determined by:

• no problems with pronunciation of words;
• sufficiently good command of oral speech;
• development of phonemic hearing, when the child is able to distinguish and repeat heard sounds;
• no hearing problems;
• free orientation in the environment.

Attentive parents will always note such progress in the development of their son or daughter, and will help improve these skills and abilities.

Best practices

Before teaching a child to read, parents themselves need to get an idea of ​​how this should happen. For this purpose, special techniques have been developed that will help carry out such important tasks with children 7 years old without pressure and haste:

1. Doman's method. This method is also called “global reading”. It involves learning to read whole words by engaging rote memory. So, on the table you need to lay out cards with simple words written on them: “mom”, “dad”, “wardrobe”, “chair”, etc. Seeing them constantly, the baby will remember the spelling, which will subsequently help him learn to read faster.

   
   Such classes can be carried out even with babies 5-6 months old.

2. To learn individual syllables, you can use the “Syllable Box”. Such training is best perceived by children aged 4.5 - 5 years.

   
   This is one of the most common techniques, but you should be careful with it, since in the future the child may get used to “crushing” words.

3. Zaitsev's cubes. Studying syllables on beautifully designed charts, tables and cards will help memorize words, develop speech and improve thinking, and develop imagination.

   
   Zaitsev cubes

The choice of methodology is best done together with a child psychologist. If this is not possible, then you can ask the pediatrician or the child’s future teacher for advice.

Stages of training

Even a very inquisitive, gifted child cannot be taught to read spontaneously, unsystematically. The skill will be developed sustainably if you use an integrated approach.

Do not rush to immediately give the concept of a letter, a word, how to add and read them. Use our recommendations for creating a lesson plan.

Development of phonemic hearing and imaginative thinking at an early age

This is extremely important for the perception of sounds, letters, and text. The ability to read begins in infancy, although many parents do it unconsciously.

Play noisy games with your baby, use musical instruments, onomatopoeia. Develop a sense of rhythm with the help of a ball, jump rope, singing, poems. Learn to distinguish between quiet and loud sounds, knocking, humming; there are many options for the development of phonemic hearing.

The last stage is the differentiation of sounds at the beginning and end of a word. A child should answer such questions by age 5. You don't need to know the letters to do this. Name a word starting with C (magpie, catfish), let him come up with a few more similar ones. Then use the last letter. You say HOME, he calls MOM, MOUSE.

It will not be possible to cope with the last task right away. Don’t insist, practice on the way from kindergarten, ask to repeat the correct answer after you, spend more time studying unfamiliar sounds in nature, at home.

Getting to know sounds

Before you get acquainted with the appearance of the letters, tell your child about the sounds. Divide them into several groups. For example, vowels - they can be sung, voiced sounds - show them using the example of sounds of nature (thunder rumbles, a tiger growls), unvoiced ones relate to quiet, non-melodic sounds (shhhh, puff).

At this stage, it is important to form an image, a phonetic shell of letters.

This will help the child perform syllabic and phonemic analysis of words at school.

On a note! To distinguish between voiced and deaf when speaking, use your fingers to your throat. When pronouncing R, D, M and other voiced consonants, there will be vibration under the fingers. When pronouncing deaf words (SH, P, S, etc.) there is no vibration.

Learning and remembering letters

Start getting acquainted with letters by setting goals. Explain why you need to know this. Tell us about the possibilities that the book opens up, about writing, the culture of different peoples. The main task is to interest the baby.

Continue the motivation with simple examples of letters. Start with vowels, for example A, U. The kindergartener will quickly remember them, learn to write, and be able to read the first word: AU!!! When he realizes that reading is not difficult at all, the lessons can be entertaining and fun, move on. Combine new letters with adding syllables and simple words.

Another option for learning about letters is studying with reference to a picture. For this you need primers or ABCs. M - cars, T - cake, V - crow, etc. This method is necessary for visual children. To quickly memorize symbols and write the alphabet, use modeling, coloring letters, and tracing them in copybooks.

On a note! Nikolai Aleksandrovich Zaitsev, the author of the method of teaching reading by letters using cubes, believes that there is no need to teach knowledge about letters gradually. He suggests memorizing the entire alphabet, and then moving on to warehouses.

You can agree with his opinion or not. Focus on the temperament and abilities of your baby.

Adding the syllables

Your baby has learned to combine two vowels and can easily read AU and IA. Move on to merging vowels and consonants. First teach to read open syllables, then closed ones. Make the first words from identical combinations: MA-MA, BA-BA. Use the reverse options: AH, UM, AM, OH.

Show how to sing the syllables. Focus on the fact that the sounds run after each other. This is well shown in the ABC of Nadezhda Zhukova. After this, you can connect several syllables together and put another consonant between them: ZHU-CH-KA.

The easiest way to automate reading by syllables is syllable tables. These are cards with columns of syllables. If you read them daily, gradually accelerating the pace, the child will easily recognize them in words. We advise you to print out syllables for teaching children to read on sheets of paper and give one option per lesson.

Making up words

For this stage, cut cards with syllables will be useful. At first, take 3-4 pieces, then you can have more. Give the task to compose words from the cards received; it is better if there are several options. For example, on the table are the syllables MA, RA, ZI, PO. Let him make up the words: WINTER, TIME, FRAME.

You can download cards with syllables below, click on the picture, download and print.

The next stage is composing words with closed syllables. You will need separate letters and cards with open syllables. For example, MA, PA, SO and the letters on the cards K, F, M. You get the following set: MAC, SOK, PAGE, COM.

After 2-3 lessons, offer to compose words of several syllables. Choose simple lexemes: HOUSE, GRASS, SHOVEL.

After composing words on your own, you can move on to studying books with short texts. First, the baby reads individual words with one syllable, then with two or three. There is no need to rush, scold, or suggest.

Reading the proposals

When your preschooler easily reproduces simple words, move on to sentences. At the initial stage, use familiar combinations: MOTHER, FOREST, WATER, CAT. Select material with short texts of 2–3 sentences. To ensure that the student enjoys reading and does not want to be lazy from boredom, use poems and jokes with meaning. For example:

Vanya has new books!

The son eats the soup himself. Mom is happy.

Teddy bear collected pine cones

And he tore off all the trees.

The next stage is expressive reading of texts of 5–10 simple sentences. Use entertaining tasks, pictures, riddles, and exercises so as not to turn the learning process into a tedious task. Remember, children learn best through play.

Exercises for learning to read

Letter memorization exercises

The first step is to teach your child to recognize letters. To do this, you can use pictures with hidden letters. We use such exercises in our pre-school lessons at Skysmart.

Ask your child to identify which letter a word begins with or to name as many words as possible that begin with a particular letter.

Next, we train ourselves to distinguish correctly written letters from incorrect ones. This is also important for learning to write: preschoolers often mirror letters or distort individual elements.

Vowel and consonant exercises

Tasks in which you need to determine what sound a word begins with will help you learn to distinguish vowel sounds from consonants.

Finding the extra letter will also help you remember the difference between vowels and consonants.

Word Forming Exercises

When the child can already read short words, invite him to form a word from letters on his own.

It’s convenient to form words from syllables if you have cubes at hand, but you can try it on paper.

Another good exercise is to fill in the missing letter in a word. Children complete such tasks during lessons at the Skysmart online school.

Even more bright and fun exercises for learning to read are in the school preparation course from Skysmart. Attentive teachers will help your child learn to read, count and express himself through creativity. Classes are held online at a time convenient for the child and parents. Try it for free with an introductory lesson!

How to train a child

So, the preschooler learned to read. It's time to pay attention to the speed of word formation in order to meet the standards of reading technology at school. Use the following exercises to improve your speed at playing passages out loud.

Reading syllabic tables

The table can be printed in large size, click on the image and download it:

An effective means of transition from syllabic to word-by-word reading. If you train regularly, the future first grader will automatically form words from syllables.

Read the tables in columns (vertically), for 30 seconds each at the initial stage. Record the time spent in a diary and note your progress. After 7–10 days, the preschooler should achieve the following result: 3 tables in 30 seconds, that is, he will practically learn them by heart. Train every day 2 times.

Wave

Place the book on the table in front of the child, the text should be small. Let him read at a pace that is convenient for him. Then turn the textbook 90° and ask them to read a passage or the entire text. Then place it upside down and repeat the task. Increase the volume of text gradually.

Reading in passages

The exercise is suitable for children with a medium or fast speech rate. The task of the parent or teacher: to maximize the result. When choosing a training text, take into account your current reading technique and add 30 words to your result. If a preschooler reads 20 words, give the text for 50 units, if 30 words - for 60 units.

The training consists of three stages. First, the child will read the given passage without assignment, in his usual rhythm. Then he tries to keep it within 1 minute, using two attempts. Increase the number of words in the passage when the preschooler calmly and effortlessly copes with the task. Carry out the training every day 2 times (morning, evening).

Retelling the text read

This activity is useful for students with any reading rhythm. Learn to retell what you read paragraph by paragraph, then by page, then completely. If the kindergartener reads very slowly, syllable by syllable, reproduce the text out loud yourself. Let him tell you what he heard and understood. Then he will read it on his own.

Important! At the initial stage of learning to read, prioritize understanding the essence of the text, not the number of words. Move on to increasing speed after practicing automatic folding of syllables and words into sentences.

Are you ready to teach your child to read?

The child may be ready to learn, but are you ready to teach him yourself? Naturally, you don’t have to be a teacher, but you definitely need to pay attention to two important points:

1. First, think about whether you yourself remember the alphabet exactly, and whether you are confused about the names of the letters. For self-test, take any reference book. If you notice that you yourself say something like “le”, “me”, “ne”, etc., it’s worth working on these points, because the correct pronunciation is “el”, “em”, “en”, etc. Also consider whether you recognize the difference between letter names and their sounds in words. It is very important to understand that depending on the environment with other letters, the same letter can sound differently. Soon you will have to tell your baby all this, so figure it out yourself.
2. Secondly, are you ready to teach your child from the point of view of pedagogy and psychology? Of course, if he learns everything quickly and immediately, this is very good, but if you are faced with the need to talk about the same thing 20-30 times? Understand that when teaching, you cannot take a rigid parental position, saying, “What’s incomprehensible here?”, and you should always remain calm, patient and friendly. So here, too, you should be extremely careful, and if you feel that you are not yet ready to start teaching your child independently, then you should wait a little.

If you have taken everything into account and feel confident in yourself, then you can start learning. And now let's talk a little about several methods with which you can start teaching reading to little ones.

Useful tips

Teaching children to read can be a struggle for first graders and their parents. To avoid scandals, disappointments and not discourage your desire to master literacy, use these little tricks:

1. Exercise regularly. Lessons conducted sporadically or poorly organized will not give the desired effect. The child will simply forget all the information. Make a study plan and follow it strictly. Sometimes take a vacation for a couple of days.
2. Learn through play. For example, build houses from letter cubes and transport them on a truck to form syllables. Without strict rules and sitting at a table for 30–40 minutes, information will be absorbed easily and with interest.
3. Follow the sequence of training. The plan may look like this: sounds - letters - syllables - words - sentences - texts. Move from simple to complex consistently.
4. Use video tutorials to practice at home. This option is suitable for older preschoolers; use it for self-education for parents.
5. Review what you have learned regularly. Use different methods for this: print out cards, make drawings, learn riddles, songs.
6. Look for letters everywhere.
   To practice reading, it is not necessary to have a book or blocks at hand. During a walk, ask your child to point out familiar symbols on the bulletin board, on the price tag in the store, on house signs. This is a great practical experience.
7. Don't force reading if your child doesn't want to study. You definitely shouldn’t teach syllabic reading to 3-4 year old children, they don’t need it and aren’t interested. It’s time for preschoolers, 6–7 years old, to learn to read. But if the kindergartener doesn’t want to, use different methods of motivation to revive interest: your own example, rewards for hard work, praise.

At what age should a child be taught to read?

Advertising posters that advertise developmental centers often offer cutting-edge methods of teaching children to read almost from the cradle.
But let's think about whether a baby needs such a skill. The answer is obvious - no! At an early age, babies need the care of mom and dad, and not regular “developmental activities.” Experts advise focusing not on the age of the children, but on their individual characteristics. Some kids show interest in books and activities as early as 3 years old, while others begin to look at books and pronounce syllables at age 5. And this is normal, because every child develops at his own pace.

That’s why you shouldn’t be tied to a certain age; it’s much more important to assess whether a child is “ripe” for reading.

Photo: https://pixabay.com/photos/books-boys-forest-park-vintage-2863724/

The readiness criteria are as follows:

• ability to construct proposals;
• a fairly rich vocabulary, understanding of what was said and read by parents;
• clear and coherent speech;
• pronunciation and discrimination of speech sounds;
• the ability to distinguish consonant syllables (ba-pa, wa-fa) and letters in similar sounding words (fruit-raft);
• the ability to navigate in space - right-left, top-bottom (the child needs to be able to follow the text from left to right and top to bottom);
• the ability to concentrate on an activity for 15 minutes;
• expressed interest in letters and books.

Even if the baby does not meet the above criteria in some way, you should not be upset. We need to work more with the child: incoherent speech - we talk to him more and more often; replacing sounds - we turn to a speech therapist for help, do articulation exercises, etc.

Perhaps the most important criterion of readiness from a psychological point of view is the child’s interest in reading and books. If he wants to learn to read, he must not miss the moment and satisfy this request.

Games and exercises

To memorize letters, syllables, develop memory, and attention, it is useful to use a variety of games and exercises. They help overcome fears, doubts, and automate reading skills.

To learn letters

1. Together with your child, create a collection of homemade letters from paper and plasticine. Play with crafts, try to add syllables, name the sound they represent.
2. Memorizing poems, songs into individual letters, sounds.
3. Letter lotto.
4. Who is bigger? The one who remembers more words starting with a given letter wins. You can use the opposite option: we name words that end with a certain sound.
5. Say the opposite! Speak short words (mouth, poppy, house). The child must say them backwards.
6. Spell the word. Take small word forms into parts, naming the sounds: D-O-M.

For learning to read syllables

1. Make up a word. You will need cards with syllables and letters. The child himself will select the desired option and read it. You can add pictures to the task, then the child will make up a word on a given topic.
2. We are looking for short words in long ones. From the letters of the word TRUCK you need to make one-syllable words: load, call, circle.
3. Table walkers. Draw a movement diagram, write syllables in the cells. The child reads the chips every time he moves.
4. Search for syllables in texts. Take any work of art, a fairy tale. Let him look for a familiar syllable in words, circle it with a pencil. If you manage not to miss a single syllable in the passage, the student receives a reward.

To develop reading skills

1. Find the extra or missing letter. Write the misspelled words: GU-ZO-VIK (the letter P is missing), YAM-BLO-KO (the M is extra). The exercise develops attention and spelling vigilance. This will be very useful in Russian language lessons in first grade.
2. Make a menu. The child becomes a cook and creates a menu for the family for the day. His task is complicated by the fact that dishes must begin with the same letter, for example K.
3. What do you see with the letter..? Think of any phoneme, ask the student to name all the objects that he sees around him that begin with this letter (K ​​- books, cat, pan, etc.).
4. Who is faster? Write words starting with one letter on a card: chalk, moth, soap, honey, stranded. The goal is to read the list the fastest. Reading speed, attention, and mental abilities develop.

How to teach a child to read - procedure

Let's try to understand the basic principles of teaching children to read, from sounds to words. This information will be especially useful to those parents who prefer the classical method, which has consistently shown good results for many, many years.

Photo: https://pixabay.com/photos/for-reading-granny-grandmother-813666/

What rules should parents follow?

1. Don't learn the alphabet in order. Start with vowel sounds that are easy to pronounce and hum. Then move on to consonants.
2. Make sounds. The most important nuance that many parents forget about. You need to pronounce the sound, not the letter. For example: M, not EM, V, not VE.
3. Teach your child to combine vowels. Everything is simple here: AU, OU, UA. The baby can even sing a similar combination.
4. Study syllables that combine vowels and consonants: PA, MA, BA, DA.
5. Always start with the syllable MA, since the combination of these sounds is familiar to children from an early age. “Mom” is the first and simplest word to understand.
6. Pull sounds. First, make the sound M: Mmmm, then A: Aaaaaa. Then connect: MmmmAaaaa.
7. Learn back syllables. Direct - this is when the consonant comes first, and then the vowel (PA, MA, MU). Reverse - first a vowel, and then a consonant (AP, AM, UM).
8. Alternate syllables that begin with a voiced and an unvoiced letter. For example: GA-KA, PA-BA, ZA-SA.
9. Learn to read words sequentially. At first these will be monosyllable words: CAT, OAK, HOUSE, DREAM. Then two-syllables: MOTHER, PAPA, FRAME, SOAP. Then three-syllables, etc.: COW, MILK.
10. Learn to read simple texts. Usually these are children's fairy tales, the plot of which is repeated over and over again. “Ryaba Chicken”, “Turnip”, “Kolobok” are suitable.

In any case, you should first read the recommendations of the author of the method, who will tell you in detail how to teach your child to read. Once you understand the principle, you can structure your activities without any problems.

Basic techniques

There are really many methods for early learning to read. They can be divided into traditional and non-traditional.

The first ones, easy to use at home, are suitable for children from 5–6 years old. These are ABC books.

The second ones are universal and can be used at an early stage and closer to school age. These are cards, cubes.

To master the teaching methodology in a non-traditional program, you will need deep knowledge of child psychology, sound features of vowels and consonants. Let's take a closer look at some of the author's methods.

Primers and ABCs

They are convenient because the child learns letters and sounds at the same time, gradually putting them into syllables, then into words. Each alphabetic character is accompanied by a picture. An elephant is drawn next to the letter C, and a watermelon is drawn next to the A. Syllability goes parallel to memorizing letters. That is, the set of phonemes for reading increases in the process of recognizing the alphabet.

There is an opinion that this method of teaching reading is too complex, requires perseverance, and is suitable for children with a great thirst for knowledge. But he was the main one in the Soviet school.

The arguments against book learning can be argued. For example, Zhukova’s primer clearly shows children how to read sounds together without naming them separately.

The ABCs are accompanied by bright pictures and plot drawings based on the text. By the end of the course, the preschooler will read not only syllables, but also large passages, know what a syllable is and stress. It is impossible to achieve such a result with the help of cubes and cards alone.

On a note! In addition to the primer by Nadezhda Zhukova, textbooks for teaching reading from an early age by Dmitry Fonin, Vseslav Goretsky, and Nadezhda Betenkova are popular among teachers and parents.

Voskobovich's tower cubes and folding cards

Cards with pictures are intended for teaching children from 3-4 years old. They have bright pictures and warehouses painted on them. The cards come with a CD with songs, the text of the verses is written under the pictures. First, the child sings the words, then finds them in the text and gradually learns to read.

Voskobovich's tower cubes are designed for kindergarteners over 4 years old. The set consists of 12 cubes with a cavity with consonants written on them, and 12 cubes with vowels. The child’s task, after becoming familiar with the Russian alphabet, is to create a warehouse with which any word begins. This can be one letter or a pair.

Then syllables are studied. Children match the vowel to the consonant and assemble a syllable from two cubes. Then words are made from several cubes.

Zaitsev cubes

Zaitsev's method is based on reading by syllables, do not confuse it with syllables. A warehouse can consist of one letter or several. For example, in the word SANKY there are 3 warehouses: SA-N-KI, in the word MAMA there are 2 warehouses: MA-MA. According to the author, it is easier for a child to learn to read by words than by syllables. And this is confirmed in practice.

The training set includes 52 cubes: all the letters of the Russian alphabet, combinations of consonants and vowels. They are different in shape, filling and tactile sensations.

For example, voiceless consonants are indicated on cubes with pieces of wood inside, while voiced consonants are filled with metal parts. That is, the child does not know that this letter is voiceless or voiced, but hears what type of sound it makes. Additionally, tables for warehouses, audio cassettes with songs, and a manual with descriptions of lessons are used.

In the form of a game, the child gets acquainted with the alphabet, and with the entire set of letters at once. Then he independently combines them into words, smoothly sings the lines with the help of special chants, and works with the table.

The Zaitsev teaching method is suitable for children who do not like and cannot sit still for a long time. Static lessons can be easily replaced with a dynamic game.

Chaplygin cubes

Suitable for children from 4 years old. The set consists of 10 cubes, 10 blocks. The preschooler spins the cubes, looks for the necessary syllables, and reads them. Then he makes up simple words. Simultaneously with reading, the outline of letter symbols is learned.

During the game, motor skills, thinking, memory, and attention are involved. According to parents and teachers, this technique is effective and easy to do at home.

Doman cards

The author of the program, American doctor Glen Doman, suggests teaching children to read whole words when they do not yet know letters and do not even know how to speak. Parents need to purchase a set of cards, show them to the newborn for a couple of seconds, pronounce what is written, quickly changing to the next one.

In the first lessons there will be 15 of them, then the number increases. New material is presented after repeating what has already been covered. At 1.5–2 years old, the child will be able to say for himself what is written on the card.

According to psychiatrists and neuropsychologists, the Doman card training system is based not on reading, but on automatic memorization of visual images. If you offer a child a word that has not yet been shown to him, he will not be able to read it.

Method of reading syllables by Elena Bakhtina

The author's methodology is based on syllabic reading. The child is offered cards with letter combinations. The student must read them fluently and recognize them automatically. Then you can start composing words and texts.

For ease of memorization, the letters on the cards are painted in different colors: blue - consonants, red - vowels, ь, ъ - black. Read open and then closed syllables first. Leave combinations of vowels and sibilants for the last stage, they are much more difficult to pronounce.

On a note! You don’t need to look for books and educational kits in the store. Order them online. There you can also read reviews from parents and early development center methodologists about practical experience in using each program.

Reading using the Doman method and our not very successful experience

Of all the methods, reading according to Doman seems to be the most unusual for our understanding. In this system, whole words, many words, are shown to the baby at a fast pace on cards! According to Doman, the child very quickly begins to remember the spelling of the words shown to him and gradually comes to read them. “But it’s impossible to remember all the words of the Russian language!” - you must be thinking now. However, Doman argues that in the process of repeated exposure, the child does not just photographically remember words, he learns to analyze their composition. And after looking at a lot of words, the baby soon begins to understand how the word is constructed, what letters it consists of, and how to actually read it. And, having mastered this, he will be able to read not only the words that you showed him, but also absolutely any.

For a very long time I was skeptical about reading according to Doman, it seemed completely unnatural to me, but nevertheless, the example of those children who learned to read using this method pushed me to start classes. Since I doubted it for a long time, my daughter and I started only at 1.5 years old (Doman recommends starting at 3-6 months). Indeed, soon after the start of classes, the daughter began to recognize the words shown to her. All I had to do was put 2-4 words in front of her and ask where it was written, for example, “Dog”, she showed it correctly in 95% of cases (even if I asked her about words that she had not seen before!), but the daughter herself read never started. Moreover, it gradually began to seem to me that the further we moved, the harder it became for her. More and more in her eyes I saw an attempt to guess, and not to read.

If you look for reviews about the method on the Internet, you will meet both people who are completely disappointed in the method, and those who really taught their children to read and not read easily, but at a fairly decent speed. And here’s what I noticed: all the people who have achieved success in this difficult task have one thing in common - they started classes very early, up to eight months. It is this age that Doman calls optimal, and it is no coincidence: the younger the child, the better developed is his ability to perceive the image of a word as a whole, gradually this ability is lost, and closer to 2 years the child increasingly needs a letter analysis of the word.

So, it would be wrong to call the technique complete nonsense, as many immediately do. The mass of children who have learned to read all over the world speaks in its favor. But I won’t persuade you to take it, because Taisiya never learned to read from it. I can only say one thing: if you haven’t started Doman classes before the age of one, then don’t start, don’t waste your nerves or your child’s.

Books on the topic

There is no way to do without books and collections of texts when teaching reading at home. Please take a look at the following collection of useful tutorials.

Fedina Olga and Sergey “How to teach a child to read”

Textbook for preschoolers from 4–5 years old. The authors of the methodology took as a basis the syllabic method, which, according to parents, is the most effective and easiest way to teach reading. The book comes with useful tips for conducting classes; the lessons are divided into blocks, each accompanied by bright pictures.

Uzorova O. V., Nefedova E. A. “100 educational texts for teaching children to read”

The collection of texts is suitable for preparing six- and seven-year-old children for school. The educational material is accompanied by entertaining tasks and exercises for developing horizons, memory, attention, and fine motor skills. For ease of reading, words in the text are divided into syllables by vertical bars. Short stories are dedicated to the animal world, fish. There are coloring pages at the beginning or end of the text.

Baranova E. E., Razumovskaya O. K. “How to teach your child to read”

The collection of tasks is suitable for children aged 4–5 years. The authors use the syllabic method of teaching reading and invite children to play train with letters. You need to cut out a paper toy from a book yourself, put cards with letters in it and play with syllables. Classes are held in a playful way, so information is remembered quickly and easily.

Zhukova N. S. “Primer”

The textbook is based on the traditional syllable-by-syllable reading method. You can start lessons without knowing the sounds and letters. Learning the alphabet goes parallel to the formation of the skill of putting letters into syllables. The book is written in large print and illustrated with bright pictures. Zhukova’s primer is recommended by the Ministry of Education of the Russian Federation and has been used in kindergartens and development centers for more than 10 years.

Learning letters from the alphabet

Alphabet books, cubes and other toys, where each letter is accompanied by a picture, are almost mandatory purchases for a child. With their help, many parents begin to introduce their child to letters quite early and by the age of two they can boast to their friends that their child knows the entire alphabet. Only after this, the matter does not progress any further, having learned all the letters, the child for some reason does not begin to read. “He knows letters, but doesn’t read” - you must have heard about this problem, and maybe you yourself have already encountered it.

The fact is that when you and your child repeatedly look through the beautiful pictures placed in the alphabet next to the letters, and repeat “A - watermelon”, “N - scissors”, strong associations between the letter and the picture appear in the child’s mind. A very specific image is assigned to a letter, which then prevents the letters from being combined into words . So, the simple word “PIT” turns into “Apple, Ball, Watermelon.”

It’s even worse if, when showing their child letters in the alphabet, parents pronounce not the sound that corresponds to this letter, but the name of the letter. That is, not “L”, but “El”, not “T”, but “Te”. Needless to say, the child does not understand at all why “Es-u-um-ka-a” should suddenly turn into “Bag”. It’s sad, but this is precisely the pronunciation of letters that is found in all sorts of “Living ABCs” and sound posters. If you still teach your child individual letters, then pronounce only the sound that corresponds to this letter . But before you memorize individual letters, familiarize yourself with other methods of mastering reading.

Mobile applications and simulators

If it is impossible to sit the baby down with books, they do not like to play with cubes or cards with letters, use interactive simulators to teach reading. You can download them to your tablet, mobile phone (iPhone and Android), play at home or on the go.

Luntik. Let's learn to read!

With your favorite cartoon characters, your child will learn to recognize letters, put them into syllables, and read words. The application is suitable for both one-year-old children and future first-graders. The program is divided into 10 levels: 4 simplest and 6 more difficult.

Talking ABC

The preschooler will learn the alphabet with the help of songs and plasticine helpers. Bright animation and fun games make lessons entertaining and not boring.

Learning to read by syllables

The application is designed for kindergarteners aged 5–7 years who know letters. The teaching methodology is based on Zaitsev’s program. Users make words from warehouses, cards with letters and syllables. With the help of simple games and entertaining tasks, the future schoolchild quickly learns to read and divide words into parts.

ABC for children! Let's learn the alphabet!

The letters are hidden in colored boxes with pictures. The task is to catch them and form a word. The game is designed for children aged 2–3 years in the “Learning Letters” mode, and preschoolers aged 4–7 years in the “Read by Syllables” block. The app has received a lot of positive feedback from parents.

Learning letters is fun!

The program is useful for kindergarteners unfamiliar with the alphabet. The games are divided into three parts. In the first, the child gets acquainted with letters using pictures, learns to pronounce them, and recognize them. In the second, he consolidates the acquired knowledge and composes words. In the third, smart coloring pages and favorite cartoon characters await him. You need to color the pictures using letters.

With the help of computer games, even a weak child can learn the alphabet and learn to read syllables, words, and sentences. In addition to educational exercises, the educational site has a lot of tasks to develop attention, memory, and reaction speed.

Rules to help teach children to read

So, the child is psychologically ready to master a new skill. Moreover, he himself reaches out to books, he loves listening to fairy tales and wants to learn to read, so as not to ask his mother about it. So, you need to start learning.

But only correctly, taking into account the recommendations of specialists and experienced parents.

• My own example. If parents love to read and constantly sit up with a book in the evenings, there is a high probability that the child will be drawn to reading. On the contrary, if adults prefer to sit on the computer or watch TV series, the baby will put the book away.
• Beautiful illustrations. The first books to read should have bright illustrations that will attract children's attention. In addition, plot pictures will help the child follow the intrigue of the fairy tale.
• Shared reading and discussion. Be sure to read books to your child regularly, turn reading into a kind of evening ritual. At the same time, you can and should be interested in children’s opinions about what they read.
• Search for letters. Letters are found everywhere: on magazine covers, on store signs, on street advertising. Draw your child's attention to this fact and ask him to find a familiar letter or word on the sign.
• Games with letters and words. There are a great variety of similar games: searching for a word starting with a given letter, letter lotto, composing short words from longer ones, tracing the outline of letters with your finger, laying them out from scrap materials.

And, perhaps, the main recommendation from experts. Never force a child to read if he does not want to. This is especially true for young children who are simply not ready for such systematic activities. But you should also look for a special approach to a reluctant preschooler - encouragement, praise, joint games.

Answers to frequently asked questions

How long does it take to teach a child to read?

Learning to read from scratch can take 6-8 months with a 4-5 year old child. An adult child, 6–7 years old, masters the skill faster, in 3–6 months. If you attend classes at a development center, a tutor, and read additionally at home, the period is reduced to 2–4 months.

Although in this video you can get acquainted with the real story of how a child was taught to read syllables in 2 hours.

How to teach reading if a child doesn’t want to?

A categorical refusal to study with books, tables, and cubes can be overcome by increasing motivation. Interest a reluctant woman in a bright book on her favorite topic, tell her why it is useful and necessary to be able to read. Look at pictures in books every day, read in the evening, during the day, discuss the plot.

When the first signs of interest appear, try playing with letters, solving puzzles, and using coloring books.

Can a child learn to read on his own?

This option is possible if there are older children in the family. The kid watches homework being done and begins to imitate the school students. When it turns out that the baby has learned the letters himself, parents only need to speed up the process a little.

Buy an ABC book, give some theory, apply several speed reading methods. If a preschooler is inclined to self-education, is diligent, and will show good results.

Should educators teach children to read?

Reading lessons are not included in the mandatory kindergarten curriculum. Teachers in the preparatory group can give a small amount of information about sounds and letters.

Reading is taught in elementary school. The exception is specialized or private kindergartens, where parents pay for additional classes in preparation for first grade.

How to make learning to read easier for a preschooler

1. Praise more and never scold

   It’s hard for us adults to imagine how difficult it really is for a child to learn such a complex skill as reading from scratch. After all, to be able to read means to be able to correlate a sound with a letter or combination of letters, to understand the meanings of the words read and the meaning behind the text.

   If parents take the child's successes for granted and express dissatisfaction when the child does not understand something, this will not push the student to develop, but will only complicate the process. Therefore, it is important to praise for small victories: I learned the letter that we studied last time - great, I coped with a word with as many as two syllables without my dad's help - smart girl.

   Do not perceive failures as a consequence of the little student’s negligence. When a child does not understand the first time, this is a reason to look for another explanation or give more time to practice. If you feel tired and irritated, you should stop the activity and return to it in a good mood.

2. Exercise little by little but regularly

   You shouldn’t expect your child to be perseverant and willing to spend hours figuring out unfamiliar letters. It is difficult for preschoolers to maintain attention in a lesson for longer than 25 minutes, and even such small lessons should be interrupted with physical education and games so that the child does not get bored. This is exactly how preparation for school is structured at Skysmart: 25-minute classes with breaks for outdoor games.

   But regular practice is important - much more important than the duration of the lesson. And these don’t have to be just lessons: you can look for familiar letters on signs while walking, on a door sign in a children’s clinic, on the packaging of your favorite corn flakes.

3. Read books aloud

   In a series of studies conducted by Dr Victoria Purcell-Gates on five-year-olds who were not yet able to read, it was found that those children who were regularly read aloud by their parents for two years expressed ideas in more literary language, constructed longer sentences and used more complex syntax .

   In addition, reading aloud with adults helped expand children's vocabulary, as parents explained the meaning of new words that children had not encountered in everyday life.

Expert opinion

According to neuroscientist Marianne Wolfe, evenings spent reading with parents help foster a love of reading because children develop a connection between reading aloud and feelings of love and warmth.

1. Discuss what you read

   The role of communication in teaching literacy is difficult to overestimate. At first, it is important to ask if the student is interested, if he is tired, and what he remembers from the lesson. When a preschooler learns to read coherent texts, be sure to ask questions about their content.

   It’s great if a child reads independently and without parental encouragement, but even in this case, do not deprive him of the opportunity to discuss what he read with you. For example, you could ask:

   Who was your favorite character?
2. Do you think this heroine is like you? Would you like to be like her?
3. What would you do if you were the hero?
4. Why did the described event happen? How are these two events related?
5. How did what you read make you feel?
6. What do you remember most from what you read?
7. What do you think the author wanted to teach? Why did he write this? Do you agree with the author?

8. Go from simple to complex

   From the correspondence between sounds and letters - to syllables, from short words - to longer and more complex words. It would seem that this is obvious, but no: sometimes parents are so happy with the child’s success at first that they push him to study more complex topics than he is ready to accept. Of course, the program should be tailored to the student, but you should not skip steps, even if the child is making progress.

   There are methods that suggest teaching a child to read by memorizing whole words. Unfortunately, experiments show that such methods generally work worse. For example, a group of scientists from the United States came up with an artificial alphabet and asked subjects to learn it, and then read words written using this alphabet. At the same time, some subjects were immediately explained the principles of correspondence between sounds and letters, while others had to deduce the rules of reading on their own based on whole words. It turned out that the first group copes with reading new, previously unfamiliar words better than the second.

   Therefore, we advise you to choose teaching methods that provide clear instructions about the connection between sounds and letters - and this is especially important for those children for whom reading is difficult. Below we have collected several such techniques that you can use to homeschool your preschooler.

How to instill in your child a love of reading

You are an example for your child. He repeats what you do. Therefore, if you want to instill a reading culture, read yourself. Read books out loud to him from infancy. This way he will have his favorite characters. And you will show that books are not boring, but a fascinating world. If possible, involve all family members in this process: older children, husband.

Discuss what you read. Ask questions about the book and the pictures in it. Gradually make the questions more difficult.

Choose books based on age and hobbies. At a young age, the main form of activity is play, so learning to read should take place in a playful way. This way you will avoid stress, and your preschooler will not be bored while studying. If you interest your child in the world of books already at the initial stages, maintain motivation to learn new things, and in the future learning will be easier and calmer.

Why is it important to start training on time?

From the first day of life, a child begins to explore the world. The development of a child’s abilities occurs in stages: this is natural and it is impossible to change this order. Children under 5 years of age have developed imagination, imaginative thinking, and they perceive information in the form of pictures. But they have difficulty assimilating information in the form of sounds. Even when they remember what is written, it happens automatically, without understanding the essence.

If you start studying the alphabet too early, the development of imaginative thinking slows down. The right hemisphere of the brain is responsible for this function, which also controls the emotional sphere, color perception, and musical hearing. Thus, underdevelopment of imaginative thinking leads to emotional disorders, deterioration of color perception, and sense of rhythm.

Health problems may arise: children are mentally stressed, and the nervous system is not physiologically ready for this. Visual impairment due to stress is also possible.

With the help of games, fairy tales, rhymes, and cartoons, children learn about the world. Through them comes an understanding of good, evil, friendship, mutual assistance, honesty, and empathy. They learn to express their emotions, thoughts, and learn to empathize. An attitude towards the world, towards oneself and others, and self-esteem are formed. A shift in emphasis to mental abilities leads to the fact that emotional development is inhibited. In the future, this becomes the reason:

• self-doubt, low self-esteem;
• lack of ability to empathize with other people;
• difficulties with self-knowledge;
• complexes;
• difficulties in communicating with other people, inability to establish contacts in a team.

Another situation is when they start training late. If a first-grader cannot read, difficulties may arise in mastering the school curriculum. He will not be able to read and complete assignments on a par with his classmates, and will begin to lag behind. The ability to read is a necessary skill with which children receive information and share it with other people. A child who does not know the letter will be deprived of this opportunity.

Teaching a child syllabic reading

The ability of the brain to recognize and remember elements of sign systems, including letters of the alphabet, develops in a child by the age of five. That is why at this age you can already try to teach the first lessons of syllabic reading.

Cards for syllabic reading

At the very beginning, the parents’ task will be to form in the child ideas about letters, which he will later be able to combine into syllables, and these, accordingly, into whole words.

How to effectively teach your child to read? To start learning, you won't need much - just an ABC book and cubes or cards with letters. However, you need to take the choice of textbook very seriously. The material in the book should be presented in detail, consistently and logically. Considering that voluntary attention at this age is most often at the stage of formation, it is very desirable that he retain a maximum of pictures and visual aids. They will complement the basic material well, without distracting the child from it.

Introduction to letters

As we have already noted, the development of reading skills should begin with the study of letters and sounds, guided by the classic principle of “from simple to complex.” It is best to do this in the following sequence:

• Open vowels: A, O, U, Y, E
• Hard voiced consonants: L, M
• Dull, hissing sounds

In the process of learning letters and sounds, you should not rush children, trying to master the entire ABC book in the shortest possible time. On the contrary: each task should begin by repeating the material already covered. This will allow you to consolidate the acquired skills and knowledge as firmly as possible. And develop the correct reading technique in the child.

After the child has learned most of the letters and sounds, you can move directly to syllabic reading. To make it easier for a child to assimilate unfamiliar and still incomprehensible material, it is convenient to conduct classes in a playful way.

Zaitsev's cubes for syllabic reading

For example, by dividing a syllable into letters, you can imagine how one letter “runs” to another, after which they begin to be pronounced together. The first syllables a child learns should be simple and consist of two sounds. It is desirable that the consonant sound comes before the vowel; syllables in which the vowel sound comes first, as well as syllables with sibilants, are best left for later. Having understood the principle by which syllables are formed, the child will no longer experience difficulties in the future.

Having mastered syllables, the child can move on to reading simple words. These can be words made up of simple or repeated syllables. Over time, words to read may become more difficult.

In the process of teaching a child to read, it is important to strictly monitor his pronunciation at every stage. The child must maintain pauses in words, observe intonation and emphasis.

Lessons should be done daily

Even if learning progresses at a slow pace and the child has difficulties, you should not rush him by accelerating the pace of classes. Let reading be, first of all, an interesting and exciting game for him. Children whose parents are overly concerned about the speed of their learning are more likely than others to have speech therapy problems and difficulties with self-esteem.

How to quickly teach reading syllables using Zhukova’s ABC book

At 3-4 years old, the baby is not yet psychologically capable of learning. Children aged 5 and 6 years perceive classes completely differently. Although kindergartens teach the basics of reading, some children need individual instruction so that they can better understand the formation of syllables.

Among the variety of techniques for teaching reading, Nadezhda Zhukova’s method is extremely popular.

She created a special method with which children quickly learn to read and easily move on to writing. It has been proven that it is easier for children to identify a syllable than one sound in a spoken word. It is this principle that forms the basis of Zhukova’s method.

There is no need to learn the entire alphabet at once. First you should learn only the vowels. We need to explain to the child that these letters can be sung. Having become familiar with the vowels, they are added together: AU, OA, OU. Let the child independently, using his finger, move from letter to letter and sing them. Then you can start studying consonants.

During the lesson, it is necessary to explain how to determine by hearing how many sounds the parent made, which sound is first, second, last.

Zhukova’s “Magnetic Alphabet” can help with this, thanks to which the baby will lay out the syllables spoken by adults.

It is recommended that during classes, ask the young student to trace the letters with his finger, because this promotes tactile memorization. “The Primer” by N. Zhukova will help any adult, even without pedagogical education, conduct a lesson.

See also:

How to teach a child to count examples within 10 and 20?