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.

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.

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.

Glen Doman's method of teaching reading

The teaching method according to Glen Doman is popular among modern parents. According to it, you need to start working with the heir or heiress right from infancy. The method is based on showing cards with different images. These can be letters, numbers, animals, plants and much more. It depends on what you want to teach your little one.

As for reading specifically, Doman has his own guesses and statements: the child first needs to memorize the first few dozen words. Mom just shows the picture on the card for a few seconds. There may be many such cards, or there may be few. In general, the technique advises quickly changing pictures.

This technique also has a beneficial effect on the breadth of your horizons. Thanks to Doman, children literally from the cradle begin to master and “study” the surrounding objects and even what he has not yet seen at all.

Whatever method or method you choose, or even a separate manual, there are many of them now, remember one thing - do not rush your baby, let him enjoy a carefree childhood, start classes and serious training when he is completely ready for it! Feel each other...

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.

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.

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.

Zaitsev's method - correct reading at an early age

In addition to the method described above, you can use Zaitsev’s technique, which has been successfully functioning for 20 years. Static cubes are used here. This didactic set contains 20 groups. Cubes can be made of wood, iron, or painted gold. In a light playful way, children learn to distinguish between vowels and consonants. The early learning set contains not only Zaitsev’s static cubes, but also special bright tables that need to be placed slightly higher than the baby’s height.

In this technique, “singing” is widely used, that is, parents do not pronounce words, but sing.

Zaitsev's cubes are an effective way to teach kids

Special tables contribute to more active memorization. The speed of learning the material depends on the child’s current age, abilities and motivation. It is necessary to conduct classes using this method systematically, twice a week. The duration of one lesson is 15-30 minutes.

Teachers understand that this technique is far from perfect. Like any innovation, Zaitsev’s technique has its own advantageous advantages and disadvantages. They highlight the following qualities as positive aspects of such training:

• the child masters common letter combinations in a playful way, he does not need to think about how to read this or that letter;
• Zaitsev's cubes contain the correct letter combinations, which allows the child to master correct spelling in the future;
• there are no age limits in Zaitsev’s education system;
• Bright cubes have an impact on the development of the child’s sensory organs and necessary fine motor skills.

Zaitsev’s technique is suitable for children from 2 years old.
The following qualities are worth highlighting as negative aspects:

• a child who has learned to read using this method may often swallow endings; it is very difficult for him to understand the composition of a word, since he has only studied words all the time;
• in the first grade, such children may have difficulties with phonemic analysis of words, because in Zaitsev’s method sounds are marked in different colors;
• inconsistency of the methodology;
• expensive benefits and long preparation before starting classes.

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.

Advantages of this technique

The following are worth highlighting as positive points:

• It is advisable to use the technique directly from the birth of the baby;
• Parents are able to organize all classes without the involvement of additional specialists;
• all didactic material can be easily done independently;
• The child receives the necessary comprehensive development, because the cards are subject to various topics.

Teachers highlight the following disadvantages of this modern methodology:

• the child is in a passive position during the learning process;
• the child does not learn to read independently, but simply analyzes and remembers the given material;
• Children older than 3 years old do not perceive this technique well.

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.

Mastering the principle of reading syllables

Children usually pronounce each sound separately, and this is understandable - it takes them time to remember what the next letter is called. The parents' task is to help the child overcome this natural difficulty.

You need to start the exercises with words consisting only of vowels.
For example, AU, IA and UA. For these simple words, you need to draw/choose illustrations - for example, a girl lost in the forest (“AU!”), a baby lying in a cradle (“UA!”), and a cute donkey chewing grass (“EA!”). Ask your child not to read the inscription, but simply to sing it. You can sing slowly, “draw out” the syllable, but don’t stop: AAAAUU, IIIIAAA, UUUAAA. On a note! Be sure to teach your child to recognize exclamatory and interrogative sentences.
Use your voice to highlight the moment of exclamation; the baby should distinguish “Huh?” and “Ah!” Don’t be afraid to return to what you have covered; continue to teach your child to read the simplest syllables. When the first sound of a syllable is a consonant, it is more difficult for a child to read it. But, nevertheless, you also need to learn to read it, without this you can’t do it at school. Let the child “pull” NNN and then put A, O, or U. The boy gives the girl candy - NNN (“NA!”). The kid is swinging on a horse - NNNO (“BUT!”). The girl took her mother’s hand - MMMA (“MA!”). Please note that the child may “pull” the first sound long enough to remember the next one.

Important! Do not rush your child if he thinks while reading a syllable that is difficult for him - when he gets a feel for the principle of adding syllables, the process of mastering the skill will go much faster.

If the child fails to read the word, then the parent should read it himself, then try to read it again with the child. Then move on to the next syllable. Regardless of success, encourage and praise your little student.

Most primers for children 6-7 years old suggest learning using syllabic tables. They are a list of various syllables that do not have a semantic meaning, but are based on visualized memorization. Example: for the letter “N” the sounds are “NA-NO-NU-NY-NI”, for “M” - “MA-MO-MU-WE-MI”, for “T” - “TA-TO-TU-YOU” -TI”, etc. Of course, such tables have a right to life, but they are not at all interesting to children. It is absolutely not necessary to force a child to read various “VU” and “VA”; it is quite possible to cope without such outdated methodological material.

Advice! A child should not get tired of reading. In the first month, read syllables no more than 3-4 times a week. Let the lessons go not in a row, but every other day. From the second or third month you can teach your child to read daily.

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.

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.

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.

Doman card method

It is necessary to teach a child to read at an early age, following a clear sequence.

First stage: learning individual words

To conduct the first developmental lesson using the Doman method, you need to make several cardboard cards. It is necessary to teach a child to read from simple, familiar words and expressions.

For successful learning to read, a calm environment is important; no foreign objects should distract the child’s attention. The baby must be healthy, in a good mood, and be ready to accept new things.

The Doman technique is suitable for children from 3 years of age

The first word you need to teach a baby to read at the age of 3 is “MOM”. You need to show him the card and say: “This means mom.” We stop on this card for 1 second; there is no need to say anything additional to the child. After that, we immediately proceed to the next card. When all 5 cards are shown, you can hug and kiss your child, what a great guy he is for studying everything carefully with his mother.

On the first day, you need to demonstrate the cards to the baby 3 more times, taking a break between training for 30 minutes.

On the second day, reading training continues. On this day, the mother also shows the child 5 cards from yesterday 3 consecutive times, after which 5 new bright cards are added to the old ones, they will also need to be shown 3 times, resulting in 6 short lessons to teach the baby to read at 3 years old.

Cards with letters and pictures

On the third day, 5 more new cards are added to the 10 cards, resulting in 15 pieces and 9 small lessons.

Day four: 20 cards and 12 short lessons.

Day five: 25 homemade cards and 15 activities.

First words on cards

Starting from the 6th day, you need to act a little differently, removing one word from each small set of cards, adding a new one in its place. You need to do this every day; to avoid confusion, you need to record the date of the first display of the word on the back of the card. The main thing in Doman’s method is actions according to the system; this is the only way they can bring tangible results.

According to Doman's method, all sets of cards are subordinated to certain topics: basic household items, personal belongings, important parts of the body, pets, necessary food products.

At first, work is done only with nouns, and when the number of subjects studied reaches 50, the most important verbs are added to them.

The second stage - we study phrases

The child has already developed a specific vocabulary, at this moment he is ready to connect words. The second step of the Doman technique involves the introduction of new cards with the names of colors. After the baby has learned the names of colors, you can teach him to read phrases. To do this, you need to prepare cards yourself using colors.

Doman's cards with names of groups of objects

After systematic exercises, it will be clear when the baby is ready for the next stage.

The use of this technique is suitable for teaching reading at 3 years old. Next you need to make small cards with antonyms, for example, “BIG TABLE”, “SMALL TABLE”.

Third step - make small sentences

After mastering phrases, you can move on to simple sentences. For this stage, you need to independently make cards with simple sentences, for example, “THE ELEPHANT EATS.”

The size of the letters should be reduced at this stage to 5 centimeters. This stage is important because here parents need to make a special book. This book should contain 5 small sentences and a small illustration for each. The standard size of a homemade manual is 20*45 cm, it is advisable to use a red font color.

Homemade book using the Doman method

If you have a digital camera at home, you can illustrate this book with your own photographs. Many children are simply delighted with such diaries.

Stage four – common suggestions

At this stage, the baby is shown cards with complicated sentences consisting of 3 or more words. In this case, the height of the letters will be 4 cm. Gradually, the number of words in the sentence should be increased, and the font size should be reduced to 2.5 cm, and then to 1 cm. The font color should be gradually replaced with black.

Stage five – exciting book reading

Now we can say with confidence that the child is ripe for reading real books. You can achieve this level at 3 years old if you teach him to read a little earlier. You can get the book you need for your first reading in a store or make it yourself. Kinga must meet the following parameters:

• She should have a general vocabulary - from 50 to 100 words that are completely familiar to the baby;
• no more than 1 sentence should be printed on a brightly designed page;
• the permissible height of letters should not be less than 1 cm;
• interesting text should be printed in front of the pictures or placed separately from them.

The first books for independent reading
A baby should read a book slowly, with expression, 2-3 times daily for several days. After finishing classes, the book should be placed on the shelf, and the child should be allowed to read it on demand. One illustrated book will not be enough for a 3-year-old child, because this is such an inquisitive age. There is a good way out of the situation - you can independently rewrite famous books in large font, inventing your own illustrations. Little by little, the baby will accumulate a whole personal library.

Stage No. 3. Introducing the letter

Now it's time to learn the letter. To do this, you can invite the child to find the desired picture among the cubes or on the alphabet (for example, an orange). It should be explained that since the name of this object begins with the sound [a], next to it they wrote the letter that denotes this sound.

Examples:

• Crumb cubes “ABC in pictures” in the OZON.ru store.
• Educational wooden toys ABC cubes.
• ABC cubes, 12 pcs.

Invite your child to carefully examine the letter and determine what parts it consists of (sticks, ovals, hooks). Discuss with him what the letter looks like. It is recommended to use special pictures in which the letter is depicted as a real object. If possible, you can create such pictures yourself directly during class. It will be very interesting for the child to watch the transformation of the letter.

You also need to ask the baby to write a letter. This can be done in different ways:

• draw with chalk on a blackboard;
• write with your finger in the sand;
• mold from plasticine;
• lay out with buttons;
• twist from wire, etc.

The child will really like such exercises and will help him remember the letter better.

Didactic games for learning to read

Game "Sun"

The picture shows a sun with rays. The letter being studied is placed in the center, and the remaining letters are placed at the ends of the rays. Moving from the center along the ray, you need to name the syllable that results. You can also move in the opposite direction.

A similar game is called "Clock". The main letter is placed in the center of the hand, and the rest along the dial. By moving the arrow, we name the resulting syllable.

Game "Let's run along the path"

Find a picture with a short winding path. Place circles with printed syllables on it. The child receives a chip and begins to move it forward, naming syllables along the way. You can arrange a team game to see who can complete it faster and not make a mistake.

Game with dice

You can come up with many tasks for cubes with syllables:

• read all the syllables on the cube;
• choose cubes to make a word;
• replace (add) one syllable in a composed word to make a new word;
• match the picture to the first syllable in the name of the depicted object.

You can even just give your child a box with such cubes, and he can come up with a way to play with them himself.

Stage No. 4. Composing a syllable

When the baby learns the first three vowel sounds, each subsequent sound (after familiarization with the letter) is immediately included in the syllables. The main thing is to explain this so that the child understands the very mechanism of merging two sounds into one single syllable. An adult must show two letters and say that now he will pronounce them together, without stopping or separating.

For additional effect, you can add visualization:

• place two cubes side by side;
• write letters on the parts of the construction set and connect them together;
• put the letters in one house, etc.

Having shown the child a syllable, the adult must pronounce it clearly and drawlingly, and then ask the child to repeat it. Next, you should explain in words that in order to pronounce the syllable “ma”, you must first close your lips for the sound [m] and immediately open your mouth and round your lips to pronounce the sound [a]. It is recommended to demonstrate this process several times, inviting the child to do the same.

As practice shows, such detailed explanations and training will be needed only for the first 1-2 weeks of syllabic reading classes. As soon as the child understands and masters the principle of combining sounds into syllables, he will easily do this in any combination.

In addition to learning to read direct syllables (consonant + vowel), you need to offer him to read reverse (vowel + consonant) and complex (2-3 consonants + vowel) syllables. The technique is similar: demonstrate a sample, analyze the articulation and perform training exercises.

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.

Where to start teaching your child to read

1. Always start with the simplest thing: gradually learn letters and sounds in everyday life, not in school. We went for a walk: draw letters and syllables with a stick in the sand, fold them out of pebbles, mold them in the sandbox, find letters on clothes, on signs, on food and toy packaging, etc. Explain that letters and sounds surround us everywhere. Tell the difference between a letter and a sound: we write and read letters, but we pronounce and hear sounds.
2. When learning to read, a sense of rhythm is very important. The sense of rhythm is well developed by dancing, singing, and outdoor games (games with a skipping rope, ball, etc.). So feel free to turn on fun music and dance. This will not only sharpen the baby’s rhythm, but also lift his spirits.
3. Next, you can begin more organized training; you need to gradually teach perseverance and the ability to clean up after yourself. Organize a comfortable table and chair for your child, and a shelf for his accessories (book, notebook, pen, pencil). At first, 10-15 minutes will be enough for training.
4. Set a good example for your child, because it is from you that he absorbs the love or dislike of reading. Read more yourself, your child will definitely notice. In addition, discuss with your child what you read, ask him questions about what you read. Young children can be asked questions based on the pictures (Who is drawn? What is he doing?), older children can be asked questions based on the plot. Stimulate them to think (Why did he do that? What would you have done in his place?).
5. It is better to teach reading with simple syllables and words and take into account whether the child pronounces sounds in syllables correctly (for example, if the baby does not say the sound “S” or “L”, then you should not teach reading with these sounds, otherwise the incorrect pronunciation will only become stronger). Therefore, it is better to start with words such as: ma - ma, pa - pa, etc.
6. Use gaming techniques when learning to read: you can draw vowel letters in red on cards and place them throughout the room, swapping them. Then do the same with the consonants, but color them blue. It is important! The child needs to distinguish between vowels and consonants, this will make the reading process easier.
7. Buy an ABC book that is closest to you. N.S.’s primer is in good demand. Zhukova.
8. With the help of a primer, the child will learn to first read syllables, and then words. It is very easy to understand, with clear instructions and tips.
9. Conduct classes systematically and regularly. 5-10 minutes every day is better than 20 minutes once a week. This can be done at the table, or on the way home, on a walk, in the car, on the train, in a cafe (read signs, name letters, find objects similar to letters, etc.)
10. The most important rule is to exercise only in a good mood! No tears or hysterics. It won't do any good. It’s better to postpone the lesson or make an agreement with your child. Now you are watching a cartoon, and then we will read.

Stage No. 1 Motivation

The lesson should begin with a playful moment that will arouse the child’s interest in what will happen. You can show him a toy or a still from a cartoon, let him listen to a song, etc. Your task is to attract the baby’s attention to a specific object. For example:

• treat your child to an orange;
• let me watch a cartoon about a donkey;
• show the duck and let it swim in the bowl.

After such an action, ask your child a question (what did he eat, what did he play with, etc.), and then ask him to repeat the name of the object again.

Training using the Tyulenev method: advantages and disadvantages of the system

“Learn to read before walking” - this is the main thesis of Tyulenev’s methodology. However, is it easy? Is it possible to master the necessary skills at such an early age? How can such a small child be taught to read at the level of a 5-6 year old preschooler? And, importantly, what are the real advantages and disadvantages of this method?

Speaking about the early development of children, Tyulenev believed that it should begin from birth to the age of one and a half years. That is why the fundamental question he asked in his work was how to teach a child to read whole words independently and master letters, as well as other units of speech, as quickly as possible. Average development begins at one and a half years and lasts up to two. And the age period from two to three years as a teacher already belongs to late early development.

It is easier to teach children through play

If after three years a child has not mastered skills that are significant for schooling, Tyulenev’s system recognizes him as pedagogically neglected.

To achieve maximum results, Tyulenev recommended preparing children for reading in accordance with a strict plan, in which classes should be scheduled not just by day, but by hour.

Starting from birth, the child needs to be shown cards with letters or notes. This is the first methodological tool for working with a child - the ABC of MIR (methods of intellectual development). With the help of the alphabet, the child learns letters so that he can then move on to syllabic reading.

The ready-made alphabet MIR Tyulenev is on sale

The study of syllables is easily carried out using the same cards, and then - computer tables or a typewriter. Cubes, recommended by many teachers, are used in Tyulenev’s system at later stages of working with syllables. And in most cases, they are completely replaced by a set of syllables on a computer.

The advantage of Tyulenev’s method is the absence of special exercises and tests, which allows the child to develop independently with the help of properly selected toys. The classes are simple; Parental participation in them is minimal. Taking into account all the rules of early development, according to Tyulenev, makes it possible to speed up learning many times over and achieve amazing results already in the first years of life.

However, Tyulenev’s technique is not without its drawbacks. For example, most teachers note that when trying to learn to read at an early age, a child does not try to grasp the meaning of words: he only collects letter-symbols into the “correct” combinations. The early intellectual development of a child can also significantly slow down his social development, depriving him of the opportunity to acquire communication skills with peers, etc.