Features of reading children of primary school age. Junior schoolboy as a reader of fiction

Problems in teaching reading and their correction in younger students

Early childhood development means early learning to read. Most of the children entering the first grade can read. But the ability to pronounce words loudly and correctly when reading is not equal to good reading comprehension.

The program becomes more complicated, the texts are more voluminous and more difficult, there comes a moment when the teacher draws the parents' attention to the child's problems: he does not understand what he read well, he reads as he has to and as he understands.

To understand the reasons, let's go back to early childhood, to the origins of mastering mother tongue and literature.

They talk a lot with a small child, read nursery rhymes, poems, then fairy tales. Moreover, all communication and reading has a bright emotional coloring. Next is the school. The first texts from the school curriculum are often simple and uninteresting.

On the Internet, at one of the parent forums, I asked parents a question: what did your children not like / was it not interesting to read in elementary school? The parents responded as follows:

“I didn’t like Russian folk tales offered in textbooks.
Both of mine said that they knew all this and listened to or read before school.
There are a lot folk tales, which are not so widely known - children read them with pleasure at the same age.
The younger one was annoyed by a large number of "meaningless" poems - he does not like Zakhoder with his "Imagination" and other puns

: “In the 1st grade, my 6-year-old child was pissed off with folk rhymes and rhymes for one-year-olds. I was indignant that I had to read this. I said, they say, it’s done so that everyone knows how to entertain their kids when they grow up. otherwise, by the age of 6-7, many usually don’t remember “patties-patties”, otherwise they will remember, they will know how to entertain their children later. I couldn't think of any other justification. Why is this really, I don’t understand. ”

: In 1st grade, he had already read a couple of Harry Potter books and a bunch of other long ones and he interesting books then in general he didn’t like anything in the textbook ... because it’s boring ... he especially didn’t like all sorts of Russian fairy tales and epics ... he really didn’t listen to them in childhood ”

“Completed first grade. According to my feelings, all the texts did not arouse interest. From the point of view of developing interest in reading, I do not consider them at all. It even became strange from such a formulation of the question. For a child, the school curriculum is generally bypassed, other preferences "

“In general, there is duplication of works in the kindergarten and school curriculum (almost the entire Chukovsky, a lot of Krylov, Marshak, Mikhalkov, Barto)
and there is a duplication of the beginning and high school(in several programs in the 5th grade there are "Humpbacked Horse", "Grandfather Mazai and Hares", "The Tale of the Sleeping Princess" and "The Tale of Tsar Saltan")
It would be good to eliminate this duplication.

“In any case, I cannot consider school texts from a literature textbook (any) as the main option for forming interest in reading. This is unrealistic, because. tastes and interests are different and most often lie outside the field of the school course. To my great regret.
The closest to the idea of ​​interesting reading in the classroom were the Buneevs (School 2100 "

From the answers of the parent, we see that the texts for reading must be selected carefully, taking into account the changing environment.

Parents try to cover everything and everyone: sports, music, theater .. There is a catastrophic lack of time for reading. Interest in reading begins to decline,

Disappears and installation on reading comprehension and extraction of new meaning. Gradually, reading from "pleasure" turns into the category of "duties", part of doing homework.

The gradual increase in the volume of texts and their number, the lack of free time leads to the formation of "superficial" reading, without understanding what was read.

This also includes the so-called “reading technique”, which forms an error-free reading without taking into account the content of what is read. As Sh.A. Amonashvili pointed out: “When acquiring the skill of reading by the method of repeated reading, the child involuntarily learns that the content of the text must be understood during repeated readings and therefore it is not at all necessary that at first, during the first reading, try to comprehend what has been read. Such an attitude, if it will also gain a foothold over time due to the stability of experience (this happens with many children), it will interfere with the full, conscious perception of what is read without returning to the text again. )

So, the lack of a child’s free/personal time for home reading, the enthusiasm of parents and the school for the technical side of reading, reading without attention to the semantic side of what is read leads to a sharp decrease in the quality of reading in terms of understanding the content of what is read. To this we can add another discrepancy between the requirements of adults and the level of reading development of the child. And the risk of mindless reading arises whenever the complication of the proposed material for reading or actions implies a serious change in the structure of the child's reading competence.

What to do?

1 Return interest in reading, fill in the missing motivation and form mechanisms for monitoring reading comprehension. This can be done using reading as a form of joint leisure with the child: we read, discuss, ask questions and look for answers to them in the text.

Consider some of the techniques for working with text.

Moreover, these techniques are good to use both for children with speech disorders in speech therapy classes, and for everyone else.

Techniques that improve the quality of reading comprehension.

When working with text, you can use several techniques:

1 . "Making assumptions, hypotheses." After reading the title of the text, students based on personal life experience, observations and on their own predictive abilities make assumptions about what the text will be about. And as you read, hypotheses are tested.

2. "Pictograms".

This technique is very good to use with schoolchildren who do not yet know how to write and read, but perceive the text orally, or with children with bilingualism.

Students, listening to the text, conditionally sketch the meaning of the phrase using pictograms. Then they retell based on the pictograms.

"Yablonka"

(1-2 classes)

An apple tree grew near the house. A strong wind picked up. He began to twist and break it. Kolya brought stakes. The boy tied up the apple tree. Snow fell during the night. Fluffy fur wrapped the tree.

			____ ____.

3 . "Visualization".

After using the memorization technique with the help of pictograms, we gradually move on to the visualization technique.

Closing his eyes, the student listens to the text, which is read by the teacher and represents what he heard in the form of images, a “live picture”. Then the child independently reads and retells the text.

4. "Basic Words".

When reading, supporting (key) words are underlined for better memorization and semantic understanding of the content of the text. Then, using these keywords, the content of the text is retold as accurately as possible.

5. "Graphic model".

When working with textual material, a graphic model is compiled. Important semantic links are singled out, the connection between them is determined, a graphic scheme of the text is drawn up. This diagram serves as a support for reading comprehension and further retelling.

6. "Reference signals". Students are invited to read the text and then take notes, but the summary should not contain words and sentences, but only drawings, diagrams, symbols. Then there is a demonstration of the reference signals and a comparison of the results.

7. "Reception of asking questions." Students read the text and ask as many questions as they can. Then some questions are read out, while others can be answered more fully. This technique is very good for children with speech pathology, as they learn not only to read the text, understand the text, but also formulate questions to it.

8 . "Reception of Heuristic Questions". It is supposed to search for information about any event or object under study in the process of answering key questions. Key questions are asked: Who? What? When? What for? Where? How? How? Why? The answers to these questions and their various combinations generate unusual ideas and decisions regarding the object under study.

This method originated in America and was widely used in American schools.

Reading must be effective to improve learning, so students needed to answer 6 simple questions: WHO does WHAT, WHEN, WHY, WHERE and HOW? - and he was called

« Read and Answer Questions: The 6 Questions Method.

9 . "Reception of selection (marking) of text."This approach has several options. Students are encouraged to read the text to subdivide the information contained in it as follows:

Option 1: (for students in grades 1-2) highlight familiar material with a yellow marker, and new, unknown material with a red marker.

Option 2: students 3-8 cells. tick off what they already know; minus sign - what is not known; an exclamation point - something that is interesting to them; a question mark is put if they have a desire to learn more about something.

3 option. It is suggested that students quickly and carefully read the educational text, then choose and underline main idea or a suitable word that characterizes the given text. Then all answers of students are compared and the best option is chosen.

ten." Story". Students are invited to read the educational text and come up with a fairy tale with any characters and any plot in such a way that its main idea reflects the essence of the educational text. The best ones are read out and selected.

11. "Snowball Reception". For better memorization and understanding of the text, as well as improving the quality of reading technique, students are invited to read the text in the following sequence: first they read the 1st sentence, then 1 + 2 sentences, then 1 + 2 + 3, etc.

12. " Retelling in a circle. On the speech therapy session students read the new text twice, then reproduce (retell) the text clockwise one phrase at a time. Then they read the text again, correct mistakes if they were, or supplement it if something was missed. Retell the text on their own.

13 .“Text extension method”.

Students read the text and memorize 1 sentence at a time. Then they reproduce the text, repeating the sentences said by previous students, and adding their own sentence.

14. Reception "Explain to another."

The text is cut into paragraphs. Each student reads only one paragraph and comprehends it. Then the children retell their comrades in order, so that the entire text is restored in the process of retelling. Students then read the entire text and evaluate their work.

15. "Reception of text recovery".

Collectively (using the assault attack method) restore its sequence. Then the result of the work is compared with the sample.

16. "Cut-Off Reception".

While reading the text, students should

Highlight thoughts and facts that are secondary to the main content and cross out.

17. "Reception of alternating reading with comprehension."

After the student has read a paragraph, it is important to stop and comprehend what has been read. If necessary, you can mark important information in any way. Similar work is carried out after reading each paragraph.

18. "The American Method: A Strategy for Serious Reading".

The following method has also been widely used in the US since World War II. This method was used for the rapid development of learning abilities. Its goal is "to enable learning better, faster, with greater efficiency." The method proved so useful that it was included in the curriculum of many colleges and universities in the United States. According to psychologists, it gives a recall of 80% of the material after 8 hours against the usual average of 20%.

This method counteracts forgetting by focusing on the essence of the material being studied. It includes a number of steps:

- a quick introduction,

asking questions,

reading marks,

retelling,

Review.

Skim the textfor the purpose of familiarization and identification of its main idea.

Ask questions, i.e. reformulate the subheadings into questions, and then look for answers as you read the text.

Make marks in the text, revealing its structural composition, and at the same time try to find the main ideas that will be the answers to your questions.

Retell these ideas one by one. Make brief notes (you can use keywords, icons, pictograms, etc.).

Immediately review the text, again focusing on the main ideas and the order in which they are presented, i.e. on the internal structure of the text. Pay attention to what you forgot as well as what you remembered.

And finally (this is very important),make your own comments and critiques.Were you able to find answers to all the questions you asked? Give an assessment of the position of the author.

When teaching students (grade 1) to understand and retell the text, the following can be offered algorithm:

1. I listen (read) the text.
2. I identify actors.
3. I put things in order.

4. I retell the text.

Algorithm for working with text. (2-6 cells)

1. Review all the material and highlight what needs to be remembered.

2. Focus all your attention on those objects, phenomena, facts, objects that you need to remember.

3. Find the connection between the phrases in the material - this will help you remember the material better.

4. For better memorization of the material, reduce the information to the limit. You can miss the details, rather than the main point.

5. Use convenient information memorization techniques: key word techniques, visualization, pictograms, etc.

6. Repeat material correctly and on time.

Psychologists have found that after 30 minutes -40% of information is forgotten, the next day - another 34%, after a month - another 21%. With this in mind, it is necessary to repeat:

First time after reading;

Second time in half an hour;

Third time in a day;

Fourth time in 2-3 weeks.

Using only techniques for memorization is not enough. A deeper understanding of the information received is needed.

Working with new information The student needs to ask himself the following questions:

What do I already know about this subject or fact;

What can I learn new;

What is my idea of ​​this subject or fact at the present moment;

Who needs it and why;

Where and how can I use it.

- The key to good memory is understanding of the material.

For this you need:

Break the text into semantic parts;

Select the main and secondary;

Determine the logical connections between the parts;

Draw up a diagram, plan, algorithm, etc.

The degree of comprehension and memorization of the material depends on the understanding of the logical connections between the parts.

The main value in memorization is the ability to find differences and similarities in things (especially differences).

When memorizing material, all types of memory (auditory, kinetic, kinesthetic, visual, etc.) should participate. The more types of memory students use when memorizing, the more accurately the material will be preserved, it will be easier to reproduce, and the understanding of its content will be deeper.

Neurolinguists argue that when memorizing a text, the beginning and end are best remembered, so it is necessary Special attention when processing the material, pay attention to the middle.

The setting and awareness by students of the task of understanding and memorizing form in children a positive, energetically strong motive for the need to remember, understand the educational material.

Schoolchildren can use these methods of working with text on their own when working in the classroom, when doing homework, etc.

Literature.

Amonashvili, Sh.A. Reflections on humane pedagogy. M, 1995.

Goncharova, E.L. Methods for assessing the formation of the basic components of reading activity in children with various developmental disorders // Defectology. -2001No.3-_

Goncharova, E.L. Early stages of reader development. To the theory of the issue / / Defectology. -2007. - No. 1

Kornev, A.N. Dyslexia and dysgraphia in children. - St. Petersburg, 1995

Laylo V.V. The development of memory and literacy. A guide for teachers. M., Drofa, 2001

Rusetskaya, M.N. Experimental study of cognitive causes of reading disorders// Defectology.-2007.-№1

Tikhomirova, L.F. Development of children's cognitive abilities. -Yaroslavl, Academy of Development, 1997

Troshin O.V., Zhulina E.V. Logopsychology. Textbook.-M.Ts.SPHERE, 2005

Speech

Speech is a historically established form of communication between people through language. The process of speech involves, on the one hand, the formation and formulation of thoughts by language (speech) means, and on the other hand, the perception and understanding of the meanings and meanings of words and language structures. Speech is a psycholinguistic and communicative process carried out through language. The development of thinking is directly related to the development of speech (L. S. Vygotsky, J. Piaget).

The word always defines an object or phenomenon, and therefore acts as an act of thinking. But the word also acts as a means of communication, so it is part of speech. However, thinking and speech have different genetic roots. The initial function of speech was communicative (coordination of actions in the labor process), however, during verbal communication, generalized reflections of classes of phenomena are transmitted, i.e. fact of thought.

L. S. Vygotsky believed that at the age of about two years (the beginning of the stage of preoperative thinking according to J. Piaget), a critical turning point occurs in the relationship between thinking and speech: speech begins to become intellectualized, and thinking becomes verbal. Signs of this fracture: the child's rapid expansion of his vocabulary; rapid, spasmodic increase in the communicative vocabulary; the meaning of the word becomes available to the child. The learning process continues until adolescence. Real assimilation scientific concepts occurs by the age of 11-15 (the stage of formal operations according to J. Piaget). The first word of the child in its meaning is like a whole phrase. The semantic side of speech is developed from the whole to the part, the physical side - from the part to the whole (from the word to the sentence).

Speech development at primary school age, this is, first of all, the development of oral speech, the mastery of complex grammatical structures, the use of adverbial phrases. In the process of development, younger students expand their circle of communication and the scope of their use of oral speech. In the learning process, the child primarily interacts with the teacher, whose competent speech serves as a model for him to develop his own speech. This is especially true for first-graders, for whom the teacher is an authority.

The development of speech in the lower grades is carried out primarily in the lessons of the Russian language. The acquisition of speech by children has several lines: the development of the sound-rhythmic, intonational side of speech, the mastery of the grammatical structure, the development of vocabulary, the awareness of students of their own speech activity. By the 2nd or 3rd grade, the inner speech of the younger student develops significantly. This is due to the development of the function of self-control and the formation of an internal plan of action.

Simultaneously with oral speech begins to form and written speech. The relationship between the development of these types of speech is determined by the presence of common features: logic, evidence, their contextual nature. It is much easier for a first-grader to convey his thoughts orally, due to the unformed writing skills. Yes, and in grades 2-3, his speech in writing is still quite meager. The child pays more attention to the technical side of the issue: the correct spelling of letters, checking words for possible spelling errors. It is difficult for him at the same time to think about the expressiveness of thought. During this period, children do well with writing presentations, their written language develops on the basis of short-term memory. Everything changes when a child reaches the optimal level of development of writing skills. As a rule, written speech is well developed in grades 3-4. The child says: "I can write fast!" This means that, having mastered writing technically, he is capable of thinking, building logic and expressiveness of presentation, which is reflected in the writing of essays by younger students.

Also, with the development of written speech, the formation inner speech. If in the 1st grade a child most often thoughtlessly puts into words the first thing that came to his mind to the teacher’s question, even with the repeated request of the teacher to think before speaking, then already in the 3rd-4th grade the younger student is able to think through his answer. Of course, this is also associated with the gradual development of arbitrariness and control of one's behavior, as well as with the appropriation of the student's social position.

In grade 1, the child only reads aloud, when writing words, he also pronounces them aloud. Already in grades 2-3, he begins to read books "to himself", and the educational process itself contributes to the development of inner speech, the child gradually learns to think "to himself". This is due to the development of the function of self-control and the formation of an internal plan of action.

An important characteristic of the communicative readiness of children for schooling is the emergence of arbitrary forms of communication with an adult - this is contextual communication, where cooperation between a child and an adult is carried out not directly, but indirectly - by a task, rule or model, as well as cooperative-competitive communication with peers. On their basis, the child gradually develops a more objective, mediated attitude towards himself. However, cooperation based on communication in grades 1–2 is still poorly developed, it is difficult for children united in one group to agree among themselves, each can be responsible only for his own actions and puts his own success above the success of the team. In grades 3-4, students are already able to develop within the group general rules, set leader. But verbal communication more often it is emotional in nature, as it is based on interpersonal sympathies and preferences. If in grades 1-2 many children are more likely to be in friendly or comradely relations with each other, especially in a regulated social environment such as school, then by the end of primary school age it is important for a child to create a trusting relationship with a friend, and his loss is very painful .

By the beginning of the period of primary school age, the child is able to listen and understand the speech of an adult, formulate his thought in simple grammatical expressions, consciously and voluntarily build a speech statement in oral and written form. At the same time, it is known that although the level of development of the real communicative competence of schoolchildren is very different, in general it is far from desirable. In this regard, the development of oral and written speech is one of the priority areas in the development of the personality of a younger student. Currently, we are witnessing a blurring of the boundaries of situational and formal speech, colloquial and business. Slang has firmly entered the mind of the child and is used by him not only in colloquial speech, but also in the conditions of formalized communication at school. It is not uncommon to find children in the classroom who are carriers of profanity, inserting caustic words whenever they want to demonstrate their displeasure to a teacher or peers. Most often, the reaction of classmates to "bad words" is disapproving, younger students are outraged by their use by any of the students. When solving this problem, the teacher should individually talk with the student, analyze why the student uses profanity. Of course, it is necessary to establish a trusting relationship with this child, not to accuse him of foul language, but to try to understand the psychological reasons underlying his behavior. Most often, by the speech of the child, one can judge the style of communication in the family, because children from kindergarten begin to copy the behavior of their parents.

The organization of the joint activity of students creates a context that is adequate for improving the ability of the student’s speech display (description, explanation), for the content of the actions performed in the form of speech meanings in order to orient (plan, control, evaluate) subject-practical or other activities, primarily in the form loud socialized speech. Such speech actions create an opportunity for students to develop reflection on the subject content and conditions of activity. It is legitimate to consider them the most important indicators of the normative-age form of development in primary school.

The formation of reader interest and the ability to understand various texts. The formation of the reader's interest in younger students is largely associated with the ability to correctly recognize and understand words. Often students, not understanding the meaning of the word, lose the ability to understand the meaning of the whole story. A simple example illustrating this problem: the children misunderstood the meaning of the word "countryman", believing that this is the name of a worm, this led to a false presentation of the story as a whole. Incorrect understanding of the text leads to a decrease in the reader's interest in the child. But what is the reason for the inability of the child to correctly understand the meaning of words? Of course, the understanding of complex concepts is not available to a younger student, but simple words also fall into the list of misunderstood ones. Educators tend to attribute the lack of children's understanding of texts to the lack of a culture of reading and discussing books together in the family. From the communication of the child with the children and the teacher, it is noticeable that any everyday problems are discussed at home, but the content of the books is not discussed. Parents have practically stopped subscribing to their child educational magazines, periodicals, stopped visiting the library, and paper books, with illustrations, with soul, are slowly being replaced by electronic devices, replacing the tradition of maintaining home libraries. At the same time, communication with a book is very important in childhood, and not only with its content, but also with its form.

According to observations of younger students, it can be noted that in the 1st grade, interest in reading is quite high, it is supported by general cognitive activity and interest in learning. From the middle of grade 2 onwards, the development of reader interest undergoes a number of changes. Approximately a third of the children in the class begin to realize their cognitive interests, not momentary, but more or less conscious, which involve them in reading literature on topics of interest. For such children, the process of getting acquainted with a new book becomes exciting in itself and has a high cognitive value. The rest of the students begin to perceive the lessons of literary reading without interest. Reading books according to the school curriculum becomes an obligation, and this fact negatively affects the development of cognitive motivation.

Development of writing skills. D. B. Elkonin paid special attention to the relationship between the development of oral and written speech, speaking of the heterogeneity and unevenness of their development. Of particular importance in the development of written speech is the formation of arbitrariness in the written way of expressing one's thoughts. Initially, mastering the skill of writing, the child focuses all his will on the correct derivation of letters according to the model. And only after mastering the arbitrariness of writing does the arbitrariness of written speech develop. This occurs much later than mastering the arbitrariness of oral speech. The acquisition of this arbitrariness occurs in different ways in oral and written speech. "If the development of oral speech begins with a word-sentence, and as the child develops, first the main unit of speech - the word, and only then - sounds, then written speech begins from the opposite end, from its main element - the letter" .

It is important to understand that for the development of written speech, as well as for oral speech, an addressee is needed. Written speech must carry out the function of communication, otherwise its formation is inhibited. "Only when a written statement is aimed at communicating one's thoughts, impressions, experiences to another, when it is carried out for the purpose of communication, then we are dealing with written speech as a kind of activity." But since when writing the text the direct address of communication is not present in front of the child, the motivation for communication and social development the student should be sufficiently formed so that he can keep in his mind a specific or generalized image of the addressee. The child must build a situation of communication in the internal plan, and not just in a situation of direct communication.

D. B. Elkonin in his research showed a complex relationship between written speech, not only with oral speech, but also with thinking, imagination, inner speech and attention. It is the development of written speech in elementary school that determines to a greater extent the development of thinking, its logical properties. Mastering the constructions of written speech largely determines the structural forms of thinking.

"Written speech a completely special speech function, which requires for its development at least a minimum formation of a high level of abstraction in relation to the objective world and develops abstraction processes as it develops. "And for younger students learning to write, at the initial stage it causes great difficulty that written speech only thought, not spoken.

In teaching writing, it is important to form the arbitrariness of this activity, to draw the child's attention not only to what he writes, but also how. At the same time, it is necessary to pay attention to how the mood, well-being, active activity, etc., affect the effectiveness of the writing skill.

If it is difficult to form the writing skill in grade 1, if the children have not mastered the alphabet yet, it is advisable to use genetically earlier (according to L. S. Vygotsky) methods of forming sign-symbolic activity - drawing.

The connection between writing and reading is also important. Many shortcomings in the written language of students in grades 1-2 are due to the fact that children do not read their texts. In grades 3-4, children write much more fully and meaningfully, this is largely due to the fact that children begin to read what they have written. By the end of elementary school, a younger student should fully master writing (in conjunction with reading and thinking) not only at a high level of arbitrariness, but also at the level of understanding its features, depending on the functional task that writing solves. The development of written speech by the end of primary school age should fulfill the task of developing an internal plan for the development of the personality. By the beginning of adolescence, written speech should also be used in autocommunications (for example, when writing personal diaries), representing the author's self-consciousness in order to develop his reflective abilities in a personal aspect.

In recent studies of the development of writing skills in younger students, it is noted that in the process of learning in primary school, automation of writing skills occurs, which is manifested in a general improvement in its parameters with heterogeneity and uneven development of various writing characteristics. Thus, the cognitive complexity of a task has a different effect on various characteristics of writing, depending on the degree of formation of the function. "The complication of the cognitive component of writing entails more pronounced uneven changes in its specifications(temporary and qualitative) and an increase in the number of errors in children with learning difficulties compared to children who successfully master the school curriculum ". The general dynamics of the development of writing skills largely depends on the specific task that the younger student needs to solve.

Akhutina T. V., Babaeva Yu. D., Korneev A. A. Formation of writing in younger schoolchildren: dynamics of interaction between technical and content levels. S. 62.

In order for a child to be successful in school, first of all, he needs to master the basic learning skills: reading, writing and counting. We can say that they are the basis of all education.
Reading is a means of acquiring new knowledge necessary for further learning. A student who has not learned to read, or is poorly able to do so, cannot successfully acquire knowledge. After all, the process of schooling always involves independent work children, especially work on the book. Insufficient mastery of the reading technique by students, and most importantly, the ability to understand what they read, will be accompanied by serious difficulties in academic work which may lead to failure.
Teaching children correct, fluent, conscious, expressive reading is one of the tasks of primary education. In modern schools, this issue is particularly acute.
And this problem is extremely relevant, since reading plays a huge role in the education, upbringing and development of a person. Reading is a window through which children see and learn about the world and themselves. Reading is also something that is taught to younger students, through which they are brought up and developed. Reading skills and abilities are formed not only as the most important type of speech and mental activity, but also as a complex set of skills and abilities that have a teaching character, used by students in the study of all academic subjects, in all cases of extracurricular and out-of-school life. Therefore, systematic, purposeful work is needed to develop and improve the skills of fluent, conscious reading from class to class.
Unfortunately, today children receive the lion's share of information in a “ready-made” form from another source - television, a computer, etc. The child becomes a passive observer of what is happening on the screen. Many computer games attract more than a literary work, enriched with emotions, "colors" of the author's word, plot construction, the role of acting characters.
The requirements of today are such that it is not enough just to be able to read, to find the main idea, it is necessary to develop intellect, emotional responsiveness, aesthetic needs and abilities. The main thing is to organize the process in such a way that reading contributes to the development of the personality, and the developing personality feels the need for reading as a source of further development.
I believe that one of the options for improving the quality of reading in primary school is the purposeful management of learning to read.
Reading lessons are special lessons. Here, children imperceptibly absorb morally important things: diligence, respect for others, love for everything earthly. And the diverse work to instill active reading skills in students does not pass without a trace, this is reflected in their emotional perception of the world around them, the logic of reasoning, and overall mental development.
Reading is driven by need. A junior schoolchild who masters reading first has a need to learn to read, i.e. to master the sound system and the process of reading itself - the emergence of words from the letters. This piques his interest. Having mastered the initial reading (literacy), the student changes the motive of reading: he is interested in understanding what thought lies behind the words. As reading develops, the motives become more complex and the student reads in order to find out some specific fact, phenomenon; even more complex needs appear, for example, to know the motive of the hero's act in order to evaluate it; find the main idea in a popular science text, etc.
In the methodology, it is customary to characterize the skill of reading, naming its four qualities: correctness, fluency, consciousness and expressiveness.
All qualities are interconnected and interdependent.
Fluency, being the pace of reading, under certain conditions becomes a means of expressiveness. Thus, preparation should be built taking into account the simultaneous work on all four qualities of reading skill.
It makes sense to talk about correctness and fluency as qualities of reading skill only if the student understands the text that is being voiced to them. However, you need to know special techniques aimed at practicing correctness and fluency. There are two directions here:
1) the use of special training exercises that improve visual perception, the development of the articulatory apparatus, and the regulation of breathing;
2) application of the principle of multi-reading proposed by M.I. Omorokova and described by V.G. Goretsky, L.F. Klimanova.
This principle consists in the fact that, when analyzing a text, constantly turn the child to reread passages that are important in a semantic sense, and thereby not only ensure penetration into the idea of ​​​​the work, but also achieve correct and fluent reading.
Fluency is the speed of reading that presupposes and ensures conscious perception of what is being read. Thus, fluency cannot be an end in itself, but it is fluency that becomes the determining factor for other qualities of reading. Fluency standards are indicated in the reading program by year of study, but the main guideline is the student's oral speech.
Fluency depends on the field of reading and the duration of the stops that the student allows in the process of reading.
The formed reading skill includes at least two main components: a) reading technique (correct and quick perception and voicing of words, based on the connection between their visual images, on the one hand, and acoustic and motor speech, on the other), b) understanding text (extraction of its meaning, content). It is well known that both of these components are closely interrelated and rely on each other: for example, the improvement of reading technique makes it easier to understand what is being read, and easy-to-understand text is better and more accurately perceived.
In order for a child to love books, love to read, improve reading technique, certain pedagogical conditions are necessary. Pedagogical conditions are not only those conditions that the teacher creates for the child in the classroom. But what parents do to ensure that their child likes to read, read well.
Pedagogical conditions mean an interconnected set of measures in the educational process aimed at achieving certain educational tasks by students, in this case aimed at developing students' reading techniques.
The basis for the development of students' reading technique is the love of the book, the possession of skills in working with the book, and the activation of independent reading activity.
But the development of reading technique should not be the main goal of the teacher. "It is necessary to include the process of developing reading skills in children in a broader, meaningful, emotional, interesting cognitive activity, to form this skill not as an end in itself, but as a way to solve cognitive processes."
Increasing the speed and at the same time the quality of reading entails the expansion of the reader's horizons, which in turn contributes to the development of speech, memory and attention of the younger student. The vocabulary of students is expanding. Speech becomes more literate, expressive.
Realizing that interest gives rise to the desire for knowledge, I revised my approaches to the organization of educational activities in the lessons of literary reading, diversifying them with entertaining and “difficult” material, and in the future, involving the students themselves in the selection of materials for the lesson: riddles, rebuses, crossword puzzles, independent works, which received the name “test of the pen”.
For extracurricular reading lessons, students prepared "Books - little ones". The children put stories and poems, riddles and proverbs of their own composition on the pages of the book.
I noted with great satisfaction the growth of the reading activity of my students, the desire to read correctly, expressively. Accordingly, the speed of reading has also increased. Children love literary reading lessons, search for the works of authors studied in the lessons, but not included in the program material, share their impressions of what they read with each other.
At the stage of primary learning to read and when developing a step-by-step reading skill, I use the manual by O. Uzorova and E. Nefedova “Quick learning to read”, this manual contains tasks on phonetic, lexical and structural analysis, which allows you to use tasks not only in grade 1, but also in grades 2, 3, 4, as they help to explain basic grammatical concepts, spelling of words to children in an accessible way.
Reading is one of the types of speech activity. It solves many problems: communicative, cognitive, educational, emotional impact. The ideas of many scientists formed the basis of modern pedagogical technologies:
technology for teaching optimal reading (V. N. Zaitsev);
technology for teaching the reading of syllables and words with a confluence of consonants (Yu. V. Emelyanov);
technology of teaching reading aloud and to oneself using didactic training tools and algorithms of reading activity (M.I. Omorokova);
If you systematically carry out exercises to improve reading technique in the first half of the lessons, starting from the first grade, you can teach students to read, educating them in a love of reading.
In the process of increasing the study load, a child with a low reading speed begins to experience more and more difficulties in mastering new material, there is a backlog in all subjects. While he is reading the condition of the problem, the student who reads quickly will already solve it and write it down in a notebook. Thus, many schoolchildren are doomed to failure until he learns the elementary - to read. Based on such a simple calculation, it is difficult to overestimate the importance of optimal reading. The process of development also depends on the speed of reading. Fast readers are usually those students who read a lot. Improves as you read RAM and attention span. From these two indicators, in turn, depends on mental performance. Reading skills should be formed in elementary school. We must strive to end primary education The child had a reading speed of at least 120 words per minute.
Working on reading technique is a rather lengthy process and not always attractive for children.
When using the above exercises and types of work, the process of improving the reading technique is easier and faster, the stability of attention and working memory are improved. Exercises for the development of reading technique are necessary for all students: for some, these exercises help to correct deficiencies, for others - not to lose previously acquired skills.
For every teacher working to improve student reading, I recommend:
Use creative exercises in practice, taking into account the individual characteristics of students;
- to promote the development of speech and reading interests of students;
- organize the work of the family and the school, aimed at shaping the reader's horizons of students;
- to instill in children a love of reading by personal example;
- systematically monitor and analyze the reading technique of students.
A large role in the correct guidance of children's reading belongs to the family. Therefore, I offer the following advice to parents:
1. Reading classes should evoke positive emotions and create a good mood for the child.
2. When choosing books, rely on the desires of the child.
3. You need to start reading books on your own from books with large drawings.
4. Literature for reading should be varied: fairy tales, science fiction, short stories, poems, fables, folklore.
5. The time chosen for reading should not infringe on the other interests of the child.
6. It is necessary to organize family reading of books. This brings parents and children closer together, helps to get to know the children better, to understand their hobbies and interests.
7. For joint reading, choose an interesting and entertaining book so that children look forward to the evening with pleasure.
8. Read aloud one by one. Reading aloud is a useful training for children, they get used to reading loudly, expressively, clearly.
9. The duration of home reading should not exceed 45 minutes, so as not to tire the children, not to dull their interest in reading.
10. After reading, it is important to gain confidence in the child so that he wants to share his impressions, in no case should he impose his thoughts on what he read.
11. Support, approve and praise in every possible way, especially an insecure child.
12. And of course, it is impossible to cultivate a love for a book without the skills of cultural handling of it. Children should be taught to love books.
When developing reading fluency skills, it is important to remember that we must also develop cognitive processes at the same time. Reading fluency is significant only in combination with them. How correct reading, the higher its speed. The faster the comprehension of the text goes, the more successful the work on increasing the pace of what is being read. The formation of reading skills has a significant impact on the intellectual development of the child.
Reading technique, formed at the level of high-order skills, is an essential prerequisite for a developed reading activity. In the conditions of school education, the low level of reading skills among schoolchildren will constantly make itself felt in educational and extracurricular situations already in primary school.
Professor Davydova A.V. believes that poor reading skills often cause students to fail in other subjects. Shortcomings in reading not only make it difficult to understand what is being read, but also cause in children a dislike for reading, as a result of which the mental development of the child is delayed.
The following conclusions can be drawn that mastering a full-fledged reading skill for students is the most important condition for successful schooling in all subjects; At the same time, reading is one of the main ways of acquiring information outside of school hours, one of the channels of comprehensive influence on schoolchildren. As a special type of activity, reading provides extremely great opportunities for the mental, aesthetic and speech development of students. Systematic and purposeful work is needed to develop and improve reading skills.

Library
materials

1. Relevance of the problem

pleasure.

as a gift.

film has been staged.

17. At first, it is better for children to read short stories, and not long works: then
they will feel a sense of completeness and satisfaction.

- the child will feel like a participant in the events that are depicted by the writer,


creative potential.

How should a teacher act?

The study "Unforgettable Books of Childhood", conducted by the Department of Children's Literature of the St. Petersburg Academy of Culture in 1999 among high school students, showed that it was precisely those books that touched "to the core", emotionally shocked, that were not forgotten. It is characteristic that among the named works, there are almost completely absent those included in school curriculum. And this is no coincidence. The famous psychologist V.V. Davydov in 1996 stated that modern pedagogy was helplessbefore the task of forming feelings - the basis of raising a child. And although the current school sets the task of the emotional development of children, it is not easy to solve it. After all, for this you need to have a certain methodology, know the specific methodology of the lesson, the criteria for assessing the reading development of the child during the period of study. But the literary, educational standard is built on a purely rational basis. It ignores subjective side reading. The standard does not leave the student the right to the uniqueness of his perception.

Let's show this with an example.

Thus, it follows from this that the origins of the influence of verbal images on a person must be sought not in the work itself, not in its logical analysis, and not in the reader, but in "combination" - in the actCO-creativity, CO-experience . Influence begins where there is a discovery of subjectively significant, "own" elements in the text, where someone else's poetic image is overgrown with the flesh of the reader's own ideas. It is not only reflected in the mind of the reader, but is transformed in it. And it is then that the spiritual energy of classical works is released from the book pages and begins to work for the development of the child's personality, for the disclosure and enrichment of his soul.

And here it is appropriate to pay attention to the existence of such a system as the system of E. N. Ilyin (St. Petersburg):"TEACHING LITERATURE AS A SUBJECT SHAPING A HUMAN" , the basis of which is the teaching of literature as an art.





- Enchant with a book;
- Inspire the hero;
- Enchant writer;

Reading is a difficult and sometimes painful process that takes a lot of time and effort from children. And until the child learns to read quickly and meaningfully, to think and empathize while reading, this process will not give him joy and pleasure. But, as a rule, the development of certain skills is facilitated by the performance of multiple training exercises, which rarely attract anyone with their monotony and monotony. The teacher's task is to find an attractive moment in them, to present them to children in such a way that they are performed with interest and desire. How can I do that?

The main one is multi-reading, a technique in which the student, answering a particular question, expressing his point of view, seeks reinforcement for his thoughts, judgments, feelings in the text, referring to it again and again. This repeated appeal to the text each time will reveal to the student in the already familiar text something new, unexpected, surprising him and at the same time interesting. At the same time, the depth of immersion in a literary text increases, and interest in reading increases.

1. Reading the entire text.

3. Reading according to a prepared plan.



6. Reading in a chain by paragraph.



















board).

RETURNING READING

FREE READING

Preparing your child for reading fiction how to learn how to “decode” the text to the sacrament of turning dead lines of text into the spiritual energy of his own personality (a work of art is an unusual letter from the author to the reader);
- to awaken in the child an emotional resonance to what is read, to help him in an artistic image to seek and find consonance with his own soul; enrich his life experience; promote reader self-esteem and revelation and create conditions for their implementation;
- stimulate the creativity of children as a response to what they read; accumulate samples of creative reading, make them the property of students; to teach on these samples the perception of artistic images;
- help the child to be surprised; to look for the driving force of the spiritual development of children by means of literature not in general discussions about the writer and his work, not in the meanings of the works discovered by someone, but in the very figurative fabric of the work in its concreteness, which is the causative agent of the reader's co-creation.
- to teach the language of verbal images, their ambiguity, the ability to transform into different meanings;
- to help the student to turn impersonal educational reading into subjectively significant, to jointly look for points of contact between the "I" of the writer and the "I" of the reader; learn to see the world through the eyes of another;
“Reading means thinking with another head than your own”, Arthur Schopenhauer (German philosopher);
- to maintain in the reading child the originality of his judgments about what he read;
to exclude the stereotype of opinions and assessments is an indicator of alienation from verbal images.

In essence, we teach not to read, our real task is to teach to understand the text being read.

The main educational outcome of reading lessons in elementary school should be that they give children an INTEREST in subsequent literary education, arouse a thirst for literary knowledge proper in order to answer more and more new questions: not only about what and how the book told them and who was their interlocutor, but also WHY the author is talking about THIS. WHY exactly HE says, WHY he says THIS, and not otherwise, and WHY the author MANAGES to squeeze out SUCH thoughts and feelings from readers.

“School material cannot excite each section ... Does it mean that educational material is necessarily boring? No, excitement, joy is brought not by the material itself, but by the work done by the student, overcoming difficulties, a small victory of thought, a small victory over oneself. This is where the source of interest, which may be permanent.

V. Sukhomlinsky.

Literature:

1. Bugrimenko B.A., Tsukerman G.A. "Reading without coercion", M, 1993.
2. Zaitsev V.N. Reading reserves. M., 1991.
3. Lutova T.N. Literary reading in elementary school. Cultivate an interest in reading
junior schoolchildren, N.Novgorod, 2006

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INTEREST IN READING CHILDREN OF PRIMARY SCHOOL AGE

1. Relevance of the problem

Recently, attitudes towards books have changed. With the advent of television and the computer, the flow of information has fallen upon man with unprecedented force. Now, in order to know and be aware of the most recent achievements scientific thought, it is not necessary to read. It is enough to draw information from the TV screen or display.Children master the computer before they learn to read, navigate the keyboard better than in the table of contents of the book. Their literary experience is limited to stories from the "ABC" and anthologies, and later - attempts to master the works of the school curriculum in an abridged version.How to arouse interest in reading, how to develop it, support it - this, in my opinion, is one of the most important tasks not only of school, but also of preschool educational institutions. The awakening of interest in the book occurs in preschool age. And here the family should play a leading role. And the task of educators is to acquaint parents with the methods of communicating with children with a book. In elementary school, it is necessary to maintain interest in the book. But you can support what has developed. There are children in every class who really get to know the book only at school.

Now let's think about all this in more detail.

2. What is an interest in educational psychology

What the child needs to remember and what to learn, first of all, should be interesting for him. V. Sukhomlinsky.The meaning of the concept of "interest" in educational psychology is quite wide: this term is used to refer to such concepts as "attention", "curiosity", "concentration", "awareness", "desire" and "motivation". We will focus on understanding interest as an emotional experience. cognitive need, I wonder what is emotionally meaningful.
3. The role of the family in the development of interest in reading

It has been proven that the sooner you start accustoming a child to a particular type of activity, the better the result will be. To achieve a result, you need a SYSTEM.The beginning of this system is in the family. The child adopts the attitude towards reading and the book that exists in his parents. Not without reason, back in the 16th century, the lines were written: "A child learns what he sees in his home, his parents are an example to him."

And if the parents are literate and thinking people, then they will be the first to start working on shaping the child's interest in the book. How can they do it? Here are some tips for parents:

1. Enjoy reading yourself (quote, laugh, memorize passages, share
read ...) and thereby develop in children an attitude to reading, as to
pleasure.

2. Read aloud to children from the very beginning. early age. Do not replace true acquaintance with
book listening to audio recordings of fairy tales.

3. Take your children to the library with you and teach them how to use its funds.

4. Show that you value reading: buy books, give them yourself and receive them in
as a gift.

5. Make reading fun: show books are full of great
ideas that children can use in their lives.

6. Let the children choose their own books and magazines.

7. Subscribe to magazines for the child (in his name), taking into account his interests.

8. Have the child read aloud to small children or to someone in the household.

9. Encourage reading (allow staying up to read).

10. Play board games that require reading.

11. There should be a children's library in the house.

12. Collect books on topics that will inspire children to read more about the topic (books
about dinosaurs, space travel, etc.)

13. Invite the children to read a book before or after watching the movie.
film has been staged.

14. If the children have watched an interesting TV show, get a book on the subject.

15. Set up a home theatre: role-play using costumes and props.

16. Often ask the opinion of children about the books they read.

(From the book by W. Williams "The negligent reader. How to educate and maintain the habit of reading in children.")

As can be seen from the above tips, parents are encouraged to create an atmosphere in which communication with a book in a child would cause only positive emotions, and would be associated with getting pleasure from such communication. Any school subject, except for literature, gives the student ready-made knowledge that he must learn, remember and apply at the right time. In literature, the student acquires knowledge himself, empathizing with the characters and the author of the work. Only through empathy can a child know someone else's pain and joy, grief and despair, and in this way increase his life experience, experience different states of the soul, fix them not only in the memory of the mind, but also in the heart. Fictional life adds to the real one what was not in it and even what cannot be at all. It gives the reader the opportunity to transform into the hero of the work, to visit the past or the future. Only literature is capable of enabling a person to experience many others in one life, to experience the unexperienced, to experience the unexperienced.

4. Formation, development and maintenance of interest in reading among younger students.

In a reading lesson, as a rule, there is no place for the student's personal impressions, his experiences, his subjective images. The studied work is not considered as something consonant with the present and future life of the child, his inner "I". And if this is not the case, there is no interest in reading, there is no motivation coming from within ("I want"), it is entirely subordinate to motivation coming from outside ("ordered").As the well-known critic and philosopher I.F. Karyakin says: “As long as the student treats literature only as evidence of what happens to others, and not to himself, until he recognizes his own in someone else, ... until he is burned by this discovery Until then, there is no interest in reading, no need for it either.

A positive attitude towards reading, in his opinion, begins from the moment when:

The child will feel like a participant in the events that are depicted by the writer,
-when he discovers personal meaning in what he reads,
- when the book appears before him as a space for the realization of his own
creative potential.

The work of a teacher in analyzing a work of art will be effective only when the child is interested in reading, in literature in general. Only then will the lesson not just talk about some work, but there will be a confidential conversation that will deeply affect the child, make you think about something and acquire something important for yourself. Only then will each new work be for the child as a discovery of something new for him personally.

How to do it? How to instill in a student the ability to work with a book, to awaken a love for the artistic word?The leading role in solving this problem belongs to reading lessons.Analysis of existing programs for literary reading of younger schoolchildren shows that, despite the positive changes in the system of work on the literary education of younger schoolchildren, there is a lack of development of a methodology that provides a high emotional and aesthetic level of the reading process.So, for example, the main attention is paid to the development of the technical side of reading (reading technique) and the semantic side (teaching the analysis of a work of art). The requirements for a child at the initial stage of literary education are mainly aimed at the knowledge, skills and abilities of the child, and not at his individual development.The specificity of literature lies in verbal figurativeness, the comprehension of reality in works of art occurs on the basis of thinking in images, not concepts. Since the word is a commonly accessible everyday material of communication, special efforts are required on the part of the teacher to form a sense of surprise in front of the beauty of the word * in front of its diversity and ability to create unique artistic images.

How should a teacher act?

At primary school age (7-9 years) there is an extremely rapid development of the emotional sphere, the so-called sensory intelligence.Paying great attention to this feature of primary school age, the teacher can achieve high efficiency in his work on literary reading.On the basis of positive emotional experiences, the needs and interests of a person appear and are fixed.It is at the primary school age that the accumulation of feelings and experiences takes place by leaps and bounds. Therefore, younger students are looking for entertainment, strong emotional experiences in reading. Their imagination is captured by action-packed works, heroic deeds seem to be the norm of life, and their favorite heroes are, first of all, heroes of action.Children of primary school age need works that teach them to be surprised. The ability to be surprised by an event, a phenomenon, a person is very necessary for a child: interest in life, a thirst for knowledge, the ability to see beauty and cherish it are born from surprise.Ignoring the literary predilections of students of this age, it is possible for many years to "kill" their interest not only in literature as an academic subject, but also in reading in general.

What features of readers of primary school age should the teacher take into account when preparing for the lesson?

1. A small reader reacts to the text primarily emotionally. Children's experiences associated with the text are of great value for elementary school. The importance for the child of the ability to feel, to experience has been written more than once. Let us recall the well-known words of V. G. Belinsky, who believed that the main thing in the process of reading is for children to "feel" as much as possible:
"Let the poetry of the word act on them, like music, right through the heart, past the head, for which its time will come." V. G. Belinsky.

The study "Unforgettable Books of Childhood", conducted by the Department of Children's Literature of the St. Petersburg Academy of Culture in 1999 among high school students, showed that it was precisely those books that touched "to the core", emotionally shocked, that were not forgotten. It is characteristic that among these works, there are almost no works included in the school curriculum. And this is no coincidence. The famous psychologist V.V. Davydov in 1996 stated that modern pedagogy was helpless in the face of the task of forming feelings - the basis of raising a child. And although the current school sets the task of the emotional development of children, it is not easy to solve it. After all, for this you need to have a certain methodology, know the specific methodology of the lesson, the criteria for assessing the reading development of the child during the period of study. But the literary, educational standard is built on a purely rational basis. It ignores the subjective side of reading. The standard does not leave the student the right to the uniqueness of his perception.

2. Another feature of readers of primary school age is the identification of the artistic world and the real one. It is no coincidence that this period in the development of the reader is called the age of "naive realism." This is expressed in relation to the character as to a living, real; in showing confidence in his portrayal. Thinking concretely, children constantly ask: "Did it really happen?"

3. It should be noted that younger students have sensitivity to the word and to the artistic detail. The child sometimes reacts to such psychological subtleties that adults sometimes do not notice.

4. Inherent in younger students is the so-called effect of presence, which means the child's ability to live in the image.

5. The last feature of the younger reader is the lack of reaction to the art form.

AT work of art children first of all see the characters, the plot, individual events, but do not read the author in the text, do not find the "landmarks" left by him, do not enter into a dialogue with him. Stanzas, epithets, punctuation marks, division into paragraphs - the child himself does not notice anything of this, which means that he misses the author's "milestones", without comprehending which there can be no understanding.This quality of perception of younger students is the support for the teacher in the process of developing their interest in literary work, and hence to the lesson of reading.At the lesson, the teacher needs to show the children that reading is communication, a dialogue between the reader and the author. But this communication is not direct, but communication through a text created by the author.If the teacher adheres to the premise that in a work of art it is important not only what is written, but also how it is written, by what means, then the children will definitely pay attention to the artistic form of the work, which is more important in artistic speech than in ordinary speech. communication. The presence of such a feature of the perception of younger students as an emotional response to the work is the basis for the emergence of an interesting process - the process of co-creation of the writer and reader.

"The most useful books are those half of which are created by the reader; he will knead the thoughts, the germ of which is offered to him; he corrects what seems to him erroneous, he reinforces with his knowledge what, in his opinion, is weak" (Francois Voltaire, French writer, philosopher-educator of the 18th century).

Let's show this with an example.

Here we have Deniska Korablev, the hero of the stories of V. Dragunsky. It reads: The Ukrainian night is quiet... The sky is transparent. The stars are shining ... "What happens to him at this moment? Gogol's lines gradually disappear, and he sees himself standing on the porch of his house and contemplating the amazing beauty: a sleeping small town, a white church," how she, too, sleeps and floats on a curly a cloud", stars that "chirp and whistle like grasshoppers", and next to it is a puppy and a grandfather who died in the war and whom Deniska never saw alive, but loved very much.

As you can see, mean lines to the City. in the perception of the child "overgrown" with details that are not in the text. They created a whole picture in the mind of the reader, into which he himself fit. Image-pictures are created partly from the experience of the boy's life impressions, partly by his imagination. It has its own sounds and colors, its own associations and memories. But it would be wrong to say that this picture of a quiet Ukrainian night belongs only to Deniska. It also belongs to the author, for it is woven from the threads of his poem. The images of the poet were transformed into the images of the reader. Without a poet they would not have arisen. In turn, without Deniska, the author's lines would have lost one of their original readings. Thus, we have before us a unique result of the joint work of the poet and the reader, a visible image of the fusion of one soul with another, a completed miracle of transformation.This is how the influence of the book on the reading child occurs. And sometimes it is very difficult to single out the main result of the lesson: what is more important - an understanding of the author's position or the child's personal experiences from what he read? Most likely, these 2 sides of the perception of a work of art are equivalent. Only one side (literary perception) obeys the laws of literature, and the other side (personal perception) obeys the laws individual development child.

The task of the teacher is to leave the child the right to the uniqueness of his perception, not to suppress it, but to proceed from it and rely on it ”After all, by the presence of these qualities, we can judge what the child’s personality is, what his creative charge is. Therefore, it is very important that children know that in literature lessons they will not only analyze the work, draw a general conclusion about it and its main idea, but also that all their experiences, images, thoughts and memories that are born in them in the process of reading , will not be left unattended in the lesson (even if they are not entirely consonant with the position of the author).

Thus, it follows from this that the origins of the influence of verbal images on a person should be sought not in the work itself, not in its logical analysis, and not in the reader, but in "combination" - in the act of CO-creation, CO-experience. Influence begins where there is a discovery of subjectively significant, "own" elements in the text, where someone else's poetic image is overgrown with the flesh of the reader's own ideas. It is not only reflected in the mind of the reader, but is transformed in it. And it is then that the spiritual energy of classical works is released from the book pages and begins to work for the development of the child's personality, for the disclosure and enrichment of his soul.

So, the literary material itself, intended for reading by children in elementary school, is amazing in nature, because it is a unique verbal art, designed for the reciprocal creativity of readers, capable of capturing the personality of the child as a whole, making all the strings of his soul play. The imaginary reality created by great writers opens the door for the child to the real reality surrounding him, moves him towards life, towards people, towards himself.The role of the teacher in reading lessons is of decisive importance, sometimes determining the fate of reading throughout a person's life.

And here it is appropriate to pay attention to the existence of such a system as the system of EN Ilyin (St. Petersburg): "TEACHING LITERATURE AS A SUBJECT SHAPING A PERSON", the basis of which is the teaching of literature as an art.
For him, the lesson of literature is:
- lesson - communication, not just work;
- it is an art, not just an educational activity;
- this is life, not a subject in the schedule.
A feature of his literature lessons is strict adherence to the law of "Three O":
- Enchant with a book;
- Inspire the hero;
- Enchant writer;
Ilyin goes to the children not only with the topic of the lesson, but with a burning problem, since each work of art included in the curriculum of the school literature course contains many moral problems that are posed in one way or another. Thus, in his lessons such situations are created when the student must constantly think and feel! And draw conclusions. Everyone knows that the best way to understand is to think for yourself!
Evgeny Nikolaevich believes that the ideas embedded in a work of art should be obtained through the efforts of one's own mind. Therefore, he strives to keep the class in a state of argument. At the lessons, students analyze the facts, and he, opposing them, creates a problem situation. Then disputes arise, during which students not only acquire knowledge, but also learn to defend their point of view. Own thought, born in the process of reading, pleases, inspires children.

So, emotional perception, enriched with intellectual work, gives rise to artistic pleasure - the highest motive for communicating with art * Spiritual fullness encourages communication, desire, and in the future to express one's impressions.

5. Improving reading skills.

Reading is a difficult and sometimes painful process that takes a lot of time and effort from children. And until the child learns to read quickly and meaningfully, to think and empathize while reading, this process will not give him joy and pleasure. But, as a rule, the development of certain skills is facilitated by the performance of multiple training exercises, which rarely attract anyone with their monotony and monotony. The task of the teacher is to find an attractive moment in them, to present them to children in such a way that they are performed with interest and desire. How can I do that?

Methodology knows many methods of developing reading technique, that is, the correct way of reading, correctness, tempo, and partly expressiveness.

The main one is "multi-reading" - a technique in which the student, answering a particular question, expressing his point of view, seeks reinforcement for his thoughts, judgments, feelings in the text, referring to it again and again. This repeated appeal to the text each time will reveal to the student in the already familiar text something new, unexpected, surprising him and at the same time interesting. At the same time, the depth of immersion in a literary text increases, and interest in reading increases.

Types of work on the text in the reading lesson:

1. Reading the entire text.
2. Reading the text, with the aim of dividing into parts and drawing up a plan.
3. Reading according to a prepared plan.
4. Reading with text abbreviation (children do not read sentences or words that can be
lower). Preparing for a summary.
5. Reading in a chain by sentence.
6. Reading in a chain by paragraph.
7. Reading in order to find a suitable passage for the drawing.
8. Reading to find a passage that will help answer the question.
9. Reading the most beautiful place in the text.
10. Finding the whole sentence at the given beginning or end of the sentence. (Later
sentence can be replaced by a logically complete passage).
11. Finding a sentence or passage that reflects the main idea of ​​the text.
12. Reading in order to find 3 (4.5...) conclusions in the text.
13. Establishment by reading causal relationships.
14. Reading by roles in order to most accurately and fully convey the characters of the characters.
15. Reading by dialogue roles, excluding the words of the author.
16. Finding and reading figurative words and descriptions.
17. Finding and reading words with logical stress.
18. Isolation of a word from the text to the proposed scheme, for example: chn, lei.
19. Who will quickly find a word for a certain rule in the text.
20. Finding the longest word in the text.
21. Finding two-, three-, four-syllable words.
22. Finding in the text and reading combinations: pronoun + verb, etc.
23. Reading with marks of incomprehensible words.
24. Finding and reading in the text words that are close in meaning to data (words are written on
board).

Probably everyone will agree that any action that is dictated from above, and in which a person has no personal interest, is performed reluctantly and, as a rule, gives little benefit. Therefore, it is very important for the teacher to provide the student with the right of free choice. Willingly read, actively perceived and gives the impression of what is relevant to the reader, what makes him act on his own initiative, independently

RETURNING READING- this is a re-reading of works already familiar to children after a while. Such reading contributes to the development in children of a positive attitude towards communication with the book by satisfying their need to re-experience the plots and images that captured their imagination. At the same time, there is a deepening and reassessment of the impressions received earlier, when the perceived images emerge in memory and are highlighted in a new way, bringing the child closer to understanding the ideological and artistic meaning of the work.
The main point of the “returning” reading lesson is to make suggestions in the class about “why Sasha or Natasha wanted to reread this work.” It is also necessary not only to reveal to children the importance of revisiting a work as an opportunity for an additional meeting with their favorite characters and their authors, but also to help students identify new meanings of the work, leading children to realize their renewed perception of what they read.

FREE READING- this is the appeal of the student to reading at his own request and with the right to decide for himself: why should he read, what exactly to read, how to read and when to read. The meaning of this reading is as follows:
Love for reading cannot arise without the child having the opportunity to freely determine his attitude towards him, including interest in the content of reading, the personality of the author or in the desire for spiritual growth, the desire to keep up with others in reading skills, etc.
Free reading as reading without limits constraining the child allows him to read to the best of his ability and in optimal conditions for himself to conduct a dialogue with the author of the work, which in itself stimulates the desire to conduct this dialogue. Free reading provides the child with the opportunity to express their reading interests.

Thus, if we want the masterpieces of literature to be read not by the order of the teacher and not regarded by the child as a punishment, but would bring the joy of touching a miracle, we need a special strategy for reading fiction that would correspond to the virtual nature of verbal images and their perception. This strategy involves:

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To ask questions.

For a younger student, it is difficult to understand readable text. He is hampered by the lack of intonation, facial expressions, and gestures. At the same time, the student does not yet know all the techniques (amplifying words, punctuation marks, word order, phrase construction) that help to understand the behavior of the characters, the author's attitude towards them.

Sound analysis and synthesis, the skill of fluent, fluent reading, the development of complex thought processes that allow one to capture the richness of semantic and ideological content - all this contributes to the mastery of reading. "Understanding" reading is not given immediately. First of all, expressive reading aloud by the teacher, and then by the students themselves, helps, the written text is supplemented by a lively intonation, expressing an experience, an emotional attitude to what is read.

Of particular interest is the transition from reading out loud to reading silently, i.e., the internalization of reading. As a result of the study by B. F. Babaev and L. S. Zhitchenko, several forms of speech behavior of children were discovered.

1. An extended whisper is a completely distinct and complete pronunciation of words and phrases with a decrease in volume.

2. Reduced whisper - pronunciation of individual syllables of the word while braking the rest; syllables are voiced on which the student considers it necessary to emphasize; the activity of the organs of articulation is markedly reduced.

3. Silent movement of the lips - the action of the inertia of external speech pronunciation, but without the participation of the voice.

4. Unvoiced lip twitching, which occurs, as a rule, at the beginning of reading and disappears after reading the first phrases.

5. Reading with one eye, approaching in external indicators the silent reading of older children and adults.

No predominant form of speech behavior was found in first-graders. The same is true for second graders. In grade III students, the transition to reading to oneself without any pronounced external manifestations of it is quite obvious.

Research shows that whispering is not a transition from loud to silent. In terms of speed, method of articulation, it completely coincides with loud, differing from it only in a purely physical sign, like the strength of sound. In such reading, no new qualities appear, no structural changes in comparison with loud reading - it is not internally necessary, dictated by the written language itself.

Of great interest from the point of view of the transition from loud to silent reading is the reduced whisper. It corresponds to the level of loud reading when it is already done in full words, i.e., when the unit of speech perception is not a syllable, but a word. At this level, the child begins to operate with verbal images perceived in the text, based on the external speech pronunciation of individual elements. This is confirmed by the fact that reading with silent movement of the lips immediately following a reduced whisper corresponds to phrasal, i.e., relatively fluent loud reading. At this level, the speed of silent reading increases markedly compared to the speed of loud reading due to further contraction of speech articulations.

The data presented allow us to discuss the question of the period when it is possible to require silent reading from children. Obviously, the age of the student and the class in which he studies are not a determining factor. Individual differences come to the fore in the internalization of reading: the degree of preparedness for reading and the pace of its development. The transfer of students to silent reading can be differentiated and started in the first grade. However, in each specific case, readiness for it is determined by the degree of mastery of loud reading and, in particular, by the peculiarities of perception of the text being read. Internalization of reading is possible no earlier than the text begins to be perceived word by word, with the subsequent development of advanced visual perception.

During the primary school age, all aspects of speech develop: phonetic, grammatical, lexical.