DID:SAURBAEVA KRISTINA
GROUP:XTA 19-4
THEME: “The notion of reading technique” Scientific advisor: Yusupova Mukhabbat Anatolyevna The topicality of the research lies in the fact that reading is one of the main components in learning a foreign language. Reading is associated with the perception and understanding of information encoded by graphic signs. It is the process of taking in the sense or meaning of letters, symbols, etc., especially by sight or touch. In the last decade there have been serious changes that have put theorists and practitioners in the field of teaching foreign languages in front of the need to reconsider the established and traditional views on teaching reading.
Aim and tasks of the research The aim of the study is to theoretically substantiate, develop a set of reading exercises for younger students and experimentally test a set of exercises for the formation of reading skills in English in elementary school.
Study the methodological literature and define the concept of "reading technique".
To study the approaches and methods for the formation of reading technique.
Identify the main difficulties in teaching the reading technique.
Clarify the content of teaching reading techniques in modern teaching materials at the initial stage of the formation of reading skills.
The subject of the research is the process of formation of reading skills in English in junior schoolchildren.
The object of the research is the process of teaching English in elementary school.
comparative analysis
descriptive method
Methods of the research
Zaitsev's Method
Zaitsev's Method
Goal: to teach childen to read not by letters or syllables, but by so-called warehouses.
Warehouses for reading are letter combinations (the minimum pronounceable speech unit) from which any child begins to learn to speak;
Their peculiarity is that they never consist of more than two letters, unlike syllables. This is how it will be easiest for a child to read and reproduce words in the future.;
THE DOMAN method
Goal: to teach children to recognize words as whole units, without explaining to them the letter-sound ratios.
education here is based on the principle of visual recognition of whole words, without dividing them into letters and syllables.
in this method, neither the names of the letters nor the letter-sound ratio are taught.
Methodists base their methods of teaching reading technique on two main typological features:
1) the original language unit that underlies the learning to read (letter, sound, word, sentence or text);
2) the type of leading cognitive activity of students (analysis, synthesis).
the use of reading allows students to optimize the process of assimilation of language and speech material exercises for the formation and development of all language and speech skills and abilities are also built based on the text and written guidelines for exercises and tasks communicative-oriented tasks for the control of vocabulary and grammar, listening, writing and speaking require the ability to read and are built on the basis of written texts and instructions In particular
Reading skills reading technique skills
• recognition of letters in the text;
• combining letters into letter combinations;
• transcoding letters and letter combinations into sounds;
• recognition of the acoustic image of a word and phrase.
skills of mental processing of perceived text units
• correlation of the graphic image of the word with its meaning;
• guess about the meaning of the word;
• definition of semantic connections of words in a sentence.
The teaching methodology the formation of reading skills
repetition
systematization of previously acquired knowledge
Based on the main stages of teaching reading technique, we have formed the following criteria for assessing reading technique: 1. The ability to determine the type of syllable and the corresponding type of reading.
2. The ability to see letter combinations (both vowels and consonants) and read them.
3. The ability to highlight intonation key words in a sentence.
4. The ability to see the main and secondary members of the proposal.
5. The ability to see the logical connection of parts of the text.
6. Time spent reading the text and understanding the general meaning.
The main difficulties in the formation of reading skills Graphic difficulties.
Spelling difficulties
Psychological difficulties associated with the age characteristics of children 7-8 years old.
In conclusion, we emphasize that teaching schoolchildren to read is one of the most important tasks of teaching English, because without mastering reading skills, further study of a foreign language is very limited and difficult.
Thank you for your attention!
