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1.1.1. Qualities of reading skill
In the methodology, it is customary to characterize the skill of reading, naming its four qualities: correctness, fluency, consciousness and expressiveness.
1) Correctness is defined as fluent reading without distortion affecting the meaning of what is being read. [Lvov, 2000: 120 ]. A child who begins to read makes a number of mistakes when reading. For different children, in different schools, in different years of the history of our school, and finally, depending on the text given for reading, the percentage of errors varies greatly. Much more fruitful than the calculation of averages is the analysis of the mistakes of a novice reader. The field of his reading is still narrow. Therefore, long words that go beyond the reading field, i.e. those that the child cannot perceive immediately are often read incorrectly. In this case, the second half of the word is usually distorted, especially if these are suffixes and endings. Experience in recognizing words is also still small, and analogy errors are often encountered in reading a child: instead of “Manya”, he reads “mother”, etc. He strives to liken a new word to an already familiar one (recall that children catch similarities better than differences). Finally, children tend to simplify reading in the sense that they shorten long words when reading, throw out difficult sounds, and so on. The main mistakes in reading are: 1) omissions; 2) inserts; 3) repetitions; 4) permutations; 5) replacement of some sounds by others. Missing words are typical for inattentive children. Insertions and permutations of words often occur in children who are emotionally related to what they are reading, carried away by its content. Repetitions are characteristic of those inexperienced in the technique of reading. Replacing some sounds with others most often comes down to replacing difficult sounds with easier ones [Blonsky, 1999: 200].
2) Fluency is the speed of reading, which determines reading comprehension. This speed is measured by the number of printed characters read per unit of time (usually the number of words per minute) [ Lvov, 2000:120 ]. The speed of reading is very diverse for different students, in different schools and in different years of the history of our school. Therefore, it is not surprising that different researchers obtained different “reading speed standards”, especially since there is no unified Russian text for such tests, and therefore the diversity of the proposed text was also reflected in the “standards”. Instead of being carried away by such "standards", expressed in absolute numbers, it would be more correct to trace the process of mastering fluent reading. Here we have approximately the following picture: a first grader who has just finished the primer reads aloud approximately 3 times slower than a fourth grade student, who, in turn, reads aloud approximately 2 times slower than an educated adult. Young schoolchildren read aloud about 1.5 times slower than they read silently [ Blonsky, 1999:200 ].
3) Consciousness of reading in recent methodological literature is interpreted as understanding the author's intention, awareness of the artistic means that help to realize this intention, and understanding one's own attitude to what is read [ Lvov, 2000:121 ]. In the lower grades, a common cause of misunderstanding is the poverty of the children's vocabulary. Therefore, it is necessary to pay serious attention to the correspondence of the language of the book to the children's dictionary. Quite often (about 20% of all cases), children cannot catch the main idea. Therefore, in the text it must be made clearer, somehow emphasized. Just as often, children do not link the individual parts of a readable work into a general context, because, due to a poorly developed reading mechanism, they read slowly and, by the time they reach the end, may forget what they read at the beginning of the article. Therefore , when giving children articles or a book, it is necessary to take into account whether the size of this work is within their power. Sometimes misunderstanding is due to inattentive or hasty reading. Beginning readers sometimes fail to understand words whose spelling is very different from their pronunciation. Finally, a special type of “subjective” reader stands out, who, while reading, presents his own thought instead of the one in the book [ Blonsky, 1999:201 ].
4) Expressiveness is the ability by means of oral speech to convey to the listeners the main idea of the work and their own attitude towards it [ Lvov, 2000:121 ]. Expressiveness is related to reading awareness. Only that which is well understood can be read expressively. Therefore, there is an opinion among teachers that expressiveness is an indicator of consciousness. In most cases, this statement is true. Recall that the main sign of students' transition to the stage of synthetic reading is the correct intonation of what is being read, which occurs when individual reading units are correlated with the general meaning of the text. However, the teacher should not forget that primary school students are characterized by the so-called “imitative expressiveness”, when children with good phonemic hearing accurately copy the intonation pattern used by adults, without thinking about the meaning of the phrases they say. There is another extreme: a child who understands the text well reads it monotonously, quietly, without using intonation as a means of expression. This happens either due to excessive shyness, shyness of the child, or simply because of his lack of education [ Lvov, 2000:137 ].
All of these qualities are interdependent. The preparation of a reader should be built taking into account the simultaneous work on all four qualities of reading [ Lvov, 2000:121 ].
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