Improving students’ reading comprehension. Content Introduction Chapter 1: Theoretical foundations of the formation of reading skills in primary school Main body

Chapter 2: Linguistic and methodological foundations for the formation of reading skills in elementary school.
2.1 Reserves for learning to read (V.N. Zaitsev).
Zaitsev defined the warehouse as the unit of the structure of the language. A warehouse is a pair of consonants with a vowel, or from a consonant with a hard or soft sign, or one letter. Zaitsev wrote these warehouses on the faces of the cubes. He made the cubes different in color, size and sound they make. This helps children feel the difference between vowels and consonants, voiced and soft. Using these warehouses (each warehouse is on a separate face of the cube), the child begins to compose words.
This technique can be attributed to phonetic methods: a warehouse is nothing more than a phoneme (with the exception of two warehouses: "b" and "b"). Thus, the Zaitsev method teaches to read immediately by phonemes, and at the same time explains the letter-sound correspondence - not only combinations of consonants and vowels, but also the letters themselves are written on the faces of the cubes [ Zhirenko , 2004: 8].
We will talk about optimal reading, that is, reading at the pace of conversational speech, at the optimal pace of conversational speech. Studies show that this rate is from 120 to 150 words per minute [ Zaitsev, 1991: 4 ].
It should be noted that reading speed is the most important factor influencing academic performance. According to psychologists, academic performance is influenced by more than 200 factors [ Zaitsev, 1991:5 ].
The weakest link is the elementary grades. Here, we can say, 60-70 percent of the students are lost. Further, they cannot study for "4" and "5". Already in the 4th grade, the amount of information increases, and poor reading technique does not contribute to its development ...
Therefore, the question "what to do?" in relation to the problems of school reform, it can be first limited: “What to do in the primary grades?”, And then transferred to a more specific plane: “At what reading speed should students finish primary education?” [ Zaitsev, 1991:11 ].
We should aim for the majority of students to have a reading speed of at least 120 words per minute at the end of elementary education. But how to get to this level, how to achieve this speed - the optimal speed, what training reserves can be used here? [ Zaitsev, 1991:13 ].
What matters is not the duration, but the frequency of training exercises. The human memory is arranged in such a way that it is remembered not what is constantly before the eyes, but what flickers: that is, that is not. This is what creates irritation and is remembered. Therefore, if we want to help children master some skills and bring them to automatism, to the level of skill, we need to do small exercises with them every day, at certain intervals [ Zaitsev, 1991:14 ].
Buzzing reading is reading when all students read aloud at the same time, in an undertone, so as not to disturb their comrades, each at their own speed, some faster, some slower [Zaitsev, 1991:15].
Weekly five-minute reading. Any lesson - whether it's reading, singing, drawing, math - begins with the fact that the children open the book, read in Russian for 5 minutes in the buzzing reading mode, close the book, and then the usual lesson continues.
Reading before bed is good. The fact is that the last events of the day are recorded by emotional memory, and those eight hours when a person sleeps, he is under their impressions. The body gets used to this state [ Zaitsev, 1991:16 ].
It has been established that the development of reading technique is often hampered due to underdeveloped RAM. What does it mean? For example, a child reads a sentence consisting of 6-8 words. Having read up to the third or fourth word, I forgot the first word. Therefore, he cannot grasp the meaning of the sentence in any way, cannot link all the words together. In this case, you need to work on the RAM.
This is done with the help of the so-called visual dictations, texts developed by Professor I. T. Fedorenko [Zaitsev, 1991:18].