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2.1.1. Visual dictations I. T. Fedorenko.
Each of the 18 sets proposed by Professor I. T. Fedorenko has six sentences. The peculiarity of these sentences is as follows: if the first sentence contains only two words “Snow is melting” - 8 letters, then the last sentence of the eighteenth set already consists of 46 letters. The increase in the length of sentences occurs gradually, one or two letters at a time. The working time with all 18 sets is approximately 2 months. Thus, in two months, working memory develops so much that the child can already memorize a sentence consisting of 46 letters, that is, eight to nine words. Now he easily captures the meaning of the sentence, it becomes interesting for him to read, and therefore the process of learning to read goes much faster.
What is the best way to conduct visual dictations? Six sentences of one of the sets are written on the board and covered with a sheet of paper. Then the sheet is shifted down so that the first sentence is visible, and the guys read to themselves for a certain time (it is indicated in the table), trying to remember this sentence. The exposure time is usually short: from four to seven seconds. After this time, the teacher erases the sentence and offers to write it down in notebooks ... It is possible that one of the students during the recording process will say: “But I didn’t remember the sentence.” How to be in this case? You have to be very calm. Without irritation, kindly say: “Well, copy it with a neighbor, and next time try to remember it yourself.”
This is followed by exposition, reading and memorization of the second sentence. After the sentence is erased, it is also written down in a notebook [Zaitsev, 1991:18].
Visual dictations should be written daily. Usually, after a month of training work, the first successes in learning to read appear: children learn the meaning of sentences more easily [Zaitsev, 1991:19].
Each, even the smallest, student's success should be noted by the teacher. It is important to show the child the result of his work, to praise in time, to set an example for others, to evaluate his work with a high mark. With such a formulation of the matter, children work with interest, enthusiasm [Zaitsev, 1991: 30].
2.2 Technology A.M. Kushnir.
Analyzing the traditional method of teaching reading, he came to the conclusion that with this approach, when the text is reread from 3 to 8 times, the informational value of reading is lost, bad habits are formed (for example, the information processing algorithm is not formed; reading motivation is destroyed, therefore, the personality does not develop ).
The technology is called: information-value approach in teaching reading.
In his opinion, all children can be taught to read in whole words, if you follow the rules:
1) read at each lesson for at least 25-30 minutes;
2) read literary texts without moralizing, preferably of a poetic nature;
3) reading without repetition, one-time;
4) learning to read should be conducted from reading silently to reading aloud.
Mastery of the alphabet occurs in 1 week. Teaching independent reading (compose words on their own, follow the text written on the blackboard, which is read by the teacher; tracking reading by electronic recording; the skill of identifying the sound image of the word and its graphic model is formed; children begin to pronounce the words after the speaker). The birth of one's own reading (from the 2nd grade they spend more literature lessons, where works are analyzed).
2.3 Ways to eliminate the shortcomings of reading.
You can control the reading formation process under the following conditions.
1. When forming this skill, it is necessary to rely on the development of such important mental processes as perception, attention, memory, and thinking.
2. The reading skill is significantly strengthened and improved if other types of speech activity develop in parallel with it: listening , speaking, writing.
3. The formation of the skill of full reading should be considered not only as a task of a special lesson - a reading lesson, but also as one of the tasks of other lessons.
4. Reading classes must be structured in such a way that the content, forms and methods of work in the lesson form students' positive motivation, interest in reading and books in general.
5. It is necessary to overcome the tilt of the reading lesson in the technical direction to the detriment of the artistic one. Technical exercises for the formation of a skill should be taken out to a separate short stage of the lesson (like oral counting in mathematics classes) and for this, texts that do not have great artistic value should be used, and the main time of the lesson should be devoted to reading and working on a work of art as a work of art [ Salnikova ,2001:39 ].
There are five stages in the development of reading technique:
I - initial (0-10 words per minute),
II - development of short-term memory (10-50 words per minute),
III - improving attention and expanding the "reading field" (50-80 words per minute),
IV - confident reading of adapted texts (80-120 words per minute),
V - fluent reading of any texts (more than 120 words per minute) [ Salnikova, 2001:40 ].
In this case, the following types of exercises are practiced:
1) listening , listening to the teacher's reading,
2) reading after the speaker,
3) reading in pairs,
4) retelling based on the text,
5) repeated reading,
6) speeding up the pace of reading,
7) transition to unfamiliar text,
8) reading with eyes off the text.
Reading after the speaker contributes to the development of articulation and the development of the skill of conjoint reading of words.
Reading in pairs trains the ability to distribute attention and has a positive effect on improving the reading quality of weak students.
Retelling based on the text teaches the student to quickly navigate the text, contributes to the development of short-term memory.
Reading with a look away from the text (the so-called teacher's reading) teaches you to quickly orient yourself in the text by expanding the "reading field".
Repeated reading contributes to the daily accumulation of visual images of words in the student's memory, teaches correct, quick and expressive reading already at the stage of literacy. Multiple readings can be organized in the following order:
The first time - slow reading by the teacher, clear pronunciation of syllables;
The second time - re-reading without a teacher;
Third time - smooth continuous reading of words;
Fourth time - reading at the pace of colloquial speech (how would you say it to each other);
Fifth, sixth, seventh time - the sentence is re-read with alternate placement of logical stress on each significant word;
Eighth, ninth and tenth times - the pace of reading is brought to a patter [ Salnikova, 2001:40 ].
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