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

2.3. Ways to eliminate reading deficiencies
Based on the analyzed literature, a study was conducted to identify the level of formation of reading skills. The base of the study was MBOU secondary school No. 10 of the city of Dimitrovgrad, grade 2.
I took the components of reading skill as measured indicators of the reading activity of students in the formation of reading skills. This is, first of all, the ability to understand the meaning of the text, to read the words correctly, to read expressively, focusing on punctuation marks and content.
The purpose of the study: to create favorable conditions for working on the content, analysis and assimilation of what is read on the basis of a variety of forms, methods and types of work, try to subordinate reading lessons to the lessons of the Russian language, the surrounding world, speech development, pay more attention to vocabulary work, use various creative tasks more often , combine collective and individual work in the classroom, learn to work with text, pay attention to vocabulary work, use various creative tasks more often, combine collective and individual work in the classroom, learn to work with text.
In February 2012, an entrance control was carried out, at which each student read for a while B. Zhitkov 's story "Ducklings and a Dragonfly". The students were asked relevant questions about the content of the text. We got the following results:

No. p / p		Input control results
one.	Number of verified	20
2.	Understand what they read	20
3.	Reading way:
a)	spell out	-
b)	read in syllables	5
in)	read a syllable + whole word	eleven
G)	read whole words	4
4.	Correct reading:
a)	no mistakes	4
b)	with 1-2 errors	ten
in)	with 3-5 mistakes	5
G)	more than 5 errors	one
-	Replacement, omission, distortion of syllables and words	4
-	Repetition of words and syllables	2
-	Stress setting	ten
-	Errors at the end	eight
5.	Reading pace (norm: 40-50 words per minute)
a)	below normal	one
b)	fine	thirteen
in)	above the norm	6
6.	Reading expressiveness:
a)	logical emphasis	nine
b)	monotonous reading	eleven
7.	Ability to highlight the main idea	sixteen
eight.	Quality	70%

After the entrance control for two months, special exercises were carried out with the children to improve their reading skills:
1. Psychological exercises ("Pose", "Relax").
2. Exercises for the development of vigilance:
a) What letter, syllable, word is superfluous?
b) What do the words have in common and how do they differ?
c) Work with the proposal.
3. Articulation gymnastics:
a) reading in a whisper and slowly:
Ra - ra - ra - the game begins.
Ry-ry-ry - we have balls in our hands.
b) Reading quietly, moderately ( arka- artsa ).
c) Reading loudly, confidently ( mole - salt - only - pain ).
d) Games for onomatopoeia ( Our duck in the morning ... quack, quack, quack!)
e) Tongue twisters for pronunciation of consonant sounds ( Sasha walked along the highway and sucked dry ).
4. The method of dynamic reading (reading only with the eyes, to oneself).
a) Exercises for the development of the "field of vision" according to the tables.
Memo.
1) Name all the letters (syllables) in order;
2) Try to remember a few letters, syllables.
3) Remember: the eyes look at the center of the table and see it in its entirety.
b) Exercise with fixation of vision on the midline (syllables are located in a pyramid).
4. Exercise for the development of anticipation (semantic guess):
a) finish the proverb ( Live for a century , ... ).
B) restore the word ( MA ** NA ).
C) reading the text with missing words ( Tomorrow we will have ... ).
5. Exercise for the development of reading without repetition.
A) reading with a bookmark;
B) Reading words written in a different-sized font ( VACUUM );
) Dividing words into syllables ( SNE | GO | PA | DY, SNE-GO-PA-DY );
D) building up the word ( forest, forest, copse );
E) work on tables ( SG, SSG, SSSG, where C is a consonant, G is a vowel );
6. Exercises for developing the pace of reading: reading “echo” (repetition of words), reading “canon” (repetition of a paragraph), reading “sprint” (reading several students at the same time), reading with word count, “Reading-wiring” (answers to questions), buzzing reading, reading with tapping rhythm, reading with sound interference (when music is playing).
7. Exercises to develop reading awareness.
A) name in one word " siskin, rook, owl, swallow ";
B) divide the words into groups ( hare, peas, hedgehog, bear, cabbage );
C) for the highlighted word, select the words you need according to the meaning ( herbs: clover, sorrel, plantain, cedar ).
Types of work in the lesson of literary reading:
1) reading the entire text;
2) reading, dividing into parts (drawing up a plan);
3) reading according to a prepared plan;
4) reading and retelling ;
5) reading with text reduction (concise retelling);
6) reading in a chain;
7) reading in an undertone;
8) finding an excerpt from a drawing;
9) answers to questions;
10) selective reading;
11) reading a passage to which you can pick up a proverb;
12) definition of the main idea of the story;
13) making judgments about what has been read;
14) reading by roles;
15) reading, retelling with the help of gestures, facial expressions, postures;
16) finding reading words with logical stress;
17) expressive reading;
18) reading, marking incomprehensible words;
19) division of words into syllables;
20) combined reading.
After the work done , a final control was carried out , a text from the magazine "Young Naturalist" "Swans" was offered for reading. We got the following results:

No. p / p		Results of the final control
one.	Number of verified	20
2.	Understand what they read	20
3.	Reading way:
a)	spell out	-
b)	read in syllables	-
in)	read a syllable + whole word	12
G)	read whole words	eight
4.	Correct reading:
a)	no mistakes	nine
b)	with 1-2 errors	eleven
in)	with 3-5 mistakes	-
G)	more than 5 errors	-
-	Replacement, omission, distortion of syllables and words	2
-	Repetition of words and syllables	-
-	Stress setting	6
-	Errors at the end	4
5.	Reading pace (norm: 40-50 words per minute)
a)	below normal	-
b)	fine	ten
in)	above the norm	ten
6.	Reading expressiveness:
a)	logical emphasis	fifteen
b)	monotonous reading	5
7.	Ability to highlight the main idea	20
eight.	Quality	100%

All children understand the text they read, they know how to highlight the main idea. Expressive reading of students improved. The pace of reading has increased. The number of errors has been halved. The quality has improved.
The work carried out indicates that the cause of students' difficulties should be sought in the correct organization of literary reading lessons. The reserve for improving the process of teaching reading is the focus of the entire methodological system of education on the personality of schoolchildren, on their individual characteristics. In this regard, it is necessary to pay more attention to the reading activity of students in the lesson, as this forms the ability to understand the meaning of the text and reason.