Full description

The article and tables present material that can be used:

1) for teaching reading;

2) to identify gaps in knowledge and skills;

3) to correct erroneous skills;

4) to develop the skill of determining the softness-hardness of consonants and the correct selection of vowels;

5) to master some of the rules of the Russian language (JI-SHI, CHA-SCHA, CHU-SCHU, etc.)

The article summarizes practical experience teaching reading and sound-letter analysis of preschoolers by a teacher-psychologist Vorobyova N.F.


Comments on the use of tables:

1. Before using the tables, an adult should help the child learn all the vowels, structured as follows (read in columns):

Possible options:

option 1: B, C, F

option 2: D, D, W

option 3: Z, K, C

option 4: L, M, F

option 5: N, R, W

option 6: R, S, C

option 7: T, F, F

option 8: X, H, W

option 9: W, Y, C

3. It is desirable that the recognition and reading of fusion syllables be brought to automaticity.

4. Rarely occurring fusion syllables are in small print.

5. To fill gaps in learning to read or to correct inadequate skills, it may be sufficient to read only some of the tables relevant to the problem being solved. For example, a child tries to soften (pronounce softly) those consonants that always remain hard. It means that in this case, it is enough for the child to read the tables for the letters Zh, Sh, Ts.

6. The habit of reading hard and soft consonants in pairs (for example, TA-CHA, TO-CHO, TU-CHU, etc.) can help the child to make the correct choice of letters in the future and easily distinguish between soft and hard consonants when moving from sound to letter.

Table 1 (B).



Table 2 (B)


Table 3 (D)


Table 4 (E)


Table 5 (W)



Table 6 (Z)


Table 7 (J)


Table 8 (K)


Table 9 (L)

Table 10 (M)

Table 11 (H)

Table 12 (P)

Table 13 (P)

Table 14 (C)

Table 15 (T)


Table 16 (F)


Table 17 (X)


Table 18 (C)


Table 19 (H)


Trainer for beginners. Simple words.

The book is wonderful. But the kids do not want to strain and put the letters into words, it is much easier to look at the picture and guess from the very first letter what is written under the picture.

Therefore, I suggest you download these sheets. They have a lot of words and no explanatory pictures. Nothing will distract the kid from the reading process. And since there are only three letters in each word, it will not be very difficult to read them.

And how many of them - words consisting of three letters? There are more than a hundred such words on these leaves. So the child will have something to read.

New cards for practicing reading skills. This time in the selection there are words of 4 letters, but with one syllable.

That is, the words have only one vowel.

DAY, LOAD, TERM, OVEN, SEVEN, NIGHT and so on.

More than 100 words are collected on two sheets, consisting of 4 letters and 1 syllable.

When reading, the child must not only compose a word from letters, but also comprehend what he read. Ask your child to explain each new word.

We continue to improve our reading skills.

The next selection is already two-syllable words of 4 letters. On the first card there are words with the so-called "open syllable". They are easy to read. Ma-ma, ka-sha, no-bo, re-ka, puddle and similar words.

The second card is more difficult. The words on it contain both open syllables and closed ones. Ma-yak, ig-la, y-tyug, yacht-ta, o-village, el-ka and so on.

Each card has over fifty words. So the child will have to work hard until he reads all the words.

We read new words syllable by syllable. Words already consist of 5 letters. Wagon, baby, tu-man, mar-ka, re-dis, lamp-pa. And so on. If the child confidently reads these one hundred and fifty-plus words, you can assume that your baby LEARNED to read! Rather, he learned to put words out of letters.

Learning to read in syllables - this stage in teaching children to read is one of the most important and difficult. Often parents simply do not know how to teach a child to pronounce two letters together and get stuck on it for a long time. Tired of the endless repetition of "ME and A will be MA", the child quickly loses interest, and learning to read turns into torment for the whole family. As a result, children who already know letters from the age of two or three cannot even read simple words by the age of five, not to mention reading sentences and books.

What to do next when the child has memorized the letters? Let's make a reservation right away that teaching a preschooler to read syllables can be started even BEFORE he has mastered the entire alphabet (moreover, some teachers insist that you need to move on to syllables as quickly as possible, without waiting for all the letters to be studied). But those letters that we will combine into syllables, the child must name without hesitation.

In order to start learning to read by syllables, it is enough for a child to know 3-4 vowels and a few consonants. First of all, take those consonants that can be pulled (S, Z, L, M, N, V, F), this will help teach the child the continuous pronunciation of the syllable. And this is a fundamentally important point.

So, let's look at a few, in our opinion, the most effective methods, which modern educators offer to teach a child to fold letters into syllables.

1. We play "Engines"

(a game from the manual by E. Baranova, O. Razumovskaya "How to teach your child to read").

Instead of boring cramming, invite your child to "ride the train." All consonants are written on the rails along which our trailers will go, and vowels are written on the trailers themselves. We place the trailer on the rails so that a consonant appears in the window, and we name which station we got (for example, BA). Next, we move the trailer down the rails - to the next consonant and read the syllable that appears.

There is a similar guide in cards "Game" Steam locomotive. We read syllables. from E. Sataeva

This game is good because the child does not need to be specially explained how to add syllables. It is enough to say: “Now we will ride the letter A, she will be our passenger, name all the stations at which we will make a stop.” To begin with, “ride” yourself - let the child move the trailer along the rails, and you loudly and clearly call the “stations”: BA, VA, GA, YES, ZHA, ZA, etc. Then invite your child to take turns doing this with you. During the game, listening to you, children easily grasp how to pronounce two sounds together. For the third time, the child will “ride” himself without much difficulty.

If the child does not know all the letters, stop only at those “stations” that are familiar to him. Next, we change the wagon. Now we roll the letters O, U, S. If the child can easily cope with the task, we complicate the task. For example, we ride at speed - timing which of the wagons will reach the end of the path first. Or another option: stopping at the station, the child must name not only the syllable, but also the words starting with this syllable (BO - barrel, side, Borya; VO - wolf, air, eight; GO - city, golfs, guests; DO - rain, daughter, boards, etc.).

Please note that with this game you can practice reading not only open syllables (with a vowel at the end), but also closed ones (with a consonant at the end).

To do this, we take trailers where the vowels are written in front of the window, and act in the same way. Now we have a letter on the trailer not a passenger, but a driver, she is the main one, she is in front. First read the resulting “stations” with closed syllables yourself: AB, AB, AG, AD, AZH, AZ, etc., then offer the child a “ride”.

Remember that in this and other exercises, we first practice adding syllables with first-row vowels (A, O, E, Y, Y), and then we introduce second-row vowels (I, E, E, Yu, I) - the so-called "iotized" vowels, which make the sound that precedes them soft.

When the child is good at reading individual tracks with syllables, alternate trailers with passengers and drivers, without prompting which trailer we will ride. This will help the child learn to clearly see exactly where the vowel is in the syllable (the syllable begins with it or ends with it). At first, learning to read by syllables in a child may have difficulties with this.

2. "Run" from one letter to another

(from "ABC for kids" by O. Zhukova)

This is a visual exercise that will help the child learn to pronounce two letters together.

Before us is a path from one letter to another. To overcome it, you need to pull the first letter until the finger that we are leading along the path reaches the second letter. The main thing we are working on in this exercise is that there is no pause between the first and second sound. In order to make it more interesting to study, replace your finger with a figure of any animal / little man - let him run along the path and connect two letters.

("ABC book for kids" by E. Bakhtina, "Russian alphabet" by O. Zhukova and others).

Many authors of primers and alphabets use animated images of letters that need to be folded into a syllable - they are friends, walk together in pairs, pull each other through obstacles. The main thing in such tasks, as in the previous exercise, is to name two letters together so that the two girlfriend letters stay together.

To use this technique, you do not even need special manuals or primers. Print out several figures of boys and girls (animals, fairy-tale or fictional characters), write a letter on each of them. Let consonants be written on the figures of boys, and vowels on the figures of girls. Make friends with the kids. Check with your child that boys and girls or two girls can be friends, but it is not possible to make friends with two boys (pronounce two consonants together). Change pairs, put girls first in them, and then boys.

Read the syllables first in one order, then in reverse.

These few tricks are quite enough to teach a child to put two letters into a syllable. And learning in the form of a game will allow you to avoid cramming and boring repetition of the same thing.

4. Games to consolidate the skill of adding letters

- Syllabic Lotto

It is very easy to make them yourself, for this you need to pick up a few pictures - 6 for each card and print the corresponding syllables.

  • Help will help you “Syllables. Choose a picture according to the first syllable BA-, VA-, MA-, SA-, TA-. Educational lotto games. GEF DO "E. V. Vasilyeva- there are a few more tutorials in this series
    • “Letters, syllables and words. Lotto with verification” by A. Anikushena
  • Similar exercises are in the book. "Syllabic tables. GEF "N. Neshchaeva

- Shop game

Lay out toy goods or pictures with their images on the counter (for example, FISH-ba, DY-nya, PI-horns, BU-lka, YaB-loki, MYA-so). Prepare "money" - pieces of paper with the name of the first syllables of these words. A child can buy goods only for those “bills” on which the correct syllable is written.

Make an album with your child’s own hands, in which a syllable will be written on one page of the spread, and objects whose name begins with this syllable will be written on the other. Periodically review and supplement these albums. For more effective learning close one or the other half of the spread while reading (so that the child does not have extra clues when naming a syllable or choosing words for a particular syllable).

This will help you "Cards for sound and syllabic analysis of words."

- Game in the airfield (garages)

We write syllables large on sheets of paper, lay them out around the room. These will be different airfields (garages) in our game. The child takes a toy plane (car), and the adult commands - on which airfield (in which garage) you need to land the plane (park the car).

For this exercise, Zaitsev cubes or any cards with syllables are suitable (you can make them in the form of traces). We build a long path from them - from one end of the room to the other. Choose two figurines / toys. You play one, the child plays the other. Roll the dice - take turns with your figures on the cards for as many moves as fell on the dice. Stepping on each card, name the syllable written on it.

For this game, you can also use various "walkers" by writing syllables in circles on the playing field.

5. Reading simple words by syllables

Simultaneously with the development of syllables, we begin to read simple words(of three or four letters). For clarity, so that the child understands what parts the word consists of, which letters should be read together and which separately, we recommend that the first words be composed of cards with syllables / individual letters or graphically divide the word into parts.

Words of two syllables can be written on pictures consisting of two parts. Pictures are easier to understand (the child is more willing to read the words written on them than just columns of words), plus it is clearly visible into which parts a word can be broken down when reading it syllable by syllable.

Increase the difficulty gradually: start with words consisting of one syllable (UM, OH, EM, UZH, Hedgehog) or two identical syllables: MOM, UNCLE, DAD, NANNYA. Then proceed to reading the words of three letters (closed syllable + consonant): BAL, SON, LAK, BOK, HOUSE.

You need to understand that even if a child pronounces all the syllables in a word correctly, this does not mean that he will immediately be able to meaningfully put them into a word. Be patient. If a child has difficulty reading words of 3-4 letters, do not proceed to reading longer words and especially sentences.

Be prepared for the fact that the child will freely begin to read words only after he has automated the skill of adding letters into syllables. Until this happens, periodically return to working out syllables.

And, most importantly, remember that any learning should be a joy - for both parents and children!

Philologist, teacher of Russian language and literature, teacher preschool education
Svetlana Zyryanova

Parents who want to teach their child to read should remember the features phased formation skill and the need to go through all the stages within each alphabetic topic.
(More detailed methodological comments on teaching reading to preschoolers are given in the brochure “Methodological recommendations for the “Game Book Library”: a primer for preschoolers”)

The issue of developing reading skills is far from being as simple as it may seem to some parents and educators. Reading is one of the hardest skills human activity. Therefore, before starting classes, we advise you to carefully read the information that will acquaint you with the main stages in the formation of this skill in children.

Naturally, this is a lengthy process. It breaks down into a number of stages (it is unlikely that you have met a child who, after getting acquainted with the letters, immediately began to read and understand (!) texts). Until this point, the child will have to go through several stages:
Stage 1 - Learn and memorize letters;
Stage 2 - Learning to read syllables of varying degrees of difficulty;
Stage 3 - We read and understand the meaning of the read word;
Stage 4 - We read and perceive the words read as part of some semantic whole: phrases, sentences, text.

Stage 1 of learning - Learn and memorize letters;

The first thing to teach a child is the ability to distinguish one letter from another, recognize them in a variety of graphic images and read. It is advisable not to give children the names of consonants in the form in which they are accepted in the alphabet, but to name the consonant letter as it is read (not "ES", but "C"; not "KA", but "K").

If you decide to introduce your child to letters using the electronic alphabet, then first check whether the names of the letters in this alphabet correspond to these recommendations.
What techniques can be used to help a child remember letters better?

Hang a large picture of the letter, with pictures of objects beginning with it, above your baby's bed or table. The letters must be in his field of vision all day.
Walking the streets, constantly fix the attention of the child on the signs of shops. Let him find among the stylized letters those which are already known to him. A very good trick is the associative connection between the graphic image of a letter and the image of an object created from this letter.

Now in stores you can buy various sets of letters made of plastic or soft foam isolon. Try to choose larger letters so that they fit comfortably in the child's palm.
As a rule, these letters have magnets, and it is very convenient to play with them on the refrigerator door or use a special children's board with a metal base. You can use traditional cubes with pictures and images of letters.

Buy "ABC" in pictures. It would be good if in this book small poems were printed for each alphabetic topic. Read them before bed. This will help the baby to remember this letter better, and most importantly, to recognize the sound denoted by the letter, among many other sounds.

It is very helpful to do the following exercise. First you need to cut out the letters from velvet or sandpaper, and then stick them on a sheet of thick cardboard. Ask your child to trace the outlines of the letter with his finger first with open eyes, and then closed. Tactile sensations will contribute to a better memorization of letters. You can sculpt letters from plasticine, clay, from wet sand.
Or you can cut out letters from the dough and bake cookies.
Teach your child to highlight and print those letters that begin the names of his relatives and friends.

Very effective and useful are tasks in the process of performing which the child recreates a holistic image of a letter based on one or more of its parts. For example, the kid should carefully consider the drawing and guess which letters are on the table, i.e. to create a whole from parts.

Very useful for better memorization of letters is the game "Pouch". The child by touch, focusing only on tactile sensations and his ideas about the graphic image of the letters, determines those that you put in the bag.

The order of introducing letters for acquaintance is proposed as follows: a, o, s, n, m, y, t, k, s, l, c, d, p, p, i, h, b, d, e, h, w, i, b, e, f, d, f, u, c, u, x, e, b.

In the first month of training (the most difficult!) children will get acquainted with those vowels that are well remembered (A, O). At the initial stage, acquaintance with consonant letters is determined by acoustic data and the articulatory pattern of sounds denoted by these letters. The main thing at the same time is to make it easier for children to read syllables, such as C + G (NA, SA, MA).
For example, the sounds H, M have a predominant tone of voice, so they will be easy to pronounce in combination with vowels. When pronouncing the sound "S" in open syllable lips take the position characteristic of them when pronouncing a vowel that follows a consonant. In addition, all these letters do not look alike, so it will be easier to remember them.

Stage 2 of training - Learning to read syllables of varying degrees of difficulty;

The main ultimate goal of this stage is to consolidate the connections between the type of syllable and its pronunciation.
It is here, at this stage, that most of the difficulties are born that the child is sometimes unable to cope with throughout his life. This work, which is difficult for children, should be made as accessible and understandable as possible.

The methodology includes several techniques specifically designed to make it easier for children to merge sounds (merger is the reading of syllables such as SA, RU, TI, i.e. syllables in which a consonant is followed by a vowel). However, the most effective, in our opinion, is the way of learning to read confluences by imitation.

The child masters this not theoretically, but purely practically: he sees how another reads and imitates him. Then, through exercises, he masters the mechanism of reading syllables of any complexity.

To make this process as easy as possible, prompts for children are introduced into the reading materials: visual diagrams (subscript arcs and dots).

The bottom line is this: while reading, the child simultaneously runs his hand along arcs and points. arcs they tell the child that two letters need to be read together, smoothly (this corresponds to a smooth movement of the hand); points talk about a short reading of the names of the letters.

This way of learning saves the child from the so-called "pangs of fusion." It can be said with a great deal of confidence that this technique is the simplest and most efficient. As soon as the child learns a few letters (for example, A. O, N, C,), the adult offers him the exercise "Ride down the hill."
The teacher, passing the pointer along the arcs, reads the syllables: “climbing the hill”, - slowly, highlighting the vowels with his voice; "going down the hill," - quickly. First, you should draw the attention of the children to the fact that the arc, as it were, connects two letters, you need to read them smoothly, focusing on the second letter.

Children copy all the actions of an adult (smooth hand movement in arcs will correspond to the smooth pronunciation of a direct syllable and help children at the initial stage). Several times the child "rides on the hill" with an adult, then without him.


Very effective exercise to automate the reading of syllables of varying difficulty - reading syllabic tables.

This type of work will save children from many difficulties, because. their attention will be focused only on the technical side of the process. They will not be able to remember a set of syllables, so reading them can become multiple. It is very important that the mobility of the articulatory apparatus is also worked out.

It is known that the greater the load experienced by the organs of speech during reading, the greater the effect obtained. In addition, by practicing reading syllable chains of different structures, we prepare children to read words of varying degrees of difficulty.

When getting acquainted with the next table, an adult reads it first. When reading, you need to smoothly draw a pointer along the arcs, focus on stopping the movement of the hand on the points. Tables are read both horizontally and vertically (by rows and by columns). Children can read the syllables in the tables in a whisper or loudly. You can return to reading the tables more than once.


At this stage, exercises to highlight the first syllable read from the names of subject pictures will be very effective.

Not always in the name of the picture the first syllable-fusion is stressed. In this case, the adult must pronounce the word clearly, as it is written, for example: "sa-a-a-rafan", sa-a-a-lyut".

A great help to the child in developing the skill of reading syllables will be provided by board-printed games in which the child is asked to select the appropriate picture for a particular syllable.


Children really like to read syllables in which the graphic images of letters are unusual for children's perception or remind them of familiar objects.

The most common mistake adults make at this stage of learning is trying to tell the child the letters if he had some difficulty reading the syllable (or word).
For example, a mother helps her son to read the word “MUKA” as follows: “Look, the letter “M” and the letter “U”, we read “MU”; the letter "K" and the letter "A", we read "KA". What happened?"

Under no circumstances should this be done! In the future, the child can remember this technique and use it constantly (for example, first saying the letters to himself). And the consequence of this is the formation of an incorrect way of reading (letter by letter), which can be very, very difficult to get rid of, which will slow down the development of high-speed reading skills and lead to errors in writing.

Therefore, it would be right in such situations to show the child the correct reading (syllables, words), and he will repeat after you. Or offer several reading options, and the child will choose the right one. And do not be afraid if you have to resort to such help quite often. Be patient: the time will come (for each child it is individual), and he himself will refuse any help from you.

At this stage of training, the following sets of exercises will be very useful:

Cycle of exercises "Ride on the hills"
Working with syllable tables and syllable chains
"Martian" poems
Reading syllables printed in stylized letters
Working with syllabaries (2)

Stage 3 of training - We read and understand the meaning of the read word;

So, in the first two steps, special exercises we raise the technique of reading syllables to the level at which it becomes possible to assimilate the meaning of the words being read.

This becomes possible only when the rate of reading the word will be close to the rate of pronouncing the word in ordinary live speech.

If the syllables of the word being read are too long in time, most children do not have a semantic guess even when the letters are correctly combined into syllables and the syllables are pronounced in the desired sequence (the child, when reading the last syllable of the word, forgets which syllable he read first ?).

In this regard, it becomes clear great value 2 stages in the formation of reading skills. If, as a result of training exercises, an adult manages to achieve his main goal (to teach a child to quickly recognize syllables “by sight”), then combining syllables into words will not cause him great difficulties. Thus, while reading a word, at the same time the child will understand the meaning of what is read. He does not have to repeat the same thing over and over. A quick reaction to a visual image will lead to an increase in the speed and efficiency of reading.


First of all, at this stage it should be recommended to work with columns of words that have the same beginning or end. This exercise automates the reading skill very well and facilitates the reading process itself, because. Relatively new for children in the words they read each time are a few letters, and not the whole word.

In this case, it is important to follow these recommendations:
Words should be read several times: slowly, gradually speeding up the pace, loudly, quietly, etc.
After reading, it is necessary to find out from the child, the meanings of which words are incomprehensible to him and what is common in writing the words of each column.
The adult names the word (adjective), and the child chooses from the columns the one that is appropriate in meaning to the given one.

For example: an adult pronounces the word "electric", and the child must find from the first column the right word(lamp).

No less efficient! at this stage is the reading of captions to subject pictures.

For children, at first, words may be incomprehensible, the spelling of which is significantly different from the sound. For example, a child will not immediately understand that the word NAIL that he reads means the same object as the sound combination NAIL that he often hears and habitually pronounces. It should take some time for the baby to figure out such features of the Russian language. That is why during this period of the formation of reading skills it is very useful to offer children to read the captions for subject pictures.

Board games for preschoolers can be a great help in performing such exercises. There are a lot of them now. The set of the game should include colorful object drawings and captions to them. The advantages of such visual material are many. First, children can manipulate him. Secondly, adults have a large field for fantasy. You will be able to come up with tasks for the child. However, you should always keep in mind main task: fulfilling the conditions of the game, the child must read the words and correlate them with familiar objects.

For example, offer your child 6 drawings and 5 captions. Let him guess which picture has no caption. Or, conversely, 5 subject pictures and 6 signatures.

Alternatively, give the child the task of laying out the pictures and their captions (4-6 items). Then the child reads and memorizes them. Closes eyes. An adult at this time replaces 1 - 2 pictures, and leaves signatures under them. The child must determine what has changed.

No less effective is the compilation of words from letters and syllables. This exercise develops in children phonemic perception, the ability to analyze and synthesize, increases the amount of short-term memory, concentration.

The general meaning of the exercise is to find common and hallmarks in various objects, figures. The child himself will control whether this search was successful or unsuccessful. with the correct solution of the problem, he will be able to compose a word (from letters or syllables).

For example, in this case, the child must determine how he can make a word from these syllables. The hint in this example is the size of the board. If the boards and syllables under them are placed in desired sequence, then the word "camera" will turn out.

Many similar exercises are presented on the pages of the primer "GAMEBOOKVOTEKA". You can come up with similar exercises yourself or choose a suitable printed board game.

After the child correctly composes the word, it must be laid out from the letters of the alphabet or printed in a notebook.
The children really like the exercise "The word swirled." In the process of its implementation, you need to read the word, not knowing which letter in this word is the first and which is the last. Children must understand that it is necessary to read without errors and, if possible, quickly, without stopping. Only then will the word itself “emerge”.

Together with your child, mold the letters of a word from plasticine. When he closes his eyes, arrange them in a circle.
Note: at first, you should first introduce the children to those words that will “circle on a saucer”. They must be pronounced according to spelling rules. Words can be: aquarium, library, frying pan, stool, car, TV, vermicelli, crocodiles, astronauts, bicycle, composer, instrument, tape recorder, plumbing, camels, bear cub, snow maiden.

The same task as game moment can be offered to children at any holiday. But first, mold the letters from the dough and make a circular inscription on the cake or cake.

Quite effective are exercises for solving letter examples and recognizing words in a syllabic chain.

The exercise is performed as follows: first, an adult reads the entire chain of words from beginning to end in one breath. Then the child tries to repeat it. It is not necessary to demand from the child a complete reading of the chain. The main thing is that he strives for this.

The next step is to find (select) words from the chain and write them down. block letters in a notebook. It is not necessary to select the words in order. The main thing is that the child sees all the words in the chain.

And don't forget the very efficient way formation writing in a child, it is the formation of words from letters. Start with very simple words, gradually complicate the task. It is better if the child composes words based on visual memory. First, he reads the word several times, then, closing his eyes, pronounces it, and after such preliminary preparation, he composes it from letters.

I would like to once again draw the attention of adults to the fact that when reading all the vocabulary material that you use at this stage, you should use spelling pronunciation, i.e. read the words the way they are spelled!

The listed types of exercises by no means exhaust all types of tasks that are presented in the primer "Game book". Once again, I would like to note that in the process of performing these and other exercises, in parallel with the formation of reading skills, children will develop observation, auditory and visual perception, memory, thinking, and imagination.

At this stage of training, the following sets of exercises will be very useful:


But here, too, adults must constantly monitor children and understand what difficulties they will face.

1. The child correctly read all the words in the sentence, but did not understand its meaning. Why?

Probably, while reading the sentence, he came across a difficult-to-understand word and switched his attention to it. The process of understanding was interrupted for a moment.

Another one possible reason: in order to correctly read and understand the meaning of the sentence, the child must simultaneously keep in mind all the words that make up the sentence. But many children fail to do so. Therefore, the meaning of what they read is perceived by them only after repeated reading of the text.

2. Some children who have not mastered a sufficiently good reading technique try to read by guesswork (especially when adults give the instruction to read quickly): the child, trying to understand what is written, grabs the first association of what is being read with some word they know or seeks to simplify the difficult pronunciation or incomprehensible word.

3. Very often, when reading, children have substitutions, omissions or additions of letters in words (children grasp the graphic image of the word, but inaccurately). If you feel that your child has such difficulties systematically, then it is best to take a step back to stages 2-3 and continue to perform training exercises related to reading syllabic tables or individual words (for work, it is best to take words with a complex syllabic structure).

Do not force him to re-read the same thing over and over, because. this form of work, which quickly "gets bored" with children, interferes with the formation of their interest in the book, "kills" the reader in the child.

Summing up what has been said, it should be emphasized once again that the effectiveness of mastering the skill of reading (and later on of literate writing) depends on the degree to which children master each of the stages in its formation.

At this stage of training, the following sets of exercises will be very useful: