Most parents believe that it is necessary to teach a child to read no later than the first grade. However, the same methods cannot be applied to preschoolers as to 7-year-olds. we found out that before learning letters, it is worth taking care of the child's vocabulary and whether he can tell stories. Today - about how to advance in teaching reading further.

"You mean words are made of sounds?"

We have already established two aspects of language that form the basis for the development of literacy, and then reading: vocabulary and storytelling. The third component is called phonological awareness. We use phonological awareness when we can distinguish the sound "b" in the word "bolt" or the sound "l" in the word "log". This is actually a very difficult task for young children.

How does a child come to understand the fact that the word "cat" is composed of 3 different sounds? How do we know if the child has already developed phonological awareness?

Some researchers suggest that young children manipulate words or analyze their sounds. For example, a child might be asked, "Say" top ". Now say this word again, only without the "t" sound. Or: “Say 'key'. Now say this word again, but remove the sound "h", and instead insert the sound "in". What will happen? "

Sound and syllable test

One of the most brilliant approaches was developed by Dr. Isabel Lieberman. In the course of the experiments, four-year-old children were handed a stick and then asked to hit it on the table as many times as they heard in a given word. Then each child was read aloud (one at a time) 42 monosyllabic words, each of which consisted of 1-3 sounds (phonemes).

Next, Dr. Lieberman tested another group of four-year-olds, asking each to do the same task, only with syllables. This time, a list of 42 words, consisting of 1-3 syllables, was read to the children. For example, Dr. Lieberman might ask a child: "How many parts do you hear in the word 'rocket'?"

What were the results? The four-year-olds who took the phoneme test did not answer any questions correctly. But about half of the four-year-olds coped with the syllable problem. This fact leads to two conclusions. First, it means that preschoolers can play this game when the unit of analysis (syllable) is large enough for them to notice. Secondly, it shows that preschoolers are not sensitive enough to the individual sounds (phonemes) that make up words.

Then Dr. Lieberman gave the phoneme assignment to older children who were already learning to read. She found that the children who were the best in their class in reading had passed the phoneme test across the board. And of those children who failed the phoneme test, half belonged to the weakest part of the class in reading skills.

How to learn to distinguish between sounds? Play!

To date, many other studies have confirmed these findings. It is now clear that a lack of phonological awareness is one of the leading causes of reading problems. We also know that children with this awareness read better. And we know how to help children gain phonological awareness. Basically - through children's play!

Play with speech, singing songs or reading nursery rhymes, necessarily rhymed. Simple songs and rhymes like "Above the lamp of a midge, under a lamp of a cat" help children to realize that the initial sounds in words can be replaced by others. Change the initial letters, creating new names from the old ones, for example: "Vanya - Sanya - Danya - Manya". You can think of many similar games with transformations of words.

It is very convenient to play with words in transport or while traveling in a car. Pay attention on objects whose names begin with different sounds: “Can you find anything that starts with the 'h' sound? Oh, I see something. This is a man! " (This kind of play can even reduce the frequency of children's perennial questions: "Are we coming soon?"

Another option: say a word familiar to the child and ask him to pronounce one of its parts without the other: “You know the word 'balcony'. And what will happen if you remove the 'con'? "

Attention: reading!

Just as spoken language is made up of sounds that are meaningless in themselves, so written speech is made up of "squiggles" on a page that are meaningless in themselves. Only when a child breaks this code and discovers that the squiggles have a specific meaning can he learn to read.

Imagine picking up a book written in a language you are unfamiliar with, such as Greek or Chinese. What do you need to learn to read these obscure icons?

First of all, you need to be able to separate the letters from each other. If you cannot separate one character from the next, how then will you read the words? Next, you need to find out what sound each letter or group of letters corresponds to. After all, reading is, in essence, the translation of a printed text into oral speech, even if this translation occurs silently and only "in the head."

You also need to know how to combine letters and the sounds they represent into words, merging them together. Although we adults can do this effortlessly, provided that the text is written in our own language, it will not be so easy to do this, for example, with the Greek text; and this is precisely what our children have to learn.

This puzzle has another piece. Before you even begin to identify letters or icons, you need to know which direction unfamiliar text is moving. Maybe the same as in English - from left to right. Or maybe it should be read from top to bottom (like Chinese characters) or from right to left (like Hebrew).

Finally, you need to know in which direction to turn the pages of the book. The English read the book from beginning to end, right? So, what is the beginning for us is the end for other language groups! In Hebrew, the reader starts from what we think is the end of the book.

It's amazing - how did we manage to put all the pieces of this puzzle together in such a way that by the end of the first grade of school we could read small books completely on our own ?!

Discussion

My older children were not ready to learn to read before school, they somehow mastered this science in the summer before school

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Comment on the article "Is the child ready to learn to read? Test and games with sounds"

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This is the question. The school is ordinary. There is no interview, everyone is hired. The child, of course, knows the letters, reads the syllables. But is it necessary to specially strain with reading in the summer, or is it enough just to be able to somehow put letters into words?

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Our child also reads and counts, and he is already seven years old, but we ourselves decided to give it to him for the next year. Psychologically, he is not yet ready, and you are not entirely right in assessing the readiness to study at school. In addition to the ability to read, write and count, skills are required calmly ...

Yes, in the preschool period, re must learn to work with sounds. If there are no difficulties with phonemic hearing (with this to a speech therapist) Look at other discussions: Is the child ready to learn to read? Test and games with sounds. Yoted vowels - in preparation for school ??

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At what age to teach a child to read? How to understand that the baby is ready for a rather difficult process that requires the mobilization of many qualities? There are many opinions on this matter. Most likely, everything is individual here. There were always four-year-olds who read fluently and ninth-graders with difficulty putting syllables into words. The kid will tell you when it's time.

What do the experts think

In general, it is considered that the crumb is "ripe" if:

  • he already speaks well enough in sentences, expresses his thoughts in a coherent and accessible manner; if this condition is not met, children may experience problems with the development of speech - when learning to read (especially persistent), completely different parts of the brain are artificially activated than those that should contribute to the appearance of speech and communication skills at the appropriate age; there are also sad examples - kids who learned from Zaitsev's cubes before they began to speak, and as a result received a delay in speech development;
  • the child has a well-developed phonemic hearing: he easily determines what sounds a word consists of, can highlight the general sound in several words (for example, chocolate, cat, reed), is able to find images of objects in the picture, the names of which begin with a certain letter;
  • the baby has no speech therapy problems, which interfere with correct reading and the formation of phonemic hearing;
  • the child is confidently oriented in space: knows where right / left, top / bottom: this is necessary so that the baby does not read the words on the contrary, from right to left.

Some children reach such "heights" by the age of 3-4, while others mature only for school. In any case, teaching an unprepared child is a waste of time and nerves. So you can only harm the baby, discourage him from reading for life, slow down the development of other skills and abilities. The best option in some cases is to do not the reading itself, but the preparation to immersion in this process: the development of speech and phonemic hearing, the elimination of speech therapy problems.

Signals for parents

My eldest son knew letters and sounds at the age of three. Today it is no longer a rarity, many children at an earlier age confidently name each unit of the alphabet. But when he suddenly began to ask what was written on the signs we met along the way and asked to find cartoons about syllables on the Internet (for general development, they sometimes turned on such videos for him for a short time), it became clear: the time has come to try and teach him to read. We started carefully, slowly, but the process went very quickly and easily. Interest did not wane - on the contrary, it only increased. As a result, by the age of 3.5, he was already reading the names of the children on the badges of his classmates in the figure skating section by syllables. Well, and, of course, the son could not calmly walk past the street signs either.

By the way, the younger has not had such an interest until now (he is 4 years old). He knows letters, adds simple syllables, learned to read words-syllables, but does not look at signs, does not ask for help to read a complex word, and treats activities (very short and rare) without much enthusiasm. All children are really very, very different, each has its own "talent". Events should not be forced.

My children are smart and inquisitive, but still different.

Toddlers often let their parents know when they are ready to learn to read. It is important to recognize these signals and not ignore them, then all explanations will fall on fertile ground. So most likely the child is already ripe if:

  • periodically he takes the book and examines it for a long time, perhaps pretending to “read”: retells a familiar fairy tale or composes something of his own, methodically leads his finger along the lines;
  • creates his own "books": imitating an adult handwriting "writes" the first works on a piece of paper, makes drawings for them or pastes pictures cut out from magazines;
  • knows many verses by heart and can sing several songs;
  • easily learned all letters and sounds;
  • has a rich vocabulary;
  • listens with pleasure to fairy tales and stories in parental performance, can answer after listening to questions about the content of the work;
  • easily picks up several words for a certain letter;
  • he is interested in reading with his parents: the lessons give him pleasure, the kid asks questions himself, tries to read the signs on the street.

A 4-year-old baby can directly ask mom or dad to teach him to read. But even so, in order not to discourage his desire, we must act carefully: teach the kid in the game, using interesting bright manuals, do not overload him with information, do not make the first lessons long (maximum 5-15 minutes). Well, what if school is just around the corner, and the child is still not eager to take on an important skill? It can be of interest, but this is a topic for a completely different article.

It is very important for parents not to miss the moment and start teaching their child to read on time. Indeed, now, even in elementary school, they often require that a first grader know letters and be able to read short words. Child psychologists say that the ideal age for teaching a child to read is 5-6 years. However, the psychological readiness of the baby is much more important than his age.

A child's readiness to learn reading skills can be determined by the following indicators:

  • the child expresses thoughts and wishes in full sentences;
  • answers questions correctly, is able to listen and understand what was read aloud;
  • easily distinguishes between words similar in sound (for example, barrel-dot) - this means that the baby has a well-developed phonemic hearing;
  • knows right-left, top-bottom;
  • the child does not have serious speech therapy problems.

Test

You can also test your child's readiness to learn to read with a simple test. Answer “Yes” or “No” to the following questions:

  • Does the child love fairy tales, stories?
  • Can the child retell what he heard?
  • Does your baby look at picture books himself?
  • Is the content of the book more interesting than the illustrations?
  • Does the child know some letters and numbers, does he want to learn to read?
  • Is he portraying reading aloud, imitating you?
  • Does his interest arouse interest in works with cognitive information about nature, technology, human life?
  • Does the child listen carefully when they read fairy tales or stories?
  • The child's vocabulary is large enough for free communication, is it easy to understand?
  • Complicated words do not raise questions about their meaning and meaning?
  • Does your child enjoy reading you aloud?
  • Having learned and memorized letters, the child tries to read on his own?
  • Does the child have problems in speech therapy?
  • Does the child distinguish well phonetically similar sounds?
  • Does the kid communicate with complex, multi-basic sentences?
  • Will the child be able to convey the meaning of what he read aloud or heard in his own words?
  • Does the baby know verses, songs, fairy tales by heart?

For each affirmative answer, give 1 point. Calculate your score and find out if your kid is ready to learn to read.

Find out the results

13-18 points - the child is completely ready psychologically to acquire the necessary skills for teaching reading and is simply prepared for school life. He is interested in the independent possibility of obtaining information, and not in imitation of adults.

9-12 points - the child's ability to teach independent reading is of an average level, reading does not cause sustained interest, the time for learning has not come yet, you need to wait quite a bit.

Less than 9 points - the child does not show interest in reading and does not seek to learn new things. At this stage, trying to teach your baby to read will come down to your nervous breakdown. The time for training has not come yet.