We read stories and fairy tales for children syllable by syllable. Learning to read by syllables Reading by syllables for children 5 6 years old

Children's texts for reading by syllables. Read on your own. When a child learns to read, some children need to read syllable by syllable, while some find it more convenient to read in full words without divisions by dashes. The page provides simple texts in both versions. We read syllable by syllable.

There was a thunderstorm. It was raining heavily. Thunder rumbled. Try-to-get-under-the-mushroom. Mi-mo do-ro-ge is half-evil at-lit-ka. Stre-ko-za-vo-rit:
-U-lit-ka, uh-lit-ka! Come to me. It's dry here, like under. roof.
- I don’t need a roof! My house is with me.

Storm

There was a thunderstorm. It was raining heavily. Thunder rumbled. The dragonfly climbed under the mushroom. A snail crawled past along the road. Dragonfly says:
-Snail, snail! Come to me. It's dry as hell here. roof.
- I don't need a roof! My house is with me.

It's not just a thing

Mi-sha broke the ma-le-n-ky do-bok.
- Why did you do this? - oh-gor-chi-la-s Ma-sha.
- Yes, it’s just the same!
“No, you gu-beat a lot, mo-gu-che-e de-re-vo,” said Ma-sha.

It's not just a twig

Misha broke a small oak tree.
- Why did you do this? – Masha was upset.
-It’s just a twig!
“No, you destroyed a big, mighty tree,” said Masha.

Z-blah-no-ka

Re-ba-ta gu-la-li in the forest. Out-la Na-dya na po-la-nu. He looks: oh, how red I am. I haven't been here for a year. I collected them in la-dosh-ku, but didn’t eat them.
-Peter! Vasya! Come to me! Earth! First-of-the-earth!
Come on. And everyone is two years old
-Oh, how delicious it is!
Soon there will be a lot of earth. But the first years are the best.

Strawberries

The guys were walking in the forest. Nadya came out into the clearing. She looks: there are red berries near her. There were few berries. Nadya collected them in her palm, but did not eat them.
-Peter! Vasya! Come to me! Strawberries! First strawberry!
The guys came running. And everyone has two berries.
-Oh, how delicious!
Soon there will be a lot of strawberries. But the first berries are the tastiest.

Morning

The boy and the girl are going to school.
And Lena is drinking tea.
“Daughter, it’s already seven o’clock!” says mA-ma.
Lena looks at her watch.
-The clock is going too much, ma-moch!
- No, Le-noch-ka. The clock is ticking right. And you eat everything slowly.

Morning

A boy and a girl go to school.
And Lena is drinking tea.
“Daughter, it’s already eight o’clock!” says mom.
Lena looks at her watch.
-Our clock is going too fast, mommy!
- No, Lenochka. The clock is running correctly. And you do everything slowly.

FRIENDS

Ni-ki-ta and Le-sha are friends. They go to kindergarten together. Le-shi has a sa-mo-kat. And Nik-ki-you has a gun. Not real, but toy. These boys are great guys. O-ni always do-la-tsya ig-rush-ka-mi. And they never quarrel. The two of them play and laugh. It's good to be friends!

ZO-LO-TOE EGG-KO

Once upon a time there lived a grandfather and a ba-ba, and they had a little chicken. The hen laid an egg: the egg is not simple - it is golden.

Grandfather beat - beat - repeatedly beat.

Ba-ba bi-la, bi-la - not once-bi-la.

The mouse ran, the tail waved, the egg fell and broke.

Grandfather and ba-ba are crying, ku-roch-ka ku-dah-chet:

“Don't cry, grandpa, don't cry, ba-ba!

I'll lay another egg for you,

It’s not golden, it’s simple!”

MU-RA-WAY AND GO-LUB-KA

Mu-ra-vey went down to the stream: he wanted to drink. The wave lashed him and almost knocked him down. Go-lub-ka carried a branch; o-na u-vi-de-la - mu-ra-vey to-no, and bro-si-la to his branch in the river. Mu-ra-vei sat on a branch and saved himself.

Then the oh-hot-nick laid a net on the dove and wanted to slam it. Mu-ra-vey crawled up to o-hot-ni-ku and u-ku-grabbed him by the leg; oh-hot-nick oh-nul and u-ro-nil the network. Go-lub-ka fluttered-well-la and u-le-te-la.

Peti and Misha had a horse. They began to argue: whose horse is it? Did they start tearing each other's horses?

Give it to me, this is my horse.

No, give it to me, the horse is not yours, but mine.

The mother came, took the horse, and the horse became no one’s.

L. Tolstoy

Three Bears.

One day Ma-sha went into the forest and got lost. I started looking for my way and came to the forest from the bush. In this house lived seven honey-ve-days: my father’s name was Mi-hai-lo Po-ta-pych, my mother’s name was Nas-tas-ya Pet-rov-na , and their ma-lazy son-nish-ku is honey-ve-jo-nok Mi-joke. The house was empty - honey had gone for a walk in the forest.

Ma-sha entered the house and had three bowls of porridge. Bol-sha-I would-la Mi-hai-lo Po-ta-py-cha, middle-ya Nas-tas-and Pet-rov-ny, and s-ma-ya ma-lazy-ka-ya - Mi-jokes. Po-bo-va-la Ma-sha ka-shu from a large bowl, then from a middle one, and from a small one, Mi-shut-ki-noy, all the way- shu ate.

Ma-sha came over and saw three chairs near the table. He climbed onto the big chair and o-pa-la; sat down on the middle chair - it was not comfortable; she sat down on a small chair and laughed. Ma-sha started skating on Mi-shut-ki-chair, ka-cha-ka-ka-ka-la, until she broke it!

Send Ma-sha to another mountain. There are a hundred or three beds there. She lay down in the big room - it was too spacious; lay down in the middle - it was too high; and the lazy-me fit her just right. Ma-sha lay down and went to sleep.

Come back to my honey-ve-di from the forest, sit down. Mi-hai-lo Po-ta-pych looked into his bowl and growled: “Who ate from my bowl?” Nas-tas-ya Petrov-na looked at the table and said: “Who ate from my bowl?” And Mi-shut-ka squeaked: “Who ate my porridge and broke my chair?”

Send honey to another mountain. “Who lived on my bed?” - Mi-hai-lo Po-ta-pych roared. “Who lay down on my bed and crushed it?” - for-re-ve-la Nas-tas-ya Pet-rov-na. And Mi-shut-ka saw the little girl in her bed and squealed: “Here you go!” Hold her!

U-see-dev-med-ve-day, Ma-sha is very f------------------------- Oh, you jumped into the open window and ran home. And honey didn’t catch her.

.:: 21.08.2015

The entire process of teaching a child to read can be reduced to several stages that must be performed sequentially. It is the consistency and regularity of classes that is the key to success.

There are many teaching methods, we will not consider each of them, but will present our own. All training consists of three stages:

• Stage 1 - learn letters, read sounds
• Stage 2 - learn syllables, read words
• Stage 3 read books broken down by syllables

Learning letters and sounds

First, do not burden your child with unnecessary knowledge. All he needs to know is that we hear and pronounce sounds, and see and write letters.

The sounds are vowels and consonants.

We can pronounce vowels by simply opening our mouth without a tongue - demonstrate. Vowel sounds can be sung - demonstrate.

When pronouncing consonant sounds, the entire mouth works. Show how the tongue works: L, R, N, K, T. And how the lips fold: P, M, Ш, Ш, how the teeth work: V, F. Disassemble each letter.

Explain that each sound is represented by a letter and that it can be written - demonstrate.

At this stage, the child must determine what sound any word begins with.

Now that we've sorted out the pronunciation of sounds, let's move on to letters. How they are written.

First, let's look at all the vowels. It is advisable to highlight vowel letters in red and any consonants. At this stage, the child does not need to recognize hard and soft, write in green or blue, it is best to write those who agree in neutral black or brown.

It is very convenient to use cubes for memorizing letters. Moreover, they can be in two versions - wooden cubes, on which only letters are drawn, vowels in red, consonants in green and blue, and plastic cubes with pictures glued on.

I strongly recommend that you carefully select cubes with pictures. Sometimes the pictures depict not one object, but several (a needle and thread), or one, but with many details: the letter I has an anchor and a ship in the background. Or, for example, the cubes often contain the letter Ш and a pike, while a child of this age has associations only with fish. It’s more correct to draw a brush - it’s clearer.

Some mothers are upset that the child cannot learn letters, and do not realize that the baby is a mess in his head. That's why. Let's take the word WATERMELON - the simplest one, which starts with the letter A. Now pronounce it with emphasis - you will clearly hear the emphasis on the syllable BU. They are the ones that are “imprinted” on the child’s head.

Therefore, when teaching your child letters, choose those words where the sound or vowel letter being studied is stressed! This is very important, but for some reason no attention is paid to it in any methodology. Think like a child, not a parent - a teacher.

• we learn the letter A - instead of Watermelon there should be a Stork
• learning the letter M, instead of Typewriter - T-shirt
• learn K - Horse, not Cow
• teach N - Nose, not Rhinoceros
• we teach O - Autumn, Cloud, but not Window or Wasp

It is difficult for a child at this age to understand that we pronounce “Akno” and “Asa”, but words starting with the letter O are the rules of the Russian language. Only when the child remembers sounds in words where they are stressed, can you look for these letters in words that are not stressed.

Important: all cubes, alphabets, magnetic sets and other materials used for learning must be chosen more carefully.

Important: if your child has difficulty perceiving letters and sounds, do not learn the entire alphabet, but first learn only the basic ones: A, O, U, Y, E. Of the consonants M, L, P, B, D.

Some methods suggest studying only voiced consonants first, and leaving voiceless and hissing consonants for later. It seems right, but we forget about the individual approach. For a child, it is faster to perceive the information that surrounds him on a subconscious level throughout the day. If the boy’s name is Shurik, his father’s name is Zhora, his grandmother’s name is Tanya, then the sounds and letters T, Sh, Zh need to be taught on the same basis as M for mother, B for woman.

Important: do not confuse your child; if you teach sounds, make one sound - not ME and not EM, but “M”. If your child is confused, think about how easy it is to understand the information you are trying to teach him.

Learning syllables

We learn syllables with each vowel letter separately. 2-3 days for each vowel. Technique:

1. The adult reads and the child repeats.
2. We read the syllable together.
3. The child reads all the syllables in order.
4. The adult shows the syllables in sequence, the child reads so that simple words are obtained: DA-SHA, MA-SHA...
5. A sheet with consonants is added. The adult shows, the child reads: YES-R, SHA-R, PA-R...
6. After practicing syllables with one vowel, those previously covered are added. The adult shows the syllables, the child reads: WE-LA, RA-WE, MA-LY-SH.
7. We use game forms:

a) the child seems to be saving enchanted toys (dolls, soldiers). For every word read, one toy is saved.

b) the child reads one syllable, the adult shows another to form a word, the child reads the second part of the word.

c) a more complex option - on the contrary: the adult shows and reads the first syllable, and the child selects the second.

Syllables with a fixed vowel

One of the most effective methods of teaching reading is when the child is shown syllables in which the vowel is the same and the consonant changes. For example, the method of Sergei and Olga Fedin begins to teach reading syllables from this stage.

Write out or print out the syllables in close-up:

We read line by line until the child does it confidently. Then we read the same syllables in columns. When the entire table is fluently mastered, move on to syllables with more complex vowels E, Yo, Ya, Yu:

Syllables with first vowel

Only after the child has mastered reading syllables where the first letter is a consonant, proceed to reading syllables where the first letter is a vowel.

Important: Zhukov’s famous primer teaches in a different order - there the child learns the letter and immediately the syllables with it, where the first and second consonant are. Then move on to the next letter. Offer your child an ABC book, if he understands it, great, this technique is for you. If Zhukov “does not go”, put him aside and do not try to read “reverse” syllables (starting with a vowel).

If your child gets confused and reads VU instead of HC or NA instead of AN, calmly correct him. Read also line by line, then, when you master it, by column.

Reading skills are developed through systematic practice; stop practicing as soon as you see that the child has become distracted. At first, he may sit with you, repeating syllables, for five minutes or a little more. The optimal duration of classes is 10-15 minutes daily. For a 4-year-old child, even 20 minutes is a very long time. 20 minutes are allocated for activities that do not require serious stress - modeling, social studies, educational games or cartoons.

Important: if your son or daughter cannot read certain syllables, perhaps due to the fact that he does not pronounce certain sounds (L, R or sibilants), do not use them in reading until he can read those syllables fluently which are easier for him.

Reading simple words

When the syllables are mastered, you can move on to reading words. The simplest ones, consisting of three letters:

It will be better if the words are familiar to children. For example, the words TYUK or PIR would be good to know to expand your vocabulary, but not necessary. When learning to read, the less extraneous information and distractions, the easier it is to learn. All children are different, some pick it up on the fly, but for others it’s serious work. The mother should be sensitive and sense how tense the child is.

The order of reading words by syllables is as follows:

• Reading three letter words
• Reading simple words of two syllables,
• Reading words of three or more syllables,
• Reading simple sentences
• Reading short stories (several connected sentences) or poetry.

Important: after your child learns to read simple words, do not immediately move on to large texts. The result is important for the child, he must understand the meaning of what he read, it is like a reward for his work: he read, made some discovery, learned a story. But children 4-5 years old learn information better while reading, consisting of 4-5 sentences. Reading is not at all the same as listening.

If you have a long tale in front of you, read in paragraphs. After each one, stop and analyze the meaning of what you read.

Reading books broken down by syllables

There are many good books from the “my first books” series, good texts in Zhukov’s ABC book.

Texts should be simple, easy to understand and free of blunders, absurdities and nonsense. Remember that the information from the book will certainly be remembered and stored in memory.

Before purchasing syllable-by-syllable books, skim through to make sure the text is age-appropriate for your child.

High-quality literature for children from the “Read by Syllables” series is marked with a note indicating what age it is intended for. For children 3 years old - these are poems in two sentences, for 4 years old - poems and short fairy tales, such as “The Ryaba Hen”, “Turnip”, “Kolobok”, “Masha and the Bears”. For children 5 years old, short fairy tales and stories.

Olga Grishanova (teacher)

As a child grows up, he learns important and useful skills. Reading is one of the fundamental ones. Psychologists recommend taking into account the individual characteristics of children. This will help you understand whether the child is ready to learn letters and whether it’s time to start learning to read syllables. Children of different ages require an individual approach.

It is important to promptly recognize signals of readiness for learning:

• the child creates the illusion of reading by moving his finger over the text;
• shows interest in books and can look at them for a long time;
• knows all the letters and can name them without difficulty;
• his speech is understandable;
• the child has a large vocabulary;
• It is necessary to take an individual approach to a child with speech defects.

Features of learning at different ages

At 3-4 years old

A child at this age is active and inquisitive and is able to absorb a large amount of new information in a short period of time.

Productive learning of any skill should combine:

1. An interesting form of presentation, i.e. Training is best done in the form of a game. Monotony and monotony can scare away the baby and discourage the desire to learn for a long time.
2. Select a task depending on the individual characteristics of the baby. Even at age 3, the development and abilities of two children can differ dramatically. It is necessary to select educational games so that they are suitable for the child and are not too difficult for him.
3. Monitor the reaction of the little student so that he does not overexert himself.
4. Consider his mood. You should not start training if your child is not in the mood for classes.

At 4-5 years old

The child’s brain begins to actively work and process information. It is much easier for him to structure and analyze everything that is happening around him. Training should also be carried out in the form of games to make it easier and more interesting for the child to learn new knowledge. A small student needs to be able to concentrate on classes for a long time, otherwise the result from them will be minimal.

At 5-6 years old

The child is entering a new stage of intellectual development. He begins to actively show interest in reading, because he himself wants to delve into the learning process.

The child receives more positive emotions from learning to read. The little person’s brain actively develops certain areas that are responsible for attention, helping to better structure, analyze and remember information.

At 6-7 years old

Adults do not like to do routine things that make them bored. And it is simply contraindicated for a child to do something boring. Classes should be fun and interesting.

To do this you will need:

• educational material with capital letters;
• conduct training in the form of a game;
• do not overtire the child.

You should not take into account only books; it is better to use the talking alphabet, cards, cubes and other educational material.

Classical training at home

The right start

In order to successfully and efficiently teach a child to read syllables, it is necessary to set the right beginning. Psychologists and pediatricians advise using certain methods to reduce a young student’s resistance to the learning process.

Among them:

1. Conduct classes when the child is in a good mood and shows no signs of illness. This rule also applies to the teaching person.
2. At the beginning of school, the child often experiences rapid fatigue and difficulty concentrating. It will be best to reduce your practice time in the first few days.
3. The golden rule of any teaching for children is game presentation. This way the child learns the necessary things in an easy and interesting way.
4. When teaching a child, there is no need to pretend to be a strict teacher. This form of presentation can forever ruin his desire to acquire new knowledge.
5. The baby definitely needs to be supported and rejoiced at his successes. This will help strengthen the child's self-confidence and ability to achieve success faster.
6. The more varied games there are, the easier and more interesting it will be for the baby to learn to read syllables. For children, it is also necessary to switch from one game to another in a timely manner. This helps maintain the interest and attention of the little student.

Stages of training

1. First, explain in a playful way that speech consists of sounds.
2. Teach your child to distinguish between consonants of different hardness (soft and hard). Identify the vowel that is stressed.
3. Then the little student needs to learn to isolate sounds in small words.
4. Show the letter in a playful way and pronounce its sound designation.
5. Then, together with your parents, add the syllables.

Game forms of learning letters.

For children, the modern world offers many different techniques that help teach them to read syllables.

To teach a child to read syllables, it is recommended to start by learning the letters. It is better to buy the alphabet for children 2-3 years old, where each letter is associated with an object

Among them:

Learning the correct pronunciation of sounds

It is better to divide training into several stages. This will help your child learn correct pronunciation faster.

1. Stage 1. Aimed at developing organs that are involved in speech: lips, tongue, cheeks. At this stage, easier sounds are mastered, i.e. vowels and simple consonants.
2. Stage 2. The child learns complex consonants. As practice shows, these are whistling and hissing sounds.
3. Stage 3. This stage should be given special attention, because it is one of the most difficult when teaching a child correct pronunciation. At stage 3, you need to teach how to correctly pronounce complex sounds (hissing and whistling) so that the baby does not confuse them.
4. Stage 4. When the little student learns to pronounce complex sounds individually, the next stage begins. The child will need to learn to separate mixing sounds, for example, [Ш] and [С].

Composing syllables and moving on to their pronunciation

Syllables can be divided into 3 types:

1. Consonant + vowel A. This is the easiest syllable for a child to learn. For example, syllables: MA, BA, PA, etc. He needs to explain how syllables are composed and learn to read them correctly. Let the little reader not try to learn the syllables quickly, because the main thing is that he understands the essence and does it correctly. Over time, he will learn to do this much faster.
2. Consonant + other vowels. First, it is better to study a syllable with simple consonants, but a vowel other than [A]. Once he has mastered this lesson, you can move on to the next one. Alternate simple consonants with complex consonants (whistles, etc.) and any vowel. For example, syllables: DI, SCHA, CHE, etc.
3. The syllable is reversed. When the little reader understands the essence, pediatricians recommend switching to closed syllables. Those. the syllable ends with a consonant. For example, syllables: IR, YASH, AR, etc.

Reading whole words

Learning to read syllables is an intermediate stage, after which a difficult but interesting period begins for children - reading whole words. The fewer words that come into the child’s field of vision, the easier it will be for him.

1. It is best to start with words that have repeating syllables. For example, MA-MA, PA-PA, BA-BA, etc.
2. Next, children most easily perceive words with repeated (uncomplicated) consonants. For example, MI-MO, etc.
3. Then you should choose a different combination of syllables, but with simple consonants. For example, SA-LO, KI-SA, etc.
4. Then it is better to pay attention to words with one complex consonant. For example, RO-SCHA, PI-SCHA, etc. Then you can select both complex consonants: CHA-SCHA, etc.

With a gradual increase in difficulty, the child will be able to read even the most difficult words.

Teaching reading fluency

Learning to read fluently will help your child learn to read quickly. It is important to choose the text for classes in accordance with age. It is necessary to record the initial result in order to know how successfully the training is going. To do this, just let the child read the text and first time it. At the beginning of training, you should not overtire him; 1-2 minutes will be enough.

1. Understand the meaning. It is necessary that the child can assimilate and remember the meaning of the text read. When the little student reads the part, you need to ask him questions and check whether he understood the meaning of the text.
2. On the search. The beginning reader is asked to quickly find a certain word or phrase in the text (but this also depends on the age of the child).
3. It's a tough fight. Experts say that children have difficulty reading words with several consonants in a row. You need to make a list of difficult words with consecutive consonants. It is best to practice such words daily so that the child does not lose skill.
4. Tongue Twisters. Speaking tongue twisters helps improve pronunciation, distribute breathing correctly, and increase reading speed.

Popular methods for teaching reading

Zaitsev cubes

The main difference between Zaitsev’s technique is the unit of language, i.e. warehouse instead of the generally accepted syllable. For example, “pi-ro-g” instead of “pi-rog”.

The cubes have many features:

• size;
• color;
• quantity;

Differences help the child remember a certain rule. In addition to the cubes, tables with warehouses are included. Zaitsev's technique is suitable for children from 3 years old.

Syllable reading

This method consists of tables with syllables. A huge set of syllables is good because it is impossible to remember and memorize, so one table can be studied many times. Syllabic reading helps you learn a variety of syllables and prepare you to read difficult words.

Glen Doman Method

This method is recommended for use from 6 months. The set contains cards with words printed in red letters.
The essence of the method is to show the child cards with words, pronouncing them clearly and clearly. Using this technique, a child can learn to read without memorizing syllables and letters.

Methodology of Nadezhda Zhukova

For this method, the child must be introduced to the letters in advance. Nadezhda Zhukova claims that it is more difficult for children to isolate individual sounds and easier to isolate syllables. The baby first needs to be introduced to the simplest letters, vowels. Help him understand that they can be sung. Then you need to explain how 2 vowels are added, then he will be able to understand the basics of adding syllables.

“Magnetic ABC” by Nadezhda Zhukova will help a child learn to determine by ear how many letters and sounds are pronounced, and in what sequence the sounds sound.

Chaplygin cubes

The technique is based on dynamic cubes. These are cubes connected in a special way that can be twisted. By turning them, the baby receives new words. From 2 cubes you can collect 20 words, and from 3 cubes you can collect 25 times more (i.e. 500 different words).

Self-taught ABC

The self-taught alphabet allows your child to learn the alphabet without outside help. The electronic alphabet will help you learn the basics of reading - letters in a playful way, with virtually no help from adults.

Video lessons for learning to read

There are a huge number of video tutorials, both simple and intricate. It is sometimes difficult for parents to choose from such a variety what is really suitable for their child.

Video lessons can be divided into:

• according to the age;
• by gender of the child;
• by level of training (beginner, intermediate, advanced).

You should select video lessons according to these parameters.

What are the advantages of video lessons on teaching reading:

• distance learning;
• independent learning without adult participation;
• easy accessibility;
• interesting learning format;
• big variety.

For successful learning it is important to demonstrate:

• persistence;
• patience;
• methodical;
• attentiveness;
• love and care.

You should not start exercising if you are in a bad mood and/or feeling bad. The rule applies to both the child and the parent. Negative emotions should not be shown during training: irritability, anger, aggression. If difficulties arise during the learning process, it is better to postpone classes for a while.

Video on the topic: how to teach a child to read

In Soviet times, teaching reading was the concern of teachers. Today, first-graders who cross the threshold of school can read, write in block letters and begin to comprehend foreign languages. And although such an impressive wealth of skills and abilities is not a mandatory requirement for a future student, many parents from an early age are engaged in the education of their offspring so that he does not lag behind his peers and easily and quickly masters the complex school curriculum. How to teach a child to read syllables without pedagogical education and special knowledge? Let's turn into teachers!

Determining the level of training

In order to correctly set educational goals, you must first determine the child’s level of preparation and eliminate the “gaps” in a timely manner. Don't start learning to read if:

• the preschooler’s speech has not yet formed, he cannot correctly compose a sentence, and is not able to reproduce a short story;
• there are problems of a speech therapy nature (the baby must not only pronounce sounds correctly, but also maintain rhythm and melody in his speech);
• the child confuses spatial concepts (right/left, up/down);
• phonemic hearing is poorly developed (the ability to identify sounds in a word, their position);
• concentrates on one object for less than 10 minutes.

First, we eliminate the existing problems and only then teach them to read. Otherwise, the process will drag on, the child will quickly get bored and will not bring good results.

“Refresh” the material in our head

Parents may have forgotten the sequence of letters in the alphabet and what they are correctly called. Therefore, we open the textbook and remember.

First figure out for yourself how a letter differs from a sound. For those who don’t remember: we see letters, we pronounce sounds. There are 33 letters, the sounds they represent are consonants and vowels. The former are also divided into hard and soft, voiced and voiceless. This is enough for now, repeat the rest when the child becomes a first grader!

Tune in psychologically to the process:

1. do not expect quick results; for them to appear, systematic and consistent exercise will be required;
2. be prepared to explain the same thing multiple times;
3. You are constantly looking for new ways and means of learning.

Let's understand the methods

Today, a huge number of methods are available, suggesting different approaches to learning.

For example:

• They teach syllabic reading - the child memorizes letter combinations and then composes words from them.
• - suggests memorizing the spelling of whole words.
• Rough ones help to learn the alphabet through sensory abilities.

It is difficult to call any method flawless, because they also have drawbacks. Therefore, it is better to turn to the good old sound-letter method, and Montessori, Doman, Zaitsev and other innovators will help diversify classes.

Where to begin

Now let’s decide on the manual we will use for training. “Primer” by N.S. has proven itself well. Zhukova, in which classical methods overlap with speech therapy content and unique author’s developments.

N.S. Zhukov, to the question: “How to quickly teach a growing child to read?” answers - together, and it is not necessary to know all the letters. A few vowels and consonants are enough, from which you can make letter combinations.

First we study open vowels: “A”, “U”, “O”, “Y”, “E”. Then sonorant consonants - “ M", "N". At this stage, using Zhukova’s ABC book, we begin to explain how syllables are made from letters. The colorful illustrations show how one letter rushes to another, merging with it into a syllable. For example, " M"hurries to "O", we pronounce it together "M-m-m-o-o".

The main thing for a child is to understand the mechanism of their merging; with new letters he will be able to do everything mechanically. All learned syllables must be repeated often and regularly so that their reading becomes automatic.

Read not only simple open letter combinations in which a vowel follows a consonant (“MA”), but also complex “vowel-consonant” (“AM”), fusions of three sounds (“ARO”, “PRA”).

Let's take p. 18 from the primer as an example.

Name the first letter - the parent asks.
“X,” the kid answers.
- Which letter does “X” go to?
- To the letter "A".
- It turns out: “X-x-x-A”. While the letter “X” is running towards “A”, stops cannot be made - they sound together.

Having learned just a few of these examples, a preschooler will understand the principle of constructing syllables and will be able to apply it to other sounds.

Never pronounce sounds in a syllable separately from each other! For example, “N” and “O” - “BUT”. This method can delay the learning process for a long time. Teach your child to chant: “N-n-n-o.”

What else will help you add syllables?

A great way to learn how to pronounce syllables together is to sing the sounds. This is often taught by kindergarten teachers. Chanting helps many children. Some, getting carried away, can sing a whole sentence or even a paragraph together.

Thematic material:

You need to constantly remind your preschooler about pauses between words and sentences. I sang a word, stopped, sang the next word, pause again. Don’t worry, the pauses will gradually become shorter until the reading becomes meaningful and expressive.

Children learn most easily through play. The alphabet in pictures will help you remember a new letter (the letter being studied is accompanied by images of objects in which it appears), three-dimensional letters (made of clay, wood, etc.), rough Montessori letters, cubes. We studied the letter, made a manual for it and added the syllables.

If the child is about 3-4 years old, and the learning process has been delayed (more than 6 months), do not rush, postpone classes until 5 years. At this age, an interest in reading will appear on its own, and the baby will master science in 1-2 months.

When reading books to your baby, constantly focus his attention on how well he can read.

First, it is advisable to introduce syllables with two vowels (“AU”), then with a voiced consonant with a vowel ( "BA", "RO", "WE"), in the end there are hissing and deaf ones ( "TA", "HE", "SHI") and vowel-consonant pairs ( "AM", "ER", "UN").

Having mastered the syllables, move on to reading the simplest words: MA-MA, WE-LO, RA-MA. Always start your classes by reviewing and consolidating the material you have covered. Make sure that the future student does not forget to pause between words, check that he has mastered what he has read.

Let's take an example from the above-mentioned primer (p. 58).

The photo shows the text “In the meadow.” We pronounce the syllables in a chant: “Here (pause) lu-zhok (pause). Here (pause) wanders around (pause) so-ba-ka (pause) Friend.” etc. After reading, we ask the child: “What is the text about? Where does the dog roam? What is her name?". If it is difficult for a child to answer immediately, we allow him to find the answer in the text.

The duration of the first lessons for preschoolers 4-5 years old is less than 15 minutes, then they are increased to half an hour.

Children 5-7 years old get tired quickly, so constantly change the type of activity: read - draw or print letters. It is advisable to use coloring books with images, so the preschooler will have a rest and practice his motor skills.

Interactive technologies

It is worth using online games and applications as an auxiliary (not the main!) means. Most of these programs are free for users and available on Android devices. For example, the Azbuka Pro program.

Some sites offer online exercises. For example, “The Cheerful Engine” or “Berylyaka Learns to Read.” If online learning is not convenient for you, you can download special CDs with ready-made lessons or educational videos for free.

Of course, such activities are very popular with modern children who adore high-tech devices. But do not forget that a child’s excessive interest in even useful online games and videos can affect their vision and emotional and mental health. Therefore, it is better to use such learning tools to consolidate knowledge or while resting between sprinkling over a book.

10 useful games

Never force your child to learn letters. And to prevent home lessons from turning into boring and monotonous activities, diversify them with games.

With the right approach, teaching a child to read syllables is quite simple. It is much more important to instill an interest in reading, to make it thoughtful and regular. After all, as any teacher will confirm, a person’s literacy and the beauty of his speech depend on the amount of reading.

From syllabic reading to fluent reading

Read the sentence and ask your child to repeat it. Then increase the number of offers to 3 or more.

Remember! During the exercise, correct intonation, remind about logical pauses.

You can also select text with pictures instead of some words. The next stage is to exclude pictures from the text and insert the missing words, focusing on the meaning of the sentence.

It’s easy to teach a child when he has fun, so try to present the material in a way that makes it interesting. And it doesn’t matter what methods you use. Use your imagination and discover your own way of learning. After all, only you know the interests of your preschooler.