Russian language trainer (1st grade) on the topic: Visual dictations using the method of I.T. Fedorenko
The technique developed by I.T. Fedorenko, is popular among many Russian language teachers. Fedorenko’s visual dictations, methods of working with them and pedagogical results from such classes are the main topics of research in this article.
The essence of dictations and features of the methodology
Fedorenko's visual dictations are now very popular, because over time they have proven their effectiveness. Main goal Such dictations help develop memory and basic skills in grammar and writing.
The dictations themselves consist of eighteen sets of six sentences. The task of every child is to short time remember the sentence and transfer it to your notebook.
This visual dictation is recommended to be carried out daily for 2-3 months until the children are able to write down most of proposals. Since the learning process itself involves regularly overcoming difficulties, Fedorenko’s dictations gradually become more complex.
So, for example, if the first sentence in such sets consists of two words and only eight letters, then the last sentence already contains 10 words and about 48 letters. Of course, the first tasks will be easy to cope with, but gradually the level of difficulty will begin to increase, forcing children to train their memory every day.
So, how to conduct such visual dictations? The teacher should write down the first 6 sentences on the board. You can use both proposals compiled by Fedorenko himself and your own developments that correspond to the methodology. All sentences must be covered with a piece of paper.
First, the teacher shows the children the first sentence for 4-8 seconds. They try to remember it without writing it down in a notebook. Next, the teacher needs to cover the first sentence with a piece of paper, and the children must transfer it to their notebooks. If one of the students is having problems, he can peek correct spelling at the neighbor's. If half of the class has difficulties, this sentence should be repeated in the next lesson.
After the first sentence has been written down, you need to move on to studying the next one. Typically, such an assignment takes no more than ten minutes per lesson, but its potential pedagogical results are impressive. Firstly, children will be able to train their memory well by trying to remember what a particular sentence looked like. Secondly, they will be able to review basic grammar and punctuation rules. Thirdly, learning during such dictations takes place in a fun game form, so children are happy to take part in such tasks.
We should not forget that this method of work has a positive effect on improving reading skills. Children not only need to short term remember the text, but also read it. U junior schoolchildren This can be a big problem, but visual dictations help you master speed reading in a few weeks.
I.T. Fedorenko is confident that by using such dictations in every lesson, the teacher will be able to significantly diversify educational material, awakening children's interest in the subject. If the topic of the sentences themselves does not correspond to the paragraph, the teacher can compose sentences independently, using those words that train certain grammatical rules.
It will be much more convenient to draw up such a proposal within the framework multimedia presentation. On the slides, children will see a sentence worth remembering, and the teacher can close the presentation at any time, asking the students to write down what they saw in their notebooks.
This technique is optimally suited for elementary school students. In the early school age, the teacher needs to pay special attention to memory training. By developing the child’s memory, the teacher will be able to influence his performance in the future.
Fedorenko’s technique can also be used when working with high school students. But for schoolchildren in grades 8-10 it is necessary to compose not separate phrases, but long sentences. Having made such sentences, the teacher will demonstrate them to the children for 10-12 seconds, after which the students are required to write down what they saw in their notebooks. This complicated version of Fedorenko’s dictation is suitable for older schoolchildren and has a positive effect on the acquisition of even the most complex grammatical rules.
If a teacher deals with specialized classes who have an excellent command of all the rules of the Russian language, Fedorenko’s technique does not lose its relevance. In this case, it only needs to be slightly complicated to work with smart children. So, for example, a teacher can reduce the time it takes to demonstrate a text or resort to deliberate mistakes.
For example, a teacher can compose his own sentences that correspond to Fedorenko’s methodology, but they will deliberately contain spelling and punctuation errors. The goal of the children is not only to remember the sentence, but also to transfer it to the notebook without mistakes made by the teacher. Thus, children will use in practice the theoretical rules of the Russian language known to them. This method of work will help to significantly increase the level of achievement in any class by forcing children to think about writing each sentence.
The developer of the methodology himself suggests working with the same proposals for 3-4 days. Once most students remember how to write these sentences from the set, you can move on to the next ones. This technique will help to identify lagging students, as well as those rules of the Russian language that cause the greatest difficulties for schoolchildren. In the future, the teacher will be able to repeat complex rules, as well as arrange additional classes for children who are lagging behind. This will only improve their performance, and the children themselves will continue to study miniature dictations with pleasure.
Difficulties in implementing the I.T. methodology Fedorenko in real Russian language lessons
At first glance, introducing Fedorenko’s methodology into regular Russian language lessons is quite simple, because such small dictations do not take much time and effort to check. however, in practice everything turns out to be much more complicated, because not every lesson allows you to find time to demonstrate such proposals and study them.
The main feature of Fedorenko’s technique is that the teacher needs to systematically demonstrate the same sentences until memorization occurs. However, many teachers make the mistake of resorting to the method 1-2 times a month, which is why they fail to achieve any pedagogical results. Experienced teachers confirm: the more often such repetitions are made, the better it will be.
It is very important that the sentences used in the lessons fully correspond to the given topic on the subject, otherwise the process of repetition itself will be useless. Consequently, the teacher needs to constantly rework Fedorenko’s sentences, introducing certain grammatical difficulties into them. This, in turn, requires great diligence and professionalism from the teacher.
Also, teachers often face problems in introducing this methodology into lesson planning for high schools. I.T. himself Fedorenko developed his methodology for elementary school students, but it can also be adapted for older students. Here you should start with more complex sentences, also gradually increasing the load. To install interdisciplinary connections, the teacher can try to use excerpts from the studied topics as sentences for dictation. literary works. This method will also help to repeat material from the literature.
Sometimes it can be difficult to interest kids in such a strange and incomprehensible task. In this case, experienced teachers recommend using not standard sentences, but a variety of proverbs, sayings, and excerpts from fairy tales. In this case, children will be much more involved in the process of learning sentences.
Fedorenko’s method is considered fully implemented only when all children can independently complete the task without looking for the answer in their friends’ notebooks. Usually, noticeable pedagogical results can be achieved only in the third month of using the methodology, so the teacher needs to enlist patience, systematically using the advice of I.T. Fedorenko.
The pedagogical results of Fedorenko’s technique have already been proven many times, but the technique itself deserves much more popularity. Regular use of such dictations has a positive effect on children’s academic performance and, moreover, awakens their interest in the subject. The sooner teachers can implement this method of work in their lesson plan, the better it will be, because this will directly affect academic performance.
Teachers are trying to introduce more and more new methods into lesson developments in order to make the process of learning new material truly exciting. Visual dictations by I.T. Fedorenko have long proven their effectiveness, and are now gaining more and more popularity. However, these dictations will bear fruit only if the teacher uses them in accordance with all established rules.
Texts of visual dictations (according to I. T. Fedorenko)
Dictation 1
1. The snow is melting. (8 letters)
2. It's raining. (9)
3. The sky is gloomy. (10)
4. Kolya got sick. (11)
5. The birds began to sing. (11)
Dictation 2
1. The field is empty. (12)
2. The frost is crackling. (12)
3. I'm looking for strawberries. (13)
4. A spruce grew in the forest. (13)
5. Autumn has come. (14)
Dictation 3
1. The days have become shorter. (14)
2. There are many birches in the forest. (15)
3. The birds have arrived. (15)
4. The sun is shining brightly. (16)
5. Lida wiped the board. (16)
Dictation 4
1. Streams run merrily. (16)
2. Blown sharp wind. (16)
3. Zoya studies diligently. (17)
4. The woodpecker was pecking at the tree. (17)
5. I want to plant flowers. (18)
Dictation 5
1. Frost covered the trees. (18)
2. Without water, flowers wither. (19)
3. The hot summer has flown by. (19)
4. A spruce tree was planted near the house. (20)
5. The sun is shining and warming. (20)
Dictation 6
1. Fedya solved the problem at the board. (21)
2. The dawn lit up in the sky. (21)
3. Frost sparkled on the trees. (21)
4. The city of Kyiv is located on the Dnieper. (22)
5. They are picking strawberries in the forest. (22)
Dictation 7
1. In winter, the river became covered with ice. (23)
2. The boy gave his mother flowers. (23)
3. Peasants are working in the meadow. (23)
4. The attendants wiped the dust off the board. (24)
5. The chickens got out of the box. (24)
Dictation 8
1. We lived near a birch grove. (24)
2. The sky was covered with gray clouds. (25)
3. The children planted an acacia tree in the yard. (25)
4. Grandmother bought an ABC book for her grandson. (25)
5. The earth was warmed by the warm sun. (26)
Dictation 9
1. My sister works in a factory. (26)
2. Gently warmed spring sun. (26)
3. It's raining. (10)
4. We love our Kyiv. (14)
5. Take care of your school things. (17)
Dictation 10
1. Andrey has a blank notebook. (20)
2. Help your friend. (21)
3. The waters of the seas taste salty. (22)
4. Our country is fighting for peace. (22)
5. These boys are funny guys. (24)
Dictation 11
1. The children went to the forest to pick mushrooms. (23)
2. Started big change. (23)
3. Boys are future excellent students. (24)
4. The streets of our city are beautiful. (24)
5. Moscow is the capital of our Motherland. (24)
Dictation 12
1. Schoolchildren water the seedlings. (24)
2. Deputies gathered for the congress. (24)
3. We must be honest and truthful. (25)
4. Stars shine on the Kremlin towers. (25)
5. In the summer our family lived on the Volga. (25)
Dictation 13
1. Thick rye is earing merrily. (25)
2. The fields were covered with white snow. (25)
3. We read interesting story. (25)
4. The scientist worked a lot and hard. (25)
5. New houses are growing very quickly. (26)
Dictation 14
1. Mitrofan Fomich got out of the car. (26)
2. The boys brought dry branches. (26)
3. Rye and wheat are ripening in the field. (26)
4. Young people came to the construction site. (24)
5. Children of all countries want to live in peace. (27)
Dictation 15
1. A fresh breeze blew cool. (28)
2. Lightning flashed and thunder roared. (28)
3. Farmers have long since mowed the meadows and fields. (28)
4. The squirrel climbed onto the top branch. (29)
5. The sun was shining brightly, and the children were swimming. (30)
Dictation 16
1. The whole nation is proud of the heroes of space. (29)
2. Grandfather Philip shepherds large herd. (30)
3. I love to watch the sunrise in the field. (32)
4. A big one rose beyond the river gray cloud. (32)
5. Evenki hunters live in the distant taiga. (33)
Dictation 17
1. Everyone was happy to meet the astronauts. (33)
2. The scouts set off on a dangerous journey. (33)
3. Friendly family and turn the earth into gold. (34)
4. Shoes should always be cleaned of dust. (34)
5. Our cheerful garden will bloom and turn green. (34)
Dictation 18
1. Blueness appeared between the thinning tops. (35)
2. The free wide steppes of Ukraine are good. (35)
3. The dog barks at the brave, but bites the cowardly. (36)
4. The school tells us to work, the squad teaches us this. (36)
5. Our people want to live in peace with all nations. (37)
Dictation 19
1. In the taiga there are predatory animals: wolves, lynxes. (36)
2. The moon makes its way through the wavy fogs. (36)
3. Students are preparing for something new. academic year. (37)
4. Lots of work in the school garden early spring. (36)
5. There is a holiday camp on the seashore. (34)
Dictation 20
1. Soon the sky will be covered with clouds and it will drizzle. (38)
2. Once upon a time in the cold winter time I came out of the forest. (38)
3. Water came out of the ground and a spring was born. (39)
4. Builders built a highway from the city to the taiga. (37)
5. The flowers were unfamiliar, like bells. (40)
Dictation 21
1. Cool water is good for refreshing tired guys. (41)
2. The waves play, the wind whistles, and the mast bends and creaks. (42)
3. Victory over the enemy filled the warrior’s chest with happiness. (42)
4. Every day thousands of people move into new apartments. (43)
5. Schoolchildren grow tangerines, lemons, and oranges. (44)
Dictation 22
1. A border guard is walking carefully along an overgrown forest path. (45)
2. The boss went to the window and saw a house under construction behind it. (46)
3. Our country lives in peace and friendship with other nations. (43)
4. Part of Siberia is covered with steep and steep mountains. (43)
5. There is a beautiful flow along our edge deep river Yenisei. (46)
Municipal educational institution
"Ivanovo secondary school"
Report on the topic:
"Promising technologies
in training and education"
Teacher primary classes Kozlova Z.G.
I.T. system Fedorenko, I.G. Palchenko
A quarter of a century ago, Ukrainian teacher, Doctor of Pedagogical Sciences I. T. Fedorenko, studying the process of preparing students to master knowledge, the role of reading and writing in this process, determined the importance of visual and auditory perception in the formation of reading skills, the role of RAM, voluntary and involuntary attention , central and peripheral vision. The author points out factors that positively influence the development of reading technique and those that inhibit it. “The first includes interest in reading, attentiveness, anticipation, taking into account and adjusting reading technique. The second includes “difficult words, regressions, weak articulation, poor breathing. To develop reading technique, it is necessary to improve the first group of factors, and eliminate the second.”
Analysis of the results of educational activities revealed the presence of a clearly expressed correlation between the speed of reading, writing and academic performance of schoolchildren. During the study, I. T. Fedorenko discovered great potential opportunities for schoolchildren in developing reading and writing speed. Moreover, it was also found that “the process of improving these skills cannot be completed in primary school, as is the case in school practice. The task of developing reading and writing speed should be in the teacher’s field of vision throughout the entire period of the student’s education.” I. T. Fedorenko recommended developing the technique and culture of reading in elementary grades, and in older grades teaching students speed reading (as they say now, dynamic), as well as introducing different types of reading educational, fiction, scientific literature - introductory, selective, studying reading.
As paradoxical as it may seem, I. T. Fedorenko’s research has shown that the development of reading skills is facilitated primarily by written exercises: visual and auditory dictations, copying text, and in high school, taking notes from a textbook.
Investigating the influence of writing speed on the quality of students' knowledge, I. T. Fedorenko found that students with a high writing speed (60-84 characters per minute) have an average annual grade in all subjects of 4.34; Children with an average writing speed of 48-60 characters have 4 points, and students with a low writing speed (up to 48 characters) have 3.12.
The sets of visual and auditory dictations proposed by I. T. Fedorenko for the development of working memory and expanding the scope of a child’s visual and auditory perceptions have not lost their relevance today.
In the dictation texts selected by the Kharkov professor, each sentence is one letter longer than the previous one. The set usually includes six proposals of different content. In auditory dictation, the sentence is pronounced only once. In visual dictation, the sentence exposure time is limited. Practice has shown that the best results are obtained with daily training exercises during one academic quarter.
I. T. Fedorenko’s research convincingly proved that improving the mechanism of perception with the help of visual and auditory dictations has a positive effect on many aspects of schoolchildren’s educational activities.
I. G. Palchenko - a teacher from Starobelsk, a student and successor of the work of Professor I. T. Fedorenko - applied the technology developed in Kharkov in correctional groups and alignment classes.
I. G. Palchenko sees the reasons for the low reading technique in this category of students as follows: a small amount of short-term memory, an insufficiently developed reading field, low stability of attention, underdeveloped peripheral vision and anticipation skills.
According to this technology, it is necessary to distinguish five stages in the development of reading technology (see table). Each of them has its own reading speed and its own system of exercises. Some of the exercises according to I. G. Palchenko are well known to teachers. However, the feasibility of their use in accordance with the identified stages significantly increases the effectiveness of the work.
№ stage |
Stage |
Increased reading speed; words/min. |
Scheme of work by exercise numbers |
Elementary |
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Stage of development of short-term memory |
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The stage of improving attention and developing the angle of vision |
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Stage of confident reading of adapted texts |
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Stage of fluent reading of any texts |
Independent reading |
The following types of exercises are presented in the diagrams: 0 - listening, listening to reading, 1 - reading behind the speaker, 2 - reading in pairs, 3 - retelling based on the text, 4 - repeated reading, 5 - speeding up the pace of reading, 6 - switching to an unfamiliar one text, 7 - reading while looking away from the text.
Reading after the speaker promotes the development of articulation and the development of the skill of reading words together. Reading in pairs trains the ability to distribute attention and has a positive effect on improving the reading quality of weak students. Retelling based on the text teaches the student to quickly navigate the text, promotes the development of short-term memory and lays the foundation for successful homework. The seventh exercise - reading without looking away from the text (the so-called pedagogical, teacher's reading) - teaches you to quickly navigate the text by expanding the angle of view, increasing the volume of short-term memory and the ability to distribute attention. One of the most interesting, in our opinion, exercises - repeated reading - contributes to the daily accumulation of visual images of words in the student’s memory, teaches correct, fast and expressive reading already at the stage of learning to read and write.
The staged development of reading skills and the development of work schemes is one of the most successful, as it seems to us, attempts to combine psychology with applied didactics within the framework of a new teaching technology.
The enormous popularity of the I.T. Fedorenko and I.G. Palchenko in Ukraine contributed to the rapid spread of these ideas in the border regions of Russia. The simplicity and entertaining nature of the developed exercises contributed to the spread of this technology not only in compensatory education classes, but also in all first and second grades of primary school, when the task of mastering the technical side of reading is among the most important.
Reserves for teaching reading according to V.N. Zaitsev
The methodological system of V. N. Zaitsev, aimed at identifying reserves for teaching schoolchildren optimal reading, has gained great popularity in pedagogical circles. Technological techniques developed in the laboratory of experimental didactics of Donetsk State University and repeatedly tested by a creative group of teachers in Donetsk and the Donetsk region allow achieving high results in the formation of full-fledged reading skills already in the elementary grades. An important distinguishing feature of this technology is its direct access to the family, to strengthen the connection between school and parents, between parents and children.
Methodological system N.V. Zaitseva identifies eight reserves for teaching reading. The first reserve is the frequency of training exercises. "It's not important duration and frequency training exercises,” the teacher points out. - Human memory is structured in such a way that what is remembered is not what is constantly before the eyes, but what flashes; that is, then no. This is what creates irritation and is remembered. Therefore, if we want to master some skills, bring them to automatism, to the level of skill, then we should not carry out long exercises, long in time; we must exercise in short portions, but with greater frequency.”
Buzzing Reading- the second reserve - was one of the main elements in teaching reading at the Pavlysh school, the school of V.A. Sukhomlinsky. Now this element is generally recognized and is used in many schools by almost all teachers. With buzz reading, all students read simultaneously out loud, in a low voice, so as not to disturb their friends, each at their own speed. The training lasts for five minutes.
Borrowed from the experience of schools in Mongolia five minutes of reading every day, with which it is recommended to start any lesson at school. During these minutes, children work in buzz reading mode. After five minutes of reading, the usual lesson begins.
Another reserve - reading before bed. The latest events of the day are recorded in emotional memory. While a person is sleeping, he is under their impression. When learning by heart, we usually advise the child: put the book under the pillow. “This recommendation means one thing: read before bed so that it is the last impression of the day,” the author points out.
For the development of RAM, which is very important in the reading process, a significant role is played by the visual dictations. From the I.T. system Fedorenko and I.G. Palchenko also borrowed such effective exercises as repeated reading, reading at the pace of a tongue twister, expressive reading with a transition to an unfamiliar part of the text.
Primary school teachers know many techniques for promoting reading skills. Third-grade teachers in Donetsk schools usually leave three to four minutes of time at the end of the lesson to self-measure reading speed. Children read the text for a minute (each at their own pace, in an undertone). Then they recount the words read and write the result in a diary. As practice shows, even within a week an increase in reading speed can be seen. This stimulates students' attitudes towards reading and towards reading practice exercises.
An interesting experimental study on improving reading quality in elementary school carried out by a group of authors consisting of M.I. Omorokova, I.A. Rapoport, I.3. Postolovsky. The results obtained were published in the book “Overcoming Difficulties,” the most popular among elementary school teachers in the 90s.
During the experiment, teachers developed conscious reading skills and the ability to independently work with text using a system of special exercises and methods of action that actively influence the basic parameters of reading (comprehension of what is read, reading technique, especially expressiveness, etc.) and taking into account the psychological and pedagogical nature of reading. The experimental work was based on the achievements of modern psycholinguistics in the field of reading as a communicative activity and text theory.” The work took into account achievements in the field of teaching reading in a foreign language and the practical experience of Kharkov teachers.
As the authors point out, in their experience they sought to create conditions for monitoring the process of learning to read at all its stages: from improving conscious reading aloud to teaching silent reading and expressive reading. To carry out experimental training, the group of authors under the leadership of M. I. Omorokova created didactic materials, notebooks and printed cards based on educational books for reading, a system of exercises has been tested that actively influence the development of appropriate reading parameters.
Experimental work was carried out in schools in Odessa, village. Chernogolovka, Moscow region.
It is interesting that in their work on teaching reading techniques, the author’s group took into account the relationship between reading aloud and reading silently, reading with speaking and listening, reading and understanding.
The experiment involved individual, group and collective exercises on reading techniques lasting 5-6 minutes during the lesson. Individual exercises were chosen depending on which reading parameter the student had poorly developed: pronunciation, accuracy, speed of perception or understanding.
“Thus, for teaching reading techniques, the following groups of exercises were identified, aimed at: developing the speech apparatus; expansion of the operational reading field; development of correctness, error-free perception of the text, development of conjecture (anticipation) on various levels; reading development when reading aloud and silently; development of attention and memory in the process of perception; overcoming difficulties of understanding in different conditions of text perception"
The following specific exercises have won the greatest popularity among school teachers:
“Finish” - children must silently read the text as quickly as possible until certain word or phrases. Reading comprehension is checked using test questions based on the content of what was read. The exercise is used to develop reading speed and the ability to highlight basic information.
“Photo eye” - students must find a given word among those shown on the codogram. When reading from a codogram, the time of fixation of each subsequent word is reduced. The exercise develops the fixation field.
“Tug” - the teacher reads the text out loud, changing the speed from 80 to 160 words per minute. Children read the same text “to themselves,” trying to keep up with the teacher. The exercise develops reading speed and flexibility.
“Lightning” - alternating reading in a comfortable mode with reading at the maximum speed available to the student.
Also of great practical interest are those proposed by the group of M.I. Omorokova search tables and various didactic simulators for practicing the technical side of reading.
Within the framework of the international program (Belgorod-Dusseldorf) on the topic “Increasing the competence of primary school teachers through mastering new technologies for teaching reading,” the experience of Belgorod teachers N.L. Bystrova and N.S. Serdyukova and their colleagues were specially studied in 1993-1996 by German experts on reading skills. In March 1995, members of the experimental group from Belgorod conducted a seminar on the use of elements of dynamic reading in primary classes for teachers in North Rhine-Westphalia. German teachers were especially interested in exercises on concentration (working with Schulte and Shvaiko tables), exercises with letter and number pyramids, “Reading-sprint”, “Photography”, “Reading-exploration”, “Reading with word counting”. As part of an international experiment to improve children's reading abilities, videos were made, slides and manuscripts were prepared about creative work on this problem, teachers from Belgorod and North Rhine-Westphalia.
Let's take a closer look at dynamic reading exercises in their adapted version, designed for primary schoolchildren.
Exercise No. 1. PHOTOGRAPHY
You need to start working on speed reading with the development of visual memory and attention. This is facilitated by the so-called “photography” exercise. Photographing is perception in a limited time (I second) various kinds pictures, objects, speech and counting materials. You can measure a second by saying to yourself the number “Twenty-one.” For example, the teacher shows an illustration for a fairy tale. Children must have time to look at what is depicted on it in one second and say what the fairy tale is called. Before the demonstration, students should be warned that they must watch very carefully. Then after the commands “Get ready!” and “Attention!” The command “Take a photo!” is given.
The dynamics of increasing difficulty in the exercise are as follows:
Find the extra letter.
a, o, b, y, and
Finding an extra syllable.
bo, but, po, we, so, to
Find the extra word.
Divide the words into two groups.
Taking photographs of excerpts from previously read texts. For example, what fairy tale is this from:
“I, little mouse...”?
“The milk is running down the groove...”?
Exercise No. 2. WORK USING SCHULTE TABLES
Schulte tables, as already noted, develop the field of view well. Children can make them themselves during labor lessons, and in first grade with the help of their parents. Each student has an individual card for work. In 1st grade you can use two sets - with numbers from 1 to 10 and from 1 to 20.
In the second and third grades, a set with numbers from 1 to 25 and its variants are used.
The center of the table is colored green. The students' attention is concentrated on this green spot.
Cards with the “scattered” alphabet are made using the same principle.
The exercise is performed by children standing or sitting. Students count silently by pointing to numbers or letters with a pen. When working with tables, a reminder is used.
As quickly as possible, name all the numbers (or letters) in order, indicating them with a pencil.
Try to remember the location of two or three consecutive numbers at once.
Remember: the eyes look at the center of the table, seeing the whole of it.
Exercise No. 3. WORK USING SHVAIKO TABLES
The purpose of this exercise is to teach vertical eye movement when reading and obtaining information. In elementary school, teachers most often use cards from set No. 1 with numbers from 1 to 35. (Set B includes numbers from 35 to 70. Set C includes numbers from 100 to 135).
Exercise No. 4. "READING - SPRINT"
“Reading sprint” involves students reading an unfamiliar text to themselves at their maximum speed, clenching their teeth and lips tightly, and after reading the text they answer questions about the text formulated by the teacher before reading. While reading, the teacher urges the children: “Faster, faster, even faster.” At the same time, he adds: “You need to read everything.” It is recommended that you do this exercise before reading each text in the textbook aloud.
P A M Y T K A
Purse your lips and teeth tightly
Read only with your eyes
Read as quickly as possible
Answer questions to the text
Exercise No. 5. READING FROM WORD COUNTING
This exercise consists in the fact that students, at their maximum speed, counting the words of the text to themselves, must simultaneously understand its content, and after finishing counting the number of words, name this number and answer the questions formulated by the teacher before reading to the text. Schoolchildren are deprived of the opportunity to pronounce the text to themselves. Children will learn to read only with their eyes. A reminder has been developed for this exercise:
II A M Y T K A
Purse your lips and teeth tightly
Read only with your eyes
Read as quickly as possible, counting the words of the text to yourself
Answer questions to the text
The first question for students should be about the number of words in the text. The answer can be considered excellent if the discrepancy between the stated number of words does not exceed 2%, good, satisfactory - 5-10%, provided that the children answered questions about the content of the text.
The exercise can be complicated by counting triplets of words, lines, pairs of lines. And in Russian language lessons, you can ask children to read the text of an exercise with counting words for a certain rule.
By the 3rd grade, students' reading technique will increase to 120-150 words per minute, and counting individual words and triplets of words will slow down the reading speed. Then teachers introduce a mechanical word counting exercise. Counting is done up to 10 (up to 30 is possible). Having counted to ten, the children begin to count again. Not all words are counted, but only those that can be assigned a serial number. You need to count to yourself clearly, clearly, without pauses, continuously: “one two three four five...” The main thing in the exercise is the highest possible quality of assimilation of the content of what is being read, provided that the muscles of the larynx, which are responsible for pronouncing (to oneself) numbers, continuously work.
Exercise No. 6. "READING - INTELLIGENCE"
In order to teach children vertical reading, the “Reading-Scout” exercise is used. It lies in the fact that students maximum speed look through the text and find answers to the questions posed by the teacher before reading. Thus, children learn not only vertical reading, but also the ability to navigate the text and find the main thing in it. Reminder used:
P A M Y T K A
Purse your lips and teeth tightly.
Place your fingers at the beginning and end of the line.
Looking through the text with a vertical eye movement, find answers to the questions.
This exercise can be used in Russian language lessons. For example, scouts find in the text vocabulary words or words on any rule. In mathematics lessons, you can ask them to find among the examples an example with a certain answer.
All the exercises described above are carried out on an unfamiliar text, after which it is reread aloud and work is carried out on it according to the usual, traditional methods: selective reading, retelling, expressive reading, working with illustrations, drawing up characteristics of the hero, etc. Thus, performing dynamic reading exercises takes 5-7 minutes of the lesson. The value of these exercises lies in the fact that after the first independent acquaintance with the text, children read it out loud expressively and confidently use anticipation (semantic guess).
Along with these basic exercises, dynamic reading technology uses the following exercises:
Exercise "Finish". The method of working with it is the same as when reading using the “Sprint” method, only children read up to the word or expression indicated by the teacher.
Reading with speech interference, which is created by the reader himself: the text is read silently, while at the same time a familiar song is sung or a poem is recited by heart.
Reading with tapping rhythm. Tapping a previously learned rhythm with a pencil on the table, schoolchildren must read an unfamiliar text with their eyes, and after reading, answer questions about the content.
Reading with sound interference, for example: when playing music.
Visual dictations according to I.T. Fedorenko
for the development of working memory.
They are most effective in the second grade and serve to improve working memory. Texts by I.T. Fedorenko consist of 18 sets of six sentences each. The peculiarity of these sentences is that their length increases gradually, 1-2 letters at a time. The first sentence of the first set is the shortest, only 8 letters. In the last sentence last set 46 letters. The working time with all sets is approximately two months. During this time, RAM develops so much that the child can remember a sentence of 8-9 words without forgetting the first one. Now he easily grasps the meaning, it becomes interesting for him to read, and the process of learning to read goes much faster.
When conducting dictations, six sentences of one set are written out on the board and covered with a sheet of paper. After one of them is highlighted (the sheet of paper is lowered), the guys read it silently for a certain time and try to remember it. The exposure time is short - from 4 to 7 seconds (it is indicated for each proposal). Then the teacher erases the sentence and offers to write it down from memory. It is possible that one of the students will say: “I didn’t remember.” React very calmly. Without irritation, kindly say: “Skip this sentence, and try to remember the next one.” Six sentences in one set usually take 5 to 8 minutes.
If the teacher sees that many children do not write, that is, they did not have time to remember, then the next day the same set must be repeated. When the sentences become very long, each set is repeated for 4-5 days. On average, each set takes three days, for a total of 54 days, or two months. During this short period of time, you can develop RAM, but under the following conditions.
*** Visual dictations must be written daily. When writing visual dictations daily, the increase in reading speed over two months is an average of 44 words per minute. When the frequency of training decreases, memory does not develop.
*** Dictations must be written based on texts by I.T. Fedorenko. A gradual increase in the length of sentences ensures a gradual increase in reading and memorization difficulties and facilitates the training process.
*** Students read sentences written on the board only silently. If one reads aloud, others will perceive the sentences with their ears rather than with their eyes; independent perception and awareness will not improve.
*** Sentences are written down on pieces of paper. If you write texts in notebooks, then already on the second day they will interfere with memorization.
*** After writing down the proposals, the pieces of paper should be collected, not checked, and not returned to the children. If you check the work, correct mistakes and return the sheets to the students, they will try to remember not only the words in the sentence, but also the letters in the words. Complications will occur educational task, which will interfere with memory development.
*** If all children remember short sentences, do not rejoice: the work is in vain, since in this case the difficulty is not enough to train memory. Move on to the next set.
*** As they progress to long sentences, many children will not have time to read and remember. Don't be upset! You have entered the normal training regime, now you need to repeat each set for several days in a row.
Texts of visual dictations (according to I.T. Fedorenko)
№ p/p |
Offers |
Number of letters |
Exposure time (s) |
1 |
The snow is melting. |
8 |
4 |
1 |
The frost is crackling. |
12 |
6 |
1 |
The birds have arrived. |
15 |
8 |
1 |
A woodpecker was hammering a tree. |
17 |
8 |
1 |
The sun is shining and warming. |
20 |
6 |
1 |
In winter, the river became covered with ice. |
23 |
5 |
1 |
The sky was covered with gray clouds. |
25 |
4 |
1 |
It's raining. |
14 |
5 |
1 |
The water in the sea tastes salty. |
22 |
7 |
1 |
Moscow is the capital of our Motherland. |
24 |
5 |
1 |
The thick rye is spiking merrily. |
25 |
4 |
1 |
The boys brought dry branches. |
26 |
4 |
1 |
The meadows and fields have long been mowed and cleared away. |
28 |
4 |
1 |
A large gray cloud rose across the river. |
32 |
4 |
1 |
Our cheerful garden will bloom and turn green. |
34 |
4 |
1 |
Set No. 16 (Appendix 16 ) In the taiga there are predatory animals: wolves, lynxes. |
36 |
5 |
1 |
One day, in the cold winter, I came out of the forest. |
38 |
5 |
1 |
Victory over the enemy filled Pavka's chest with happiness. |
42 |
7 |
Hello friends! What are you complaining about? Is your child's reading technique poor? Okay, we'll treat you. Keep the recipe. I am prescribing for you special exercises on the development of reading techniques. Take regularly, several times a day. And the reading technique will firmly stand on its feet, and then leap forward.
Such magical exercises really exist. And if you try, you can find hundreds of different techniques, approaches, and methods on the Internet. To be honest, my eyes widen, and my brain begins to slowly boil. You don't know what to choose.
In order to protect my readers from such problems, I allowed myself to make the choice myself. The article included only the most interesting and tasty, in my opinion, exercises that will undoubtedly help raise reading technique to the level envisaged. I do not claim to be their author; they were developed by professionals: teachers, psychologists, professors.
But I claim to be the author of their names. They're too boring original version. Agree, “The Mystery of the Missing Sentence” sounds much more fun than “Visual Dictation by Professor I.T. Fedorenko." And it will certainly cause more interest among younger schoolchildren.
Lesson plan:
List of exercises
And here he is! List of special reading exercises:
- "Half a watermelon"
- "Lost Letters"
- "The Eye is a Diamond"
- "Sherlock"
- "Through the Looking Glass"
- "Mad Book"
- "The Birds Have Arrived"
- "Partisan"
- “Oh, once! Again!"
- "The Mystery of the Missing Proposal"
Exercise 1. “Half a watermelon”
Ask your child if, after seeing half a watermelon, he can imagine what a whole watermelon looks like? Of course, the answer will be yes. Now suggest conducting the same experiment with words.
Take a book and an opaque ruler. Cover one line in the book with a ruler so that only the top of the words is visible. Task: read the text, seeing only the tops of the letters.
Move the ruler higher and show only bottom part words Let's read. This, by the way, is already more difficult.
For very young schoolchildren, you can offer another version of the game. Make cards with simple words. And then cut these cards into two halves along the words. You need to connect the two halves correctly.
How is it useful? Aimed at developing anticipation. Anticipation is foreknowledge. This ability of the brain, which gives us the opportunity, when reading, not to read absolutely all the words and letters. The brain already knows that they are there, so why waste time on them? Anticipation can be developed; it makes reading fluent, conscious, and easy.
Exercise 2. “Lost letters”
Another exercise to develop anticipation.
Letters and words sometimes get lost. But even without some letters and words we can read. Shall we try?
Write on paper, print or write with a marker on a special board the phrases that you see below.
Bookshelf.
New... T-shirt.
Big...spoon.
Red... cat.
Here's another phrase:
Bobik ate all the cutlets
He doesn't share......
And here are some more:
Ok-ok-ok - we will build.......
Yuk-yuk-yuk - ours is broken......
Exercise 3. “Eye is a diamond”
Look at the picture and draw the same rectangle. Place numbers from 1 to 30 in the cells, in random order, but not one after another. The numbers should be randomly scattered across the cells.
The schoolboy looks carefully at the picture with the sign.
The counting is even, not too fast, but not too slow.
Child's task:
- on the count of one, find and point to one with your finger;
- on the count of two - deuce;
- three - three, etc.
If a child hesitates with some number, then the score is not waiting for him, he needs to catch up, look for it faster. For kids, you can draw smaller signs, for example, 3X3 or 4X4.
What is the point of the exercise? It is aimed at increasing the viewing angle. In order to “catch” with your eyes when reading not one letter, not one word, but several words at once, or an entire line. The wider we look, the faster we will read.
One table can be used two or three times, then the arrangement of the numbers needs to be changed.
Exercise 4. “Sherlock”
Place the words on a piece of paper. Very different, not very long. In no particular order. Kind of scatter them across the paper. Name one of the words and ask the child to find it. Words could be, for example:
frame, jelly, spoon, chair, horse, gold, soap, pen, mouse, mouth, knee, dog, summer, lake, cancer
Each next word will be located faster than the previous one. Since, while trying to find one word, the student will read others along the way and remember where they are. And that's all we need.
Thanks to Sherlock, the viewing angle increases. And reading speed.
Exercise 5. “Through the Looking Glass”
We found ourselves in a world through the looking glass, and everything is the other way around. And they even read everything not from left to right, but from right to left. Shall we try?
So, we read the lines in the books from left to right. Let me clarify, there is no need to turn the words themselves around. There is no need to read “tomegeb” instead of “behemoth”.
With this method of reading, the meaning of the text is lost. Therefore, all attention is switched to the correct and clear pronunciation of words.
Exercise 6. “Mad Book”
Tell your child that sometimes some ill-mannered books behave rather strangely. They suddenly take it and turn upside down.
The child reads aloud. After a while you clap your hands. The child's task is to turn the book upside down and continue reading from where he left off. At first, you can make marks with a pencil so as not to get too lost in the text. And so on several times. Two, three full turns of the book.
If your student is still only in 1st grade, or maybe in 2nd grade, but reading is still very difficult, then you can read not a book with texts, but short simple words, printed one after another on paper.
What will this give? Eye coordination and the ability to navigate through text will develop. A letter standard will be formed. And the processing of information by the brain will improve.
Exercise 7. “The birds have arrived”
Show your child the phrase “the birds have flown.” And ask to read it:
- calmly;
- joyfully;
- loud;
- quiet;
- sad;
- with irritation;
- with fear;
- mockingly;
- with anger.
Exercise 8. “Partisan”
The student reads the text (or individual words, if he is still very young) aloud. You say: "Partisan". At this signal, the student takes a pencil into his mouth (presses it between his lips and teeth) and continues to read to himself. At the signal “The partisan has escaped,” we take out the pencil and read aloud again. And so on several times.
Why is this? To eliminate pronouncing words while reading silently. Talking is the enemy quick reading. So you need to remove it. And when a pencil is clamped in your teeth, you won’t be able to speak.
Exercise 9. “Oh, once! Again!"
For this exercise we will need a stopwatch and a text to read.
Read for 1 minute. We pay attention to reading speed, but you can forget about expressiveness for now. Are you ready? Let's go!
The minute is up. Stop! Let's make a mark where we left off.
Let's rest a little and read the same text again. Let's go! In a minute we make a notch. Wow! Already more.
What will happen the third time? And the third time will be even better!
What does this give us? Increase reading speed. And the child's motivation. He will see for himself that he is capable of more.
Exercise 10. “The Mystery of the Missing Sentence”
In order to solve the mystery, we will need cards with sentences (look at the picture). There are 6 cards in total. Each has one sentence. The font is large and easy to read.
Let's prepare a notebook and pen. Let's start the exercise:
- Show your child the first card.
- The student reads the sentence and tries to remember it.
- After 6 - 8 seconds, remove the card.
- The child writes the sentence in a notebook from memory.
- Show the child the second card, etc. until the sixth sentence.
What's the point here?
As I already said, this is not actually a game, but visual dictations developed by Professor I.T. Fedorenko. There are 18 such dictations in total. Each has six sentences.
In our example, I used the very first dictation. What is their feature? Please count the letters in the first sentence of the dictation. There are 8 of them.
In the second - 9,
in the third - 10,
in the fourth and fifth 11,
It's already 12 in the sixth.
That is, the number of letters in the sentences gradually increases and eventually reaches 46 in the last sentence of the 18th dictation.
You can easily find the texts of Fedorenko’s dictations on the Internet. One dictation can be used twice, three times, if the child cannot do everything correctly. TO fourth time Usually everything works out already.
It is convenient to use Microsoft Power Point to complete this exercise. The one in which presentations are usually made.
By playing “The Mystery of the Missing Sentence” you develop your working memory. When such memory is poorly developed, a child, having read the sixth word in a sentence, will not be able to remember the first. Practice visual dictations every day and you won’t have such problems.
How to practice?
There is no need to try to do all the exercises at once. Only the game “The Mystery of Disappearing Sentences” requires your daily attention, and to it add a couple or three more exercises of your choice. Change them, alternate them so as not to get bored. Don't forget to evaluate your progress from time to time.
You need to exercise regularly, every day, a little. This is the main rule! You can find a detailed training plan.
Don’t be lazy, train, and you will be happy and get an A in your diary!
Friends, maybe you also know some interesting way improving reading technique? I hope you will share it in the comments. Thank you very much in advance!
And see you again on the blog pages!
Evgenia Klimkovich.
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