Reading material by syllables for printing. Short texts 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 towards 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.

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

The issue of developing reading skills is not as simple as it may seem to some parents and teachers. Reading skill is one of the most complex skills of human activity. Therefore, before starting classes, we advise you to carefully read the information that will introduce you to the main stages of developing this skill in children.

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

Stage 1 of training - Learn and remember letters;

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

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

Hang a large picture of the letter with pictures of objects whose names begin with it above your baby's bed or desk. The letters must be in his field of vision all day.
While walking along the streets, constantly focus your child’s attention on store signs. Let him find among the stylized letters those that are already known to him. A very good technique is an associative connection between the graphic image of a letter and the image of an object created from this letter.

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

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

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

Very effective and useful are tasks in which the child recreates a complete image of a letter based on one or more of its parts. For example, the child must carefully examine the drawing and guess which letters are on the table, i.e. create a whole from parts.

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

The order of introducing letters for familiarization is suggested as follows: a, o, s, n, m, y, t, k, s, l, c, d, p, p, i, h, b, g, f, h, w, i, b, e, f, j, f, yu, c, sch, x, e, b.

In the first month of training (the most difficult!), children will become familiar with those vowel letters that are well remembered (A, O). At the initial stage, familiarity with consonant letters is determined by acoustic data and the articulatory structure of the sounds denoted by these letters. The main thing is to make it easier for children to read syllables like C+G (NA, SA, MA).
For example, the sounds N, M have a predominant tone of voice, so they will be easy to pronounce in combination with vowels. When pronouncing the sound “C” in an open syllable, the lips take the position characteristic of them when pronouncing a vowel that follows a consonant. In addition, all these letters are not similar in appearance to each other, so it will be easier to remember them.

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

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

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

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

To make this process as easy as possible, hints for children are included in the reading materials: visual diagrams (interlinear arcs and dots).

The point is this: while reading, the child simultaneously runs his hand along the arcs and dots. Arcs prompt the child that two letters need to be read together, smoothly (this corresponds to a smooth movement of the hand); points talk about briefly reading the names of letters.

This method of teaching relieves the child from the so-called “pangs of fusion.” We can say with a great deal of confidence that this technique is the simplest and most effective. As soon as the child has mastered a few letters (for example, A. O, N, C), the adult offers him the exercise “Rolling down a hill.”
The teacher, moving the pointer along the arcs, reads the syllables: “climbing the hill” - slowly, emphasizing the vowels with his voice; “going down the hill,” - quickly. First, you should draw the children's attention to the fact that an arc seems to connect two letters; they need to be read smoothly, focusing on the second letter.

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

A very effective exercise for automating the reading of syllables of varying difficulty is reading syllable tables.

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

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

When introducing the next table, the adult reads it first. When reading, you need to smoothly move the pointer along arcs, focusing on stopping the hand movement at the points. Tables can be read both horizontally and vertically (line by line and column by column). Children can read the syllables in the tables in a whisper or loudly. You can return to reading the tables more than once.

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

The first merging syllable in a picture title is not always stressed. In this case, the adult must pronounce the word clearly as it is written, for example: “sa-a-a-rafan”, sa-a-a-lyut.”

Printed board games, in which the child is asked to select the appropriate picture for a particular syllable, will be of great help to the child in developing the skill of reading syllables.


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

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

This should not be done under any circumstances! In the future, the child can remember this technique and use it constantly (for example, first pronouncing the letters to himself). And the consequence of this is the formation of an incorrect way of reading (letter by letter), which can be very, very difficult to get rid of, which will slow down the development of speed reading skills and lead to errors in writing.

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

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

	Cycle of exercises "Let's ride the roller coaster"
	Working with syllable tables and syllable chains
	"Martian" poems
	Reading syllables printed in stylized letters
	Working with syllable tables (2)

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

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

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

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

In this regard, the enormous importance of stage 2 in the formation of reading skills becomes clear. If, as a result of training exercises, an adult manages to achieve his main goal (teach a child to quickly recognize syllables “by sight”), then combining syllables into words will not cause him much difficulty. Thus, while reading a word, the child will simultaneously understand the meaning of what he read. He won't have to repeat the same thing over and over again. A quick response to a visual image will lead to increased reading speed and efficiency.

First of all, at this stage it is recommended to work with columns of words that have the same beginning or end. This exercise automates the reading skill very well and facilitates the reading process itself, because Each time, several letters in the words they read are relatively new to children, and not the entire word.

It is important to follow these recommendations:
The words should be read several times: slowly, gradually increasing the pace, loudly, quietly, etc.
After reading, it is necessary to find out from the child the meanings of which words he does not understand and what is common in the spelling of the words in each column.
The adult names a word (adjective), and the child chooses from the columns the one that is appropriate in meaning to the given one.

For example: an adult says the word “electric”, and the child must find the appropriate word (lamp) from the first column.

No less effective!! at this stage is reading captions for subject pictures.

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

Printed board games for preschoolers can be a great help in performing such exercises. There are a lot of them now. The game set should include colorful object drawings and captions for them. There are many advantages to such visual material. Firstly, children can manipulate it. Secondly, adults have a large field for imagination. You can come up with tasks for your child yourself. But at the same time, you should always remember the main task: fulfilling the conditions of the game, the child must read the words and relate them to familiar objects.

For example, offer your child 6 drawings and 5 captions for them. Let him guess which picture doesn't have a caption. Or, conversely, 5 subject pictures and 6 captions.

Alternatively, give your child the task of sorting out the pictures and their captions (4-6 items). The child then reads and remembers them. Closes his eyes. At this time, the adult replaces 1 - 2 pictures and leaves signatures under them. The child must determine what has changed.

Composing words from letters and syllables is no less effective. This exercise develops phonemic awareness in children, the ability to analyze and synthesize, increases the volume of short-term memory, and concentration.

The general meaning of the exercise is to search for common and distinctive features in various objects and figures. The child himself will control whether this search was successful or unsuccessful, because... If he solves the problem correctly, he will be able to form a word (from letters or syllables).

For example, in this case the child must determine how he can form a word from these syllables. The clue in this example is the size of the board. If the boards and the syllables under them are arranged in the desired sequence, you get the word “camera.”

There are many similar exercises presented on the pages of the ABC book "IGROBOOKVOTEKA". You can come up with similar exercises yourself or choose a suitable printed board game.

After the child correctly composes the word, it must be laid out from the letters of the alphabet or printed in a notebook.
Children really like the exercise “The Word Spun.” In the process of performing it, you need to read a word without knowing which letter in this word is the first and which is the last. Children must understand that they must read without mistakes and, if possible, quickly, without stopping. Only then will the word itself “pop up”.

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

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

Exercises for solving letter examples and recognizing words in a syllable chain are quite effective.

The exercise is performed as follows: first, an adult reads the entire chain of words from beginning to end in one breath. Then the child tries to repeat it. There is no need to require the child to read the entire chain. The main thing is that he strives for this.

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

And don’t forget about a very effective way to develop written speech in a child - making words from letters. Start with very simple words, gradually complicate the task. It is better if the child composes words based on visual memory. First, he reads the word several times, then, closing his eyes, pronounces it, and after such preliminary preparation he composes it from letters.

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

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

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

But even here, adults must constantly monitor children and understand what difficulties they will face. 1. The child correctly read all the words in the sentence, but did not understand its meaning. Why? Probably, while reading the sentence, he encountered a word that was difficult to understand and switched his attention to it. The process of understanding was interrupted for a moment. Another possible reason: in order to correctly read and understand the meaning of a sentence, the child must simultaneously keep in mind all the words that make up the sentence. But many children fail to do this. Therefore, the meaning of what they are reading is perceived by them only after reading the text multiple times. 2. Some children who have not mastered a sufficiently good reading technique try to read by guessing (especially when adults instruct them to read quickly): the child, trying to understand what is written, seizes on the first association of what is being read with some word familiar to them or seeks to simplify the difficult in pronunciation or an incomprehensible word. 3. Very often, when reading, children have substitutions, omissions, or additions of letters in words (children grasp the graphic image of the word, but not accurately). If you feel that such difficulties arise systematically in your child, then it is best to take a step back to stage 2 - 3 and continue doing training exercises related to reading syllabic tables or individual words (for work, it is best to take words with complex syllabic structure). Don't force him to re-read the same thing over and over again, because... This form of work, which quickly “bores” children, interferes with their development of interest in the book, and “kills” the reader in the child. Summarizing what has been said, it should be emphasized once again that the effectiveness of mastering the skill of reading (and subsequently, competent writing) depends on the degree to which children master each of the stages in its formation. At this stage of training the following sets of exercises will be very useful:

However, experts in the field of pedagogy do not recommend putting such a burden on a child at this age, because a two-year-old already has a lot to comprehend. At this time, socialization and communication skills should be developed, without which in the future it will be difficult for the child to find his place in society.

Parents may object: after all, children recognize letters in pictures very well! Indeed, it is so. Children 2-3 years old remember and recognize graphic images of letters well, but regard them only as pictures.

But correlating a letter with a sound, connecting two letter pictures into a syllable are too difficult tasks for a child of early preschool age. It is still too early to learn to read at 2-3 years old.

Signs that a child is ready to start learning

The first rule regarding the timing of learning such a skill as reading states that this process must begin when the baby is already:

• speaks well
• does not miss or “swallow” sounds,
• successfully copes with the difficult to pronounce “r”,
• does not lisp or whistle.

If the baby begins to learn to read before these problems are eliminated, in the future he may have problems not only with reading itself, but also with writing: rearranging sounds and letters, skipping sounds while speaking and letters when writing words.

Another condition for successful literacy learning is that the child has developed skills of analysis and synthesis. They will help the baby understand that he sees not just an image, but a letter that corresponds to a certain sound. And also understand that two letters form a syllable that can be pronounced.

As a rule, a child masters these skills by age 5. It is at this time that experienced teachers recommend starting to master the skill of reading by syllables.

In addition, you should read with your child when he is ready for it, that is, he can concentrate on one thing for 15-20 minutes. Otherwise, science will not be useful, and the child will not like learning at all.

Preparatory stage: mastering letters and sounds

Another condition, without which reading syllables, much less fluently, is simply impossible, is the child’s knowledge of all letters and sounds. It is important that the child understands which image corresponds to which sound.

That is why learning to read should begin with studying literacy. To do this, you can use any children's book with large letters.

But it’s still better to buy an ABC book: this is a manual that has been tested over the years and helps you gradually master the skill. There are letters, sounds, and interesting pictures on the topic. The training will be both productive and interesting.

Mastering Vowels

As a rule, the sound-letter composition of a language begins to be studied with the vowels A, O, E, U, Y, I. The child remembers what these letters look like and how the corresponding sounds are pronounced. Show your baby how well the vowels are sung. Following simple vowels, you can study iotized vowels by putting all 10 sounds into pairs: A - Z, O - E, U - Yu, E - E plus another pair Y - I.

In this combination, the child will quickly master vowel sounds. There is no need to delve into phonetics and explain to the child that iotized vowels mean two sounds, and certainly there is no need to use the term itself in class. It is enough just to study the letters and sounds themselves. The theory will be explained in detail to children at school.

Learning consonants

Having dealt with the “singing” vowels, you can move on to consonants. Usually, sonorant sounds are studied first - L, M, N, R and voiced sounds. Then you can begin to master voiceless consonants, using the same method as when studying vowels - combining letters (sounds) into pairs: B - P, Z - S and so on.

After this, it is the turn of the unpaired sibilants and Y. The “silent” letters - b and b - are introduced last.

An important point: when showing your child letters for the first time, pronounce not their names, but their sounds, that is, not “be”, but “b”, not “en”, but “n”. This will make it easier for the baby to match the sound and the letter. Otherwise, a five-year-old may confuse the name of the letter and the sound and produce the mysterious “enoes” instead of the simple and understandable “nose.”

Let's start reading syllables

Sonorous + A

You should learn to read syllables from the simplest examples. As a rule, in the first stages, syllables starting with sonorants and ending in A are mastered: MA, LA, RA, and so on. At this stage, it is important to explain to the baby that when reading a syllable, one sound is, as it were, attracted to another, the sounds need to be pronounced together.

Using the combination “sonorant + vowel”, you can clearly show the fusion of sounds by pronouncing the syllable into a chant: “mmmmaaaa”. The essence of combining sounds can be demonstrated even more clearly using the example of a combination of two vowels: AU, UA.

Of course, such a combination is not a syllable, but using it at this stage will help the child understand how one sound gradually, seamlessly transforms into another.

Sonorant + other vowels

Having dealt with the combination of sonorant and vowel A, you can attach a new vowel sound to the same consonants. Then you can replace the consonants with other voiced or voiceless ones: ZHI, KO, SA. Having understood the principle of adding sounds, in the future the little reader will be able to independently pronounce and compose syllables.

Some methods suggest already at this stage trying to read words consisting of familiar syllables: “mother”, “milk”. If the child succeeds, you can end the lesson by reading a phrase from an old Soviet primer: “Mow, scythe, while the dew continues.”

If learning is not too easy for a child, you should not burden him with reading words and phrases just yet.

Mastering more complex syllables

Traditionally, closed syllables (that is, ending with a consonant sound) are considered more complex: AM, OK, EH. You can study them by comparing them with already familiar open ones: MA - AM, KO - OK. This way the child will understand that the same letters and sounds can be put into syllables that are different not only in spelling, but also in pronunciation.

When closed syllables have been mastered, you can move on to three-letter combinations: the “consonant + vowel + consonant” construction. For example: CAT, NOSE, TOM.

A more complex option is a three-letter syllable, where two consonant sounds come in a row: TRA, PLI, STO. Learning three-letter syllables prepares a child to read words.

Let's move on to reading words and sentences

We read words from open two-letter syllables

Of course, there will be small pauses between parts of the word, there is nothing wrong with that. However, you need to make sure that the pause is not too long, otherwise the word will simply turn into syllables.

Mastering more complex words

Next, you can practice reading three-letter words of the “consonant + vowel + consonant” structure: “mouth”, “sleep”, “world”. Explain to your child that these words are nothing more than complex syllables that you have already practiced reading together before.

The next stage involves reading phonetically complex words with two consonants in a row: “table”, “stove”, “grass”, as well as with Y, b and b.

Features of learning to read syllables and words

It is worth saying that today there are a lot of methods for teaching reading. Their authors distribute the material differently.

The following alternative to the proposed sequence of teaching a child to read by words can be proposed: having mastered simple syllables with one vowel, for example, with A, you can begin to read more complex syllables with the same sound, and then try to form words (for example, “fun”, "parade").

Then you should go the same way with other vowels, and then try to read whole sentences syllable by syllable, for example: “Mom washed the frame.” Syllables and words with Y, ь and Ъ are traditionally left at the end of the training period.

It is important that the common point of all modern methods is to consolidate the material in a playful form. Play is an essential element of learning these days, especially when it comes to preschool children.

How to make your child's learning more productive?

Basic moments

So, when teaching a child to read syllables, you need to adhere to the following recommendations:

1. Let us repeat: letters should be named as sounds: “m”, not “em”, “k”, not “ka”.
2. Make sure your child pronounces the syllables correctly and correct mistakes immediately to avoid memorizing incorrect options.
3. Do not overload your child with unnecessary information, in particular phonetic terms, as well as sound-letter analysis. For example, don't go into detail about how certain letters in certain positions in a word represent two sounds.
4. When moving on to reading words, provide your child with the text in the book with their correct spelling, without hyphens, which make it difficult to perceive the entire word.

Student interest is the key to success

Try to make classes interesting for the child, conduct them in a playful way. Only in this case can we hope for results.

Reading is a complex science, and you can’t do it without visuals. Use bright pictures, cards with letters to add syllables and with syllables to form words, present information in the form of mini-crosswords.

Together with your child, illustrate what you have read, use board games and figurative means (classic examples: a syllabic train or a caterpillar), play educational online games and videos for your child on a computer or tablet - in general, diversify and complement the learning process with everything your heart desires.

There is only one goal: the child’s sustained interest in activities. A bored student practically does not perceive information.

Every parent can teach a child to read syllables. To do this, you don’t need a pedagogical education, just familiarize yourself with the textbooks that are available in a wide range today, take an interest in the basic methods, choose the one you like and follow the author’s advice.

And if you make learning this necessary skill fun, you can be sure that your child will go to first grade already able to read at least syllables.

.:: 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)

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 you another egg,

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.