Read the primer syllable by syllable. Learning to read by syllables

A child who has learned to put sounds into syllables, syllables into words, and words into sentences needs to improve their reading skills through systematic training. But reading is a rather labor-intensive and monotonous activity, and many children lose interest in it. Therefore we offer small texts, the words in them are divided into syllables.

At first read the work to your child yourself, and if it is long, you can read its beginning. This will interest the child. Then invite him to read the text. After each work, questions are given to help the child better understand what he read and comprehend the basic information that he gleaned from the text. After discussing the text, suggest reading it again.

Smart Bo-bik

So-nya and so-ba-ka Bo-bik go-la-li.
So-nya played with the doll.
Then So-nya ran home and forgot the doll.
Bo-bik found the doll and brought it to So-na.
B. Korsunskaya

Answer the questions.
1. Who did Sonya walk with?
2. Where did Sonya leave the doll?
3. Who brought the doll home?

The bird made a nest on a bush. The children found a nest and took it down to the ground.
- Look, Vasya, three birds!
The next morning the children arrived, but the nest was already empty. It would be a pity.
L. Tolstoy

Answer the questions.
1. What did the children do with the nest?
2. Why was the nest empty the next morning?
3. Did the children do well? What would you do?
4. Do you think this work is a fairy tale, story or poem?

Peti and Misha had a horse. They began to argue: whose horse is it? Did they start tearing horses from each other?
- Give me 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

Answer the questions.
1. Why did Petya and Misha quarrel?
2. What did mom do?
3. Did the children play horse well? Why are you so
do you think?

It is advisable to use the example of these works to show children the genre features of poems, stories and fairy tales.

A genre of oral fiction that contains unusual events in everyday life (fantastic, miraculous or everyday) and is distinguished by a special compositional and stylistic structure. Fairy tales contain fairy-tale characters, talking animals, and unprecedented miracles occur.

Poem- a short poetic work in verse. The poems read smoothly and musically, they have rhythm, meter and rhyme.

Story- small literary form; a short narrative work with a small number of characters and the short duration of the events depicted. The story describes an incident from life, some striking event that really happened or could happen.

In order not to discourage him from reading, do not force him to read texts that are uninteresting and inaccessible to his understanding. It happens that a child takes a book he knows and reads it “by heart.” Necessarily read to your child every day poems, fairy tales, stories.

Daily reading enhances emotionality, develops culture, horizons and intellect, and helps to understand human experience.

Literature:
Koldina D.N. I read on my own. - M.: TC Sfera, 2011. - 32 p. (Sweetie).

When a child has mastered the alphabet well, it is time to teach him how to put letters into syllables and read them. Many mothers and fathers are tormented by the question of how to tell him everything about sounds and syllables, how to teach him to connect letters, and then explain how to put words together.

Learning algorithm

Teaching a child to read coherently is not as simple as it might seem at first glance. This is a rather serious matter that requires patience, perseverance and some preparation by the parents themselves. The process of developing reading skills consists of three steps:

• learning letters and their corresponding sounds;
• folding letters into syllables and practical training in reading them;
• putting syllables into words and practicing continuous reading.

The first step usually does not cause difficulties for children; they quickly remember the letters during the game. The next step, perhaps the most important and responsible, is not very easy for many children. The difficulties that arise can discourage and significantly slow down the process. Don't give up and continue systematic training, even if things have seriously slowed down. Encourage your child to make him feel more confident.

When can you start teaching your child to read?

Before you start teaching, make sure that your charming student knows the letters of the alphabet and can easily identify them. To test skills, give your child the alphabet and ask him to name the letters. Usually children need 2-3 minutes to do this. This means that it takes him 4-6 seconds to recognize one letter. Based on simple calculations, we can assume that it will take him 20 to 25 seconds to read a 4-letter word (“dad”, “mom”). Now imagine what it’s like to read at that speed.

So knowing and identifying letters is, of course, important, but identifying them must be lightning fast. When the child spends about 20 seconds “disassembling” the entire alphabet, then move on to the second stage of learning - how to teach a child syllables.

Fundamental points:

• Teach your child sounds, not letters, this will simplify the process of subsequent learning. For example, not “de”, “te”, “me”, but “D”, “T”, “M”. The vowels should be long “uuu”, “aaa”. Start your practice with "A". It is easiest for children; they quickly remember and identify it. Once the student can identify it well, proceed to consonants. Then start making the syllables “MA”, “DA”, “GA”. As soon as this works out, start building words: “ba-ba”, “ma-ma”. After practicing skills with the letter “A”, start practicing with the letter “O”, then “U”, “I”.
• If your child is familiar with the alphabet, play with it. Show him how to collect simple words “da-sha”, “ka-sha”, “li-za”, “li-sa”, “mouth”, “house”, “ko-za”.
• Move to 3-syllable words.
• Learning through play is the most optimal and interesting way for a child.

Actively use visual aids during the learning process. Colorful pictures and thematic video materials prepared in advance can become your assistants in this difficult task.

Teaching methods

It is quite difficult to teach a baby to read on your own without relying on didactic material (more details in the article:). Buy a primer in advance, you will need it. Now they are produced in a large assortment - some are classic, some are original. The most interesting and practically justified are the methods of N. Zhukova and E. Bakhtina.

Zhukova’s method with “running letters” seems simpler to explain, and therefore more understandable to the child. We should not forget that every child is unique, his abilities are individual. What is convenient and understandable for one person does not suit another. If your baby doesn’t feel very confident at the syllable stage, don’t rush to move on to putting words together, even the simplest ones. Such useless acceleration will increase his insecurity and discourage him from learning to read.

Bakhtina's method is suitable for very young children who are barely 2 years old. The author assures that children who regularly study at home using her method can read well by the age of three. According to Zhukova’s ABC book, children study at school, i.e. at the age of 5-6 years.

We add and read syllables according to the method of Elena Bakhtina

The essence of the method is as follows: as soon as the baby has learned to recognize letters fluently (and that is fluently!), begin to teach him to connect letters, form syllables and pronounce them. After he learns to correctly pronounce and recognize letter combinations, he needs to work on their varieties.

Let's give an example. In the syllable “MA” the letters “M” and “A” met and became strong friends. Now they are together and it turns out “MA”. Repeat about friendship “M” + “A” = “MA” throughout the day, consolidate the skill the next day. Using the same scheme, learn other letter combinations. At first, practice open syllables (with a vowel) “KA”, “GA”, “LA”. Be sure to reinforce pronunciation by demonstrating cards (visually).

Use the same cards to teach your child to read. We offer you ready-made cards: consonants are blue, vowels are red. Make syllables and words to read from cards.

Important aspects:

• At the initial stage, do not use vowels with “y” as part of “yu” = “yu”, “ya” = “ya”. Do not use sibilant consonants, as they are more difficult to pronounce.
• Teach your child continuously - not only at home with an ABC book, but also while walking. Point the “student” to the signs, encourage him to find and pronounce familiar combinations, and practice with unfamiliar combinations. Then you can include vowels with “th” and sibilant consonants in your training.

It is possible that this technique will not suit the baby, and he will not learn to read. In this case, try a different teaching method.

The classic method of the author of the school primer Nadezhda Zhukova

Use Zhukova's ABC book to teach your child how to form syllables from letters. Start with the letters “M” and “A”, because their combination is close and dear to the baby. This letter combination is familiar almost from birth; it underlies the word “mother”.

Pay attention to the child that in the picture in the primer, one letter runs to another, and then they are connected.

Pronounce the extended letter “mmm” with him and turn it into “mmmaaaa.” In this case, the first sound gradually shortens and becomes longer than the second. Using the same scheme, pronounce other open letter combinations with “A”, “O”, “U”: “YES”, “KO”, “TU”, etc. Then move on to adding very simple words that are understandable to the learner: “PA-PA”, “RU-KA”, “NO-GA”. Focus on articulation: we extend one sound and shorten the other. If you can make your own cards with “running” letters, then you can teach your child to read not only with a book, but also through games.

Important aspects:

• It is very important to encourage your child to analyze the syllables he learns. Every time ask him what letters he sees here and how many there are. Let him pronounce and repeat again and again.
• Make sure that while reading, the letters do not “break apart” or become “unfriendly”, so that the sounds do not turn into letters when they are connected: “yes”, not “dea”; “pa”, not “pea”. The child must pronounce the sounds. Remind your baby that the first sound needs to be pulled out, and the second one needs to be “cut.”
• During the lesson, let the child determine by ear the number of letters (sounds) pronounced by mom/dad. Ask him to name the first sound and the second. Initially, you can practice on combinations of vowels “ao”, “ua”, “ia”.

Let us remind you once again about the individuality of the child. One baby will quickly connect letters and sounds, while another will have difficulty. Don't rush him and don't push the situation. Let the classes be regular. If your child is having trouble with one method, try another. It is important to choose the option that suits him.

Clinical and perinatal psychologist, graduated from the Moscow Institute of Perinatal Psychology and Reproductive Psychology and Volgograd State Medical University with a degree in clinical psychology

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

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

In order to begin learning to read syllables, a child only needs to know 3-4 vowels and several consonants. First of all, take those consonants that can be drawn out (S, Z, L, M, N, V, F), this will help teach the child how to pronounce the syllable together. And this is a fundamentally important point.

So, let's look at several, in our opinion, the most effective methods that modern teachers offer for teaching a child to form letters into syllables.

1. Play "Trains"

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

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

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

This game is good because the child does not need to be specifically explained how to add syllables. It is enough to say: “Now we will ride the letter A, it will be our passenger, name all the stations where we will stop.” First, “take a ride” yourself - let the child move the trailer along the rails, and you loudly and clearly call the “stations”: BA, VA, GA, DA, ZHA, ZA, etc. Then invite your child to do this with you in turn. During the game, listening to you, children easily grasp how to pronounce two sounds together. The third time, the child can “ride” himself without much difficulty.

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

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

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

Remember that in this and other exercises we first practice adding syllables with vowels of the first row (A, O, E, U, Y), and then introduce vowels of the second row (Ya, Yo, E, Yu, I) - so-called “iotated” vowels, which make the sound preceding them soft.

When the child is good at reading individual tracks with syllables, alternate the carriages with passengers and drivers, without telling which carriage we will be rolling. This will help the child learn to clearly see where exactly the vowel is in a syllable (the syllable begins or ends with it). At the first stages of learning to read syllables, a child may have difficulties with this.

2. “Run” from one letter to another

(from “ABC for Kids” by O. Zhukova)

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

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

(“A Primer for Kids” by E. Bakhtina, “Russian ABC” by O. Zhukova, etc.).

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

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

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

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

4. Games to strengthen the skill of adding letters

— Syllabic lotto

It’s very easy to make them yourself; to do this, you need to select several pictures - 6 for each card and print out the corresponding syllables.

• The guide will help you “Syllables. Choose a picture based on the first syllable BA-, BA-, MA-, SA-, TA-. Educational lotto games. Federal State Educational Standard of Education "E. V. Vasilyeva"— there are several more tutorials in this series
“Letters, syllables and words. Lotto with verification" by A. Anikushena
• Similar exercises are in the book “Syllable tables. Federal State Educational Standard" N. Neshchaeva

— Shop game

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

Make an album with your own hands with your child, in which a syllable will be written on one page of the spread, and on the other - objects whose names begin with this syllable. Periodically review and add to these albums. For more effective learning to read, close either one or the other half of the spread (so that the child does not have unnecessary clues when naming a syllable or selecting words for a certain syllable).

They will help you with this “Cards for sound and syllabic analysis of words.”

— Airfield game (garages)

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

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

For this game you can also use various “adventures” by writing syllables in circles on the playing field.

5. Reading simple words syllable by syllable

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

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

Increase the complexity gradually: start with words consisting of one syllable (UM, OH, EAT, UZH, HEDGEHOG) or two identical syllables: MOTHER, UNCLE, DAD, NANNY. Then proceed to reading three-letter words (closed syllable + consonant): BAL, SON, LAK, BOK, HOUSE.

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

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

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

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

My children learned to read letters early, and then they got really good at syllables. And so my friends asked me to tell them how to properly teach a child to read. The fact is that they began to teach the child to immediately read the letters as they are pronounced in the alphabet, that is, “M” is the letter “Em,” “B” is the letter “Be,” etc. Eh, why did they start so wrong? “They just ruined everything,” I said.
Therefore, in this material I will give my method, which, however, is generally known, on how to quickly and correctly teach a child to read, so that by the time he goes to school he can freely read any children’s book for preschoolers.

Here are the main points that will be discussed in this material:

— Choosing the best teaching method
— Learning vowels and consonants
- We repeat and repeat again
- We begin to read syllable by syllable
- Read simple syllables
- Let's move on to complex syllables
- Let's start reading the words
- Watch your pronunciation
- Don't forget about age
— We learn by playing

So here are the basic rules:

1) First
Advice on choosing methods and manuals.
It will be best if you buy a primer, authored by N.S. Zhukova

This manual very effectively helps the child understand how to begin to form letters into syllables, read syllables, and then whole sentences. There are not many pictures in it, but there are enough of them so that your child does not get bored.
Be sure to buy this primer; it is sold in any bookstore that sells educational literature (or you can download it online if you find it). I taught my children exactly according to this method, having looked at a bunch of others before and settled on this one.

2) Second
How to learn vowels and consonants correctly.
First we learn open vowels, hard ones: A, O, U, Y, E.
Then we learn hard voiced consonants: M, L.
Important: you need to pronounce consonants only with sounds, that is, not Me, not Em, but simply “M” and that’s it.
Then we learn dull and hissing sounds: Zh, Sh, K, D, T, etc.

3) Third
Repetition is the mother of learning.
Be sure to repeat the material covered at each lesson, that is, the sounds that we learned in the previous lesson. Consolidating the material will allow your child to quickly develop the correct reading mechanism.

4) Fourth.
We read syllable by syllable.
But now that we have already learned some of the sounds, we need to teach the child to read syllables. It's actually not as difficult as it seems.
Let's analyze the syllable "Ma".
Look in the primer how the first letter of a syllable - “M” - runs to the second letter - “a”. This is how you need to teach a child to read syllable by syllable: “m-m-m-ma-a-a-a-a” - “m-m-m-ma-a-a-a-a.” The child must understand that the first letter runs towards the second, and as a result, both are pronounced together, together, inseparably from each other.

5) Fifth.
We learn simple syllables.
The first syllables you should teach your child to read should be simple, consisting of two sounds, for example, MA, LA, PA, LO, PO.
The child must understand how sounds are composed into syllables, he must understand the algorithm for this reading by syllables. Then, after a couple of days, he will begin to read more complex syllables: ZHU, VE, DO, that is, with hissing and voiceless consonants.

6) Sixth.
We learn more complex syllables.
It is still too early to move on to reading books, that is, to reading words. It is better to reinforce reading by syllables longer, so that the child thoroughly understands the mechanism of composing syllables, and from them - words.
So, after the child has already begun to read in syllables consisting of two letters, begin to give him more complex syllables in which the vowel comes before the consonant: AB, OM, US, EH.

8) Eighth
Let's watch the pronunciation.
To teach your child to read well, be sure to watch the first pronunciation of syllables.
Attention: some parents and even teachers and kindergarten teachers force children to sing syllables. Children get used to this and begin to sing them constantly, without even making spaces between words. That is, “ma-ma-we-la-ra-mu” is sung by such children in one breath. And some children even manage to sing the entire text of an entire paragraph, without pausing even when there are periods, commas or exclamation (question) marks.
Therefore: if you teach a child to read, teach him well right away - do not allow the child to sing everything, be sure to force him to pause between words and, even more so, between sentences. Immediately teach your child this way: sing a word, pause, sing a second word, pause. Then he will shorten the pauses himself, but to start, pauses must be taken.

9) Ninth
At what age should a child be taught to read?
Don't rush things. If your child is 3 or 4 years old, he is completely reluctant to sit and pore over books, read fluently or form letters into syllables. At this age, it is still too early to start teaching a child to read, unless, of course, he himself expresses his strong desire to master literacy.
Another thing is that at 5 and even 6 years old - at this age, actually preparatory age for school, children must be taught to read and write basic phrases in block letters. Like “MOM”, “COW”, “MILK”. Teachers in kindergartens usually cope with this. But those children who do not go to kindergarten for one reason or another must definitely receive this knowledge at home from their parents, or grandparents, or from a tutor. The fact is that the modern curriculum in secondary school already implies that a child enters first grade already able to read syllables.
Therefore, if you teach him before school, then it will be very easy for him to read at school, and he will survive the first stress from school calmly.

10) Tenth.
We learn by playing.
Do not try to immediately teach your child to read fluently or expressively. First of all, he must learn to form syllables on his own, read them in a book, form words and sentences, that is, simply master the reading technique. Let it be very slow at first, let it be difficult for him. But you must smoothly, quietly and calmly correct his mistakes, as if playfully. After all, playing is always relaxing and stress-free. And this is exactly what is needed for the child to calmly understand everything that adults demand from him.

And one last thing. If you follow all these 10 tips and rules, you will teach your child to read quite quickly - in 1.5-2 months. They learned this from me already at the age of 5 during the summer holidays, when the kindergarten was closed.
And in first grade they were already reading quite fluently. And by the way, most of the kids in first grade already knew how to read and count to ten, so my kids didn't have to catch up.

Among the huge selection of methods, teaching reading using Nadezhda Zhukova’s method is very popular. Her method is adapted for self-study by parents and children at home. N. Zhukova’s textbooks are affordable and can be purchased in almost all bookstores. Let's try to figure out what's special about this technique and why it's so popular.

From the biography

Nadezhda Zhukova is a well-known domestic teacher, a candidate of pedagogical sciences, and has extensive speech therapy experience. She is the creator of a whole series of educational literature for children, which is published in multi-million copies. Many of her scientific works have been published not only in Russian, but also in specialized publications in other countries.

Nadezhda Zhukova conducted a lot of research with preschool children, carefully studying the progressive processes of their speech development. She has created a unique technique with which children can quickly learn to read and easily move from it to writing. In her method, N. Zhukova teaches children to correctly add syllables, which she uses as a single part in reading and writing in the future.

Sales of her modern “Primer” exceeded 3 million copies. From these figures, according to statistics, we can conclude that every fourth child learns to read using it. In 2005, it was awarded the title of “Classical Textbook”.

In the 1960s, Nadezhda Zhukova was an active worker in an initiative group that dealt with the creation of specialized groups for children with problems and disorders of speech activity. Now such speech therapy groups and entire kindergartens with this focus are widespread not only in our country, but also in the CIS countries.

Features of the technique

In creating her own special method, N. Zhukova took advantage of her 30 years of speech therapy work experience. She was able to build a successful combination of teaching literacy with the ability to prevent mistakes children make when writing. The textbook is based on a traditional approach to teaching reading, which is supplemented with unique features.

In speech activity, it is psychologically easier for a child to isolate a syllable than a separate sound in a spoken word. This principle is used in N. Zhukova’s technique. Reading syllables is offered already in the third lesson. Due to the fact that at the very beginning of learning to read, this process for children is a mechanism for reproducing the letter model of a word into a sound one, the child should already be familiar with letters by the time he learns to read.

It is not worth teaching your child all the letters of the alphabet at once. The baby's first acquaintance should be with vowels. Explain to your child that vowels are singing letters and can be sung. Start by studying the so-called hard vowels (A, U, O). After the baby has become familiar with them, you need to start adding up: AU, AO, OU, UA, OU, OA, OU. Of course, these are not syllables, but it is with this combination of vowels that it is easiest to explain to the baby the principle of adding syllables. Let the child himself, helping himself with his finger, draw paths from letter to letter, singing them. This way he can read the combination of two vowels. Next, you can start memorizing consonants.

Then, when you start teaching your baby to read, explain to him how to determine by hearing how many sounds or letters you have pronounced, which sound in a word sounds first, last, second. Here N. Zhukova’s “Magnetic ABC” can help you in learning. With its help, you can ask your baby to lay out the syllables you pronounce.

You can also feel the letters and trace them with your finger, which will contribute to their tactile memorization. When the baby learns to merge syllables, you can invite him to read words with three letters or words with two syllables. (O-SA, MA-MA).

In Zhukova's "Bukvara" parents will be able to find mini-studies on learning each letter and recommendations for learning to add syllables. Everything is written in accessible language. In order to use them, parents do not need to have a pedagogical education. Absolutely any adult can conduct the lesson.

A preschooler is able to perceive information only in a playful form. For him, playing is a calm environment where no one will scold or criticize him. Do not try to force your child to quickly and immediately read syllables. For him, reading is not easy work. Be patient, show affection and love to your baby during training. This is important to him now more than ever. Showing calm and confidence, learn to add syllables, simple words, and sentences. The child must master the technique of reading. This process is not fast and difficult for him. The game will diversify learning, relieve you from the boring task of studying, and help instill a love of reading.

Starting age

You shouldn't rush things. It is quite normal that a 3-4 year old child is not yet capable of learning. During this age period, classes can only begin if the child shows great interest in reading activities and shows a desire to learn to read.

A 5-6 year old child will have a completely different attitude towards this. In preschool institutions, educational programs are designed to teach children to read syllables. However, children are not always able to assimilate information received in a large group. Many children require individual lessons in order for them to understand the principles of adding syllables and words. Therefore, do not miss the opportunity to work with your child at home. By coming to school well prepared, it will be easier for your child to endure the adaptation period.

It is important to take into account psychological readiness for learning to read. Children are ready to start reading only if they already speak well. correctly form sentences in their speech, phonemic hearing is developed at the proper level. Children should not have hearing or vision problems or speech therapy problems.

Sounds or letters?

Getting to know letters should not begin with memorizing their names. Instead, the child must know the sound that is written with a particular letter. No EM, ER, TE, LE, etc. there shouldn't be. Instead of EM, we learn the sound “m”, instead of BE, we learn the sound “b”. This is done to facilitate the child’s understanding of the principle of adding syllables. If you learn the names of the letters, the child will not understand how the word DAD is obtained from PE-A-PE-A, and the word MOM from ME-A-ME-A. He will not add the sounds that are indicated by the letters, but the names of the letters as he has learned, and accordingly he will read PEAPEA, MEAMEA.

Learn vowels and consonants correctly

Don't start learning letters in alphabetical order A, B, C, D... Follow the sequence given in the Primer.

First of all, learn the vowels (A, O, U, Y, E). Next, you should introduce the student to the hard voiced consonants M, L.

Then we get acquainted with dull and hissing sounds (K, P, T, Sh, Ch, etc.)

In the “Primer” by N. Zhukova, the following order of studying letters is proposed: A, U, O, M, S, X, R, W, Y, L, N, K, T, I, P, Z, J, G, V , D, B, F, E, L, I, Yu, E, Ch, E, C, F, Shch, J.

Reinforcing the material we have learned

Repetition of previously learned letters at each lesson will contribute to the faster development of the mechanism of competent reading in children.

Reading by syllables

Once you and your child have learned a few letters, it's time to learn how to form syllables. A cheerful boy helps with this in the “Bukvar”. It runs from one letter to another, forming a syllable. The first letter of the syllable must be pulled out until the baby traces the path along which the boy is running with his finger. For example, the syllable MA. The first letter is M. Place your finger at the beginning of the path near it. We make the sound M while we move our finger along the path, without stopping: M-M-M-M-M-A-A-A-A-A-A. The child must learn that the first letter stretches until the boy runs to the second, as a result they are pronounced together, without breaking away from each other.

Let's start with simple syllables

The child must understand the algorithm for adding syllables from sounds. To do this, he needs training first on simple syllables, such as MA, PA, MO, PO, LA, LO. Only after the child understands this mechanism and learns to read simple syllables can he begin to work on more complex syllables - with hissing and voiceless consonants (ZHA, ZHU, SHU, HA).

Stage of learning to read closed syllables

When the child learns to add open syllables, it is necessary to begin learning to read closed syllables, i.e. those in which the vowel comes first. AB, US, UM, OM, AN. It is much more difficult for a child to read such syllables; do not forget about regular training.

Reading simple words

When the child understands the mechanism of adding syllables and begins to read them with ease, the time comes to read simple words: MA-MA, PA-PA, SA-MA, KO-RO-VA.

Watch your pronunciation and pauses

In the process of learning to read, it is necessary to carefully monitor the child’s pronunciation. Pay attention to the correct reading of the endings of words; the child should not guess what is written, but read the word to the end.

If at the initial stage of learning you taught your child to sing syllables, now the time has come to do without it. Make sure your child pauses between words. Explain to him what punctuation marks mean: commas, periods, exclamation and question marks. Let the pauses between words and sentences that the baby makes be quite long at first. Over time, he will understand and shorten them.

By following these simple rules, you can teach your child to read quite quickly.

Popular books for children by N. Zhukova

In order for parents to be able to teach their child to read and write using her methods, Nadezhda Zhukova offers a whole series of books and manuals for children and parents.

This includes:

"Primer" and "Copybook" for children 6-7 years old in 3 parts

The copybooks are a practical application to the Primer. The syllabic principle of graphics is adopted as the basis. A syllable acts as a separate unit of not only reading, but also writing. The recording of the vowel and consonant letters acts as a single graphic element.

"Magnetic ABC"

Suitable for both home use and for classes in child care institutions. A large set of letters allows you to compose not only individual words, but also sentences. The “ABC” comes with methodological recommendations for work, they are supplemented with exercises for teaching children.

"I write correctly - from the Primer to the ability to write beautifully and competently"

The textbook is suitable for children who have already learned to read syllables together. It is also necessary that children can identify the first and last sounds in a word, can name words based on the sound that was named to them, and indicate the location of a given sound in a word - at the beginning, in the middle or at the end. The book is designed to demonstrate the creativity of the teacher who studies it. The proposed sections can be expanded or narrowed; the number of oral and written exercises is varied by the teacher. At the bottom of some pages you can see guidelines for conducting classes. Many story-based pictures, offered as illustrations for the textbook, will help the child not only easily learn the basic principles of grammar, but also develop oral speech.

"Lessons on correct speech and correct thinking"

The book is suitable for children who already read well. Here you can read texts of the classical genre. For parents, there is a detailed methodological description of classes based on the book. A system for working on the text is attached to each work for its analysis. With its help, children learn to think, understand hidden subtext, explain, and discuss. You can also see the meaning of words unknown to the child that are in the children's dictionary. Also The author introduces children to famous poets and writers, teaches them how to read this or that work correctly.

"Lessons in penmanship and literacy" (educational copybooks)

A manual that complements the other elements of N. Zhukova’s system. With its help, the child will be able to learn to navigate the sheet, work according to a model, trace and independently write various elements of letters and their connections. Tasks are offered for sound-letter analysis of words, adding missing letters in a word, writing uppercase and lowercase letters, etc.

"Speech therapist lessons"

This textbook is characterized by a system of lessons that is understandable not only for teachers and speech therapists, but also for parents, with the help of which it is possible to achieve clear speech in children. The proposed exercises focus on developing only one specific sound. Thanks to this, classes are held with great effect. The level of speech development of the child with whom they begin to study is not so important. For all children, classes will have a positive result. Perfect for activities with children of any age.

"I speak correctly. From the first speaking lessons to the Primer"

The activities, arranged in a certain order, which are offered in this manual, are suitable for use in the activities of teachers, speech therapists and parents working with children 1-3 years old.

"Speech therapy"

With the help of this book, you can help your child gradually master their native language and provide competent assistance in the formation of speech functions. The textbook traces a clear relationship between the development of children's speech and their psyche.

"The first book to read after the Primer"

For children who have completed studying the Primer, it is recommended as the first book - “The first book to read after the Primer.” It will soften the transition from the Primer to ordinary literature. The main goal of this teaching aid is to develop curiosity in children, the desire to learn new things, develop intelligence and perseverance.

1 part- these are fables and stories. They continue the texts given in the Primer, only a more complex version is proposed.

part 2- information for the young naturalist. It offers information from encyclopedias about the main characters of stories or fables.

Part 3 represents fragments of poems by great poets. In each passage there is a relationship with any fragment of part 1 of the book. This could be a poem about the seasons of one of the stories, about the animals of one of the fables, the weather, etc.

Thus, with the help of Nadezhda Zhukova’s teaching methods, parents themselves will be able to perfectly prepare their child for school. Using its methodological and educational aids, you can not only teach a child to read well and correctly, but also teach him to write, introduce him to the basics of competent written speech, and avoid many speech therapy problems.

For a review of Nadezhda Zhukova's primer, watch the following video.