Activities in reading skills

Activities to Improve Reading Comprehension

We’ve all experienced it – we finish reading a page in a book and have no idea what we’ve read. For most advanced readers this is because we are tired or distracted. However, many young readers struggle with reading comprehension every time they read. They may “read” the passage perfectly but have no real understanding of the story. Reading comprehension is an important part of achieving full literacy. If you have a kiddo struggling with reading comprehension, try some of the following activities.

Read-Aloud Questions
No matter a child’s age, it’s always good to do read-alouds together. One benefit of reading together is it allows the adult to ask questions along the way. Asking questions such as, “What do you think will happen next?” or “I wonder why the character did that?” helps the child to engage with and think critically about the text and allows the adult to judge how well the passage is being comprehended. Take a look at these questions to increase reading comprehension from My Story Time Corner.

Story Sequencing
Sequencing is another way you can help a little one gain reading comprehension. Being able to order the sequence of events in a story is a key component in understanding plot. There are several ways you can practice story sequencing with your reader. You could simply have him write a sentence or draw a picture about what happened at the beginning, middle and end of the story. You could also create these cute story stones if you wanted to get extra creative. Visit Imagination Soup for complete story stone instructions.

Retelling
Closely related to story sequencing, retelling is also good practice for achieving reading comprehension. The rainbow reading bracelet is the perfect tool for gaining proficiency in retelling. Using colored beads on a bracelet as prompts for retelling (green – get ready for a few more details) the child learns how to summarize a story in an orderly fashion. Check out directions for making your own rainbow retelling bracelet at Growing Book by Book.

Close Reading
Learning to pay careful attention to a text is a skill that doesn’t always come naturally to beginning readers. Children have to be taught how to look closely at a passage in order to glean the most details and thus gain a better understanding of the author’s intent. Teaching a child to reread a passage slowly and thoughtfully will help her better comprehend what she has read. Close reading with Oreos is a great (and delicious) way to hone careful reading skills and will have your kiddo begging for more close reading practice. Visit Who’s Who and Who’s New for details on implementing this fun activity.

Inferencing
Learning to infer (draw conclusions) is crucial to gaining reading comprehension. There are many subtleties in stories that the author expects readers to notice; if these nuances aren’t picked up on the reader may miss important points of the story. Ashleigh at Ashleigh’s Education Journey uses wordless picture books to demonstrate this skill. Click on the above link to learn more about using wordless picture books to teach your child how to make inferences.

Red Apple Reading is committed to helping kids become successful readers. Part of achieving reading success is becoming proficient in comprehension. We hope these activities are helpful to your budding reader! Interested in more ways to improve a child’s literacy skills? Check out Red Apple Reading’s online reading program. Your child will learn phonics, phonemic awareness, sight words, vocabulary, fluency and reading comprehension while playing fun games and reading original stories. Get our full program free for seven days!

25 Activities for Reading and Writing Fun

These activities have been developed by national reading experts for you to use with children, ages birth to Grade 6. The activities are meant to be used in addition to reading with children every day.

In using these activities, your main goal will be to develop great enthusiasm in the reader for reading and writing. You are the child's cheerleader. It is less important for the reader to get every word exactly right. It is more important for the child to learn to love reading itself. If the reader finishes one book and asks for another, you know you are succeeding! If your reader writes even once a week and comes back for more, you know you have accomplished your beginning goals.

Activities for birth to preschool: the early years

Activity 1: Books and babies

Babies love to listen to the human voice. What better way than through reading!

What you'll need:

Some books written especially for babies (books made of cardboard or cloth with flaps to lift and holes to peek through).

What to do:

Start out by singing lullabies and folk songs to your baby. When your baby is about six months old, choose books with brightly colored, simple pictures and lots of rhythm in the text. (Mother Goose rhymes are perfect.) Hold your baby in your lap so he/she can see the colorful pages of the book. Include books that show pictures and names of familiar objects.
As you read with your baby, point out objects in the pictures and make sure your baby sees all the things that are fun to do with books. (Pat the Bunny by Dorothy Kunhardt is a classic touch-and-feel book for babies.)
Vary the tone of your voice with different characters in the stories, sing nursery rhymes, make funny faces, do whatever special effects you can to stimulate your baby's interest.
Allow your child to touch and hold cloth and sturdy cardboard books.
When reading to a baby, keep the sessions brief but read daily and often.

As you read to your baby, your child is forming an association between books and what is most loved – your voice and closeness. Allowing babies to handle books deepens their attachment even more.

Activity 2: Tot talk

What's "old hat" to you can be new and exciting to toddlers and preschoolers. When you talk about everyday experiences, you help children connect their world to language and enable them to go beyond that world to new ideas.

What you'll need:

Yourself and your child

What to do:

As you get dinner ready, talk to your child about things that are happening. When your 2- or 3-year-old "helps" by taking out all the pots and pans, talk about them. "Which one is the biggest?" "Can you find a lid for that one?" "What color is this one?"
When walking down the street and your toddler or preschooler stops to collect leaves, stop and ask questions that require more than a "yes" or "no" answer. "Which leaves are the same?" "Which leaves are different?" "What else grows on trees?"
Ask "what if" questions. "What would happen if we didn't shovel the snow?" "What if that butterfly lands on your nose?"
Answer your child's endless "why" questions patiently. When you say, "I don't know, let's look it up," you show how important books are as resources for answering questions.
After your child tells you a story, ask questions so you can understand better. That way children learn how to tell complete stories and know you are interested in what they have to say.
Expose your child to varied experiences – trips to the library, museum, or zoo; walks in the park; or visits with friends and relatives. Surround these events with lots of comments, questions, and answers.

Talking enables children to expand their vocabulary and understanding of the world. The ability to carry on a conversation is important for reading development. Remember, it is better to talk too much rather than too little with a small child.

Activity 3: R and R – repetition and rhyme

Repetition makes books predictable, and young readers love knowing what comes next.

What you'll need:

Books with repeated phrases (Favorites are: Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst; Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr. ; Horton Hatches the Egg by Dr. Seuss; and The Little Engine That Could by Watty Piper.
Short rhyming poems.

What to do:

Pick a story with repeated phrases or a poem you and your child like. For example, read:
(Wolf voice:) "Little pig, little pig, let me come in."
(Little pig:) "Not by the hair on my chinny-chin-chin."
(Wolf voice:) "Then I'll huff and I'll puff and I'll blow your house in!"
After the wolf has blown down the first pig's house, your child will soon join in with the refrain.
Read slowly, and with a smile or a nod, let your child know you appreciate his or her participation.
As the child grows more familiar with the story, pause and give him or her a chance to fill in the blanks and phrases.
Encourage your child to pretend to read, especially books that contain repetition and rhyme. Most children who enjoy reading will eventually memorize all or parts of a book and imitate your reading. This is a normal part of reading development.

When children anticipate what's coming next in a story or poem, they have a sense of mastery over books. When children feel power, they have the courage to try. Pretending to read is an important step in the process of learning to read.

Activity 4: Poetry in motion

When children "act out" a good poem, they learn to love its rhyme, rhythm, and the pictures it paints with a few well-chosen words. They grow as readers by connecting feelings with the written word.

What you'll need:

Poems that rhyme, tell a story, and/or are written from a child's point of view.

What to do:

Read a poem slowly to your child, and bring all your dramatic talents to the reading. (In other words, "ham it up.")
If there is a poem your child is particularly fond of, suggest acting out a favorite line. Be sure to award such efforts with delighted enthusiasm.
Suggest acting out a verse, a stanza, or the entire poem. Ask your child to make a face the way the character in the poem is feeling. Remember that facial expressions bring emotion into the performer's voice.
Be an enthusiastic audience for your child. Applause is always nice.
If your child is comfortable with the idea, look for a larger setting with an attentive, appreciative audience. Perhaps an after-dinner "recital" for family members would appeal to your child.
Mistakes are a fact of life, so ignore them.

Poems are often short with lots of white space on the page. This makes them manageable for new readers and helps to build their confidence.

Activity 5: Story talk

Talking about what you read is another way to help children develop language and thinking skills. You won't need to plan the talk, discuss every story, or expect an answer.

What you'll need:

Storybooks

What to do:

Read slowly and pause occasionally to think aloud about a story. You can say: "I wonder what's going to happen next!" Or ask a question: "Do you know what a palace is?" Or point out: "Look where the little mouse is now. "
Answer your children's questions, and if you think they don't understand something, stop and ask them. Don't worry if you break into the flow of a story to make something clear. But keep the story flowing as smooth as possible.
Talking about stories they read helps children develop their vocabularies, link stories to everyday life, and use what they know about the world to make sense out of stories.

Activity 6: Now hear this

Children are great mimics. When you tell stories, your child will begin to tell stories, too.

What you'll need:

Your imagination

What to do:

Have your child tell stories like those you have told. Ask: "And then what happened?" to urge the story along.
Listen closely when your child speaks. Be enthusiastic and responsive. Give your child full attention.
If you don't understand some part of the story, take the time to get your child to explain. This will help your child understand the relationship between a speaker and a listener and an author and a reader.
Encourage your child to express himself or herself. This will help your child develop a richer vocabulary. It can also help with pronouncing words clearly.

Having a good audience is very helpful for a child to improve language skills, as well as confidence in speaking. Parents can be the best audience a child will ever have.

Activity 7: TV

Television can be a great tool for education. The keys to successful TV viewing are setting limits, making good choices, taking time to watch together, discussing what you view, and encouraging follow-up reading.

What you'll need:

A weekly TV schedule

What to do:

Limit your child's TV viewing and make your rules and reasons clear. Involve your child in choosing which programs to watch. Read the TV schedule together to choose.
Monitor what your child is watching, and whenever possible, watch the programs with your child.
When you watch programs with your child, discuss what you have seen so your child can better understand the programs.
Look for programs that will stimulate your child's interests and encourage reading (such as dramatizations of children's literature and programs on wildlife and science.)

Many experts recommend that children watch no more than 10 hours of TV each week. Limiting TV viewing frees up time for reading and writing activities.

It is worth noting that captioned TV shows can be especially helpful for children who are deaf or hard-of-hearing, studying English as a second language, or having difficulty learning to read.

Activities for preschool to grade two: moving into reading

Check out Reading Rockets' new summer website, Start with a Book. You'll find a treasure trove of themed children's books, parent–child activities, and other great resources for summer learning.

Activity 8: World of words

Here are a few ways to create a home rich in words.

What you'll need:

Paper
Pencils, crayons, markers
Glue
Newspapers, magazines
Safety scissors

What to do:

Hang posters of the alphabet on the bedroom walls or make an alphabet poster with your child. Print the letters in large type. Capital letters are usually easier for young children to learn first.
Label the things in your child's pictures. If your child draws a picture of a house, label it with "This is a house." and put it on the refrigerator.
Have your child watch you write when you make a shopping list or a "what to do" list. Say the words aloud and carefully print each letter.
Let your child make lists, too. Help your child form the letters and spell the words.
Look at newspapers and magazines with your child. Find an interesting picture and show it to your child as you read the caption aloud.
Create a scrapbook. Cut out pictures of people and places and label them.
By exposing your child to words and letters often, your child will begin to recognize the shapes of letters. The world of words will become friendly.

Activity 9: Write on

Writing helps a child become a better reader, and reading helps a child become a better writer.

What you'll need:

Pencils, crayons, or markers
Paper or notebook
Chalkboard and chalk

What to do:

Ask your child to dictate a story to you. It could include descriptions of your outings and activities, along with mementos such as fall leaves and flowers, birthday cards, and photographs. Older children can do these activities on their own.
Use a chalkboard or a family message board as an exciting way to involve children in writing with a purpose.
Keep supplies of paper, pencils, markers, and the like within easy reach.
Encourage beginning and developing writers to keep journals and write stories. Ask questions that will help children organize the stories, and respond to their questions about letters and spelling. Suggest they share the activity with a smaller brother, sister, or friend.
Respond to the content of children's writing, and don't be overly concerned with misspellings. Over time you can help your child concentrate on learning to spell correctly.
When children begin to write, they run the risk of criticism, and it takes courage to continue. Our job as parents is to help children find the courage. We can do it by expressing our appreciation of their efforts.

Activity 10: Look for books

The main thing is to find books you both love. They will shape your child's first impression of the world of reading.

What you'll need:

Good books

What to do:

Ask friends, neighbors, and teachers to share the titles of their favorite books.
Visit your local public library, and as early as possible, get your child a library card. Ask the librarian for help in selecting books. Have your child join you in browsing for books and making selections.
Look for award-winning books. Each year the American Library Association selects children's books for the Caldecott Medal for illustrations and the Newbery Medal for writing.
Check the book review section of the newspapers and magazines for the recommended new children's books.
If you and your child don't enjoy reading a particular book, put it aside and pick up another one.
Keep in mind that your child's reading level and listening level are different. When you read easy books, beginning readers will soon be reading along with you. When you read more advanced books, you instill a love of stories, and you build the motivation that transforms children into lifelong readers.

Activity 11: Read to me

It's important to read to your child, but equally important to listen to them read to you. Children thrive on having someone appreciate their developing skills.

What you'll need:

Books at your child's reading level

What to do:

Listen carefully as your child reads.
Take turns. You read a paragraph and have your child read the next one or you read half the page and your child reads the other half. As your child becomes more at ease with reading aloud, take turns reading a full page. Keep in mind that your child may be focusing more on how to read the words than what they mean, and your reading helps to keep the story alive.
If your child has trouble reading words, you can help him or her in several ways:
- Ask the child to skip over the word, read the rest of the sentence, and then say what would make sense in the story for the missing word.
- Guide the child to use what he or she knows about letter sounds.
- Supply the correct word.
Tell your child how proud you are of his or her efforts and skills.

Listening to your child read aloud provides opportunities for you to express appreciation of his or her new skills and for them to practice their reading. Most importantly, this is another way to enjoy reading together.

Activity 12: Family stories

Family stories enrich the relationship between parent and child.

What you'll need:

Time set aside for talking with your child.

What to do:

Tell your child stories about your parents and grandparents. You might even put these stories in a book and add old family photographs.
Have your child tell you stories about what happened on special days, such as holidays, birthdays, and family vacations.
Reminisce about when you were little. Describe things that happened at school involving teachers and subjects you were studying. Talk about your brothers, sisters, or friends.
Write a trip journal with your child to create a new family story. Recording the day's events and pasting the photographs into the journal ties the family story to a written record. You can include everyday trips like going to the market or the park.
It helps for children to know that stories come from real people and are about real events. When children listen to stories, they hear the voice of the storyteller. This helps them hear the words when they learn to read aloud or read silently.

Activity 13: P.S. I love you

Something important happens when children receive and write letters. They realize that the printed word has a purpose.

What you'll need:

Paper
Pencil, crayon, or marker

What to do:

Language is speaking listening, reading, and writing. Each element supports and enriches the others. Sending letters will help children become better writers, and writing will make them better readers.

Activities for grades 3–6: encouraging the young reader

Activity 14: Good books make reading fun

Stories for young children should be of all kinds – folktales, funny tales, exciting tales, tales of the wondrous and stories that tell of everyday things.

What you'll need:

A variety of interesting books

What to do:

An essential step in learning to read is good books read aloud. Parents who read aloud to their children are teaching literacy concepts simply by sharing books. Encourage your children to listen, ponder, make comments, and ask questions.
Be flexible enough to quickly abandon a book that does not appeal after a reasonable try at reading it. No one is meant to enjoy every book. And no one, especially a child, should be forced to read or listen to books that bore.
Even after children have outgrown picture books they still enjoy hearing a story read aloud. Hearing a good story read well, especially if it is just a little beyond a child's own capabilities, is an excellent way to encourage independent reading. Not all books are best read aloud; some are better enjoyed silently.
There are plenty of children's books that are twice as satisfying when they are shared a chapter at a time before bed or during long car rides. There are some books that children should not miss, books that they will want to hear many times and ultimately read for themselves.
Young children want to read what makes them laugh or cry, shiver and gasp. They must have stories and poems that reflect what they themselves have felt. They need the thrill of imagining, of being for a time in some character's shoes for a spine-tingling adventure. They want to experience the delight and amazement that comes with hearing playful language. For children, reading must be equated with enjoying, imagining, wondering, and reacting with feeling. If not, we should not be surprised if they refuse to read. So let your child sometime choose the story or book that they want you to read to them.

Give your child many opportunities to read and write stories, lists, messages, letters, notes, and postcards to relatives and friends. Since the skills for reading and writing reinforce one another, your child's skills and proficiency in reading and writing will be strengthened if you help your child connect reading to writing and writing to reading.

Activity 15: Artful artists

Children love to be creative when it comes to drawing, and illustrations add visual imagery to stories.

What you'll need:

Drawing paper
Pens and pencils
Magic markers or crayons

What to do:

Find a fable, fairy tale, or other short story for your child to read. Then ask your child to illustrate a part of the story he or she likes best or describe a favorite character. Have the child dictate or write a few sentences that tell about this picture.

Activity 16: Shopping your way with words

Use your weekly shopping trip as an opportunity to help your child develop reading and writing skills.

What you'll need:

Paper and pencils
Newspaper ads
Supermarket coupons

What to do:

As you make out your grocery shopping list, give your child a sheet of paper and read the items to him or her. If the child asks for spelling help, write the words correctly for him or her to copy or spell the words aloud as your child writes them.

Ask your child to look through the newspaper ads to find the prices of as many items as possible. Your child can write these prices on the list and then look through your coupons to select the ones you can use. Take your child to the supermarket and ask him or her to read each item to you as you shop.

Activity 17: Cookbooking

Cooking is always a delight for children, especially when they can eat the results!

What you'll need:

Easy-to-read recipes
Cooking utensils
Paper and pencils

What to do:

Show your child a recipe and go over it together. Ask your child to read the recipe to you as you work, and tell the child that each step must be done in a special order. Let your child help mix the ingredients. Allow your child to write down other recipes from the cookbook that he or she would like to help make.

Activity 18: Dictionary words

A dictionary is a valuable learning tool, especially if your child makes up his or her own booklet of words that are challenging.

What you'll need:

Paper and pencils
A stapler
Old magazines
Newspaper and supplements

What to do:

Encourage your child to make a dictionary by putting together several sheets of paper for a booklet. Ask your child to write at the top of each page a new word he or she has recently learned. If the word can be shown in a picture, have him or her look through magazines and newspapers to find pictures that illustrate the words and paste them on the correct pages.

Have your child write the meaning of each word and a sentence using each new word. Your child can then use some or all of these sentences as the basis for a creative story. Have your child read this story to you and other family members.

Activity 19: Journals

Keeping a journal is a way for your child to write down daily events and record his or her thoughts.

What you'll need:

Two notebooks - one for your child and one for you!

What to do:

Help your child start a journal. Say what it is and discuss topics that can be written about, such as making a new friend, an interesting school or home activity just completed, or how your child felt on the first day of school. Encourage your child to come up with other ideas. Keep a journal yourself and compare notes at the end of the week. You and your child each can read aloud parts of your journals that you want to share.

Activity 20: Greetings and salutations

Everyone loves to get mail, especially when the card has been personally designed.

What you'll need:

Paper and pencils
Crayons and magic markers
Stamps and envelopes

What to do:

Ask your child to list the birthdays of family members, relatives, and friends. Show your child some store-bought birthday cards with funny, serious, or thought-provoking messages. Your child can then create his or her own birthday card by using a folded piece of paper, making an attractive cover, and writing a short verse inside. Then your child can mail the cards to friends and relatives for their birthdays.

Activity 21: Giving the gift of reading

Reading a book is more fun when you have a homemade bookmark to mark your spot.

What you'll need:

Pieces of lightweight cardboard
Pens and pencils
Paper
Crayons and magic markers

What to do:

Provide your child with a piece of cardboard about 6" long and 2" wide. On one side of the bookmark, have your child draw a picture of a scene from a book he or she has read. On the other side, ask your child to write the name of the book, its author, publisher, publication date, and a few sentences about the book. After making several of these bookmarks, you might ask the child to send them to friends and relatives as gifts accompanied by a short note.

Activity 22: Let your fingers do the walking

The telephone book contains a wealth of information and is a good tool for reading and writing.

What you'll need:

A telephone book, including the yellow pages
Paper and pencils

What to do:

Have your child look through the yellow pages of the telephone directory, select a particular service, and write a clever or funny ad for it. Have your child read this ad to you. Help your child to find your own or a friend's listing in the white pages of the telephone book. Explain the different entries (for example, last name and address), along with the abbreviations commonly used.

Activity 23: Map your way to success

Children love to read road maps and this activity actually helps them with geography.

What you'll need:

A road map or atlas
Paper and pencil
Stamps and envelopes

What to do:

When planning a vacation, let your child see the road map and help you plan where you will drive. Talk about where you will start and where you will end up. Let your child follow the route between these two points. Encourage your child to write to the Chamber of Commerce for brochures about places you will see on your trip.

Activity 24: What's in the news?

Newspapers are a form of daily communication with the outside world, and provide lots of learning activities for children.

What you'll need:

Newspapers
Scissors
Colored pencils

What to do:

Clip out an interesting news story and cut the paragraphs apart. Ask your child to read the paragraphs and put them in order.
Ask your child to read a short editorial printed in your local newspaper and to underline all the facts with a green pencil and all the opinions with an orange pencil.
Pictures fascinate children of all ages. Clip pictures in the newspaper. Ask your child to tell you about the picture or list adjectives to describe the picture.
Do you take your child to the movies? Have your child first look up the movie page by using the index in the newspaper. After a movie has been chosen, have your child study the picture or text in the ad and tell you what he or she thinks the movie is about.
Have your child pick a headline and turn it into a question. Then the child can read the article to see if the question is answered.
Ask your child to clip food coupons from the newspaper for your grocery shopping trips. First, talk about which products you use and which you do not. Then the child can cut out the right coupons and putt hem into categories such as drinks and breakfast items. You can then cash in the coupons at the store.
Pick out an interesting article from the newspaper. As you are preparing lunch or dinner, tell your child that you are busy and ask him or her to read the article to you.
Many newspapers publish materials especially written for children, such as the syndicated "Mini Page," "Pennywhistle Press," and "Dynamite Kids." In addition, some newspapers publish weekly columns for children, as well as tabloids and summer supplements written by educators.

Activity 25: Using television to stimulate reading

What child doesn't enjoy watching TV? Capitalize on this form of entertainment and use TV to help rather than hinder your child's learning.

Some important ideas to consider before turning on the TV: Limit in some way the amount of TV your child watches so as to leave time for reading and other activities. Decide how much time should be set aside for watching TV each day.

Serve as an example by limiting the amount of TV you yourself watch. Have time when the TV set is off and the entire family reads something. You may want to watch TV only for special shows. Before the TV set is turned on, encourage your child to select the programs he or she wishes to watch. Ask your child to give you the reason for the choices made.

In addition, watch some of the same TV programs your child watches. This helps you as a parent share in some of your child's daily activities.

What you'll need:

A TV
A TV selection guide
Colored highlighters
A calendar page for each month
Paper and pencils

What to do:

Ask your child to tell you about favorite TV characters using different kinds of words.
As your child watches commercials on television, ask him or her to invent a product and write slogans or an ad for it.
Encourage your child to watch such programs as Reading Rainbow. Urge older children to watch such programs as 60 Minutes and selected documentaries. These programs are informative. Discuss interesting ideas covered in the programs and direct your child to maps, encyclopedias, fiction, or popular children's magazines for more information.
Have your child name 10 of his or her favorite shows. Ask your child to put them into categories according to the type of show they are, such as family shows, cartoons, situation comedies, sports, science fiction, or news and information. If you find the selection is not varied enough, you might suggest a few others that would broaden experiences.
Prepare a monthly calendar with symbols such as a picture of the sun to represent an outdoor activity or a picture of a book to represent reading. Each time your child engages in a daily free time activity, encourage him or her to paste a symbol on the correct calendar date. This will give you an idea of how your child spends his or her free time. It also encourages a varied schedule.
Ask each child in your family to pick a different color. Using the TV listing, have each child use this color to circle one TV program that he or she wants to watch each day. Alternate who gets first choice. This serves two purposes. It limits the amount of time watching TV and it encourages discriminating viewing.
Devise a rating scale from 1 to 5. Ask your child to give a number to a certain TV program and to explain why such a rating was given.
Have your child keep a weekly TV log and write down five unfamiliar words heard or seen each week. Encourage your child to look up the meanings of these words in the dictionary or talk about them with you.

Formation of reading skills in children: stages and exercises

Primary school is a special stage in the life of any child, which is associated with the formation of the basics of his ability to learn, the ability to organize his activities. It is a full-fledged reading skill that provides the student with the opportunity to independently acquire new knowledge, and in the future creates the necessary basis for self-education in subsequent education in high school and after school.

Interest in reading arises when a child is fluent in conscious reading, while he has developed educational and cognitive motives for reading. Reading activity is not something spontaneous that arises on its own. To master it, it is important to know the ways of reading, the methods of semantic text processing, as well as other skills.

Reading is a complex psychophysiological process in which visual, speech-auditory and speech-motor analyzers take part. A child who has not learned to read or does it poorly cannot comprehend the necessary knowledge and use it in practice. If the child can read, but at the same time he does not understand what he read, then this will also lead to great difficulties in further learning and, as a result, failure at school.

Reading begins with visual perception, discrimination and recognition of letters. This is the basis on the basis of which the letters are correlated with the corresponding sounds and the sound-producing image of the word is reproduced, i. e. his reading. In addition, through the correlation of the sound form of the word with its meaning, the understanding of what is read is carried out.

Stages of developing reading skills

T.G. Egorov identifies several stages in the formation of reading skills:

Acquisition of sound-letter designations.
Reading by syllable.
The formation of synthetic reading techniques.
Synthetic reading.

The mastery of sound-letter designations occurs throughout the entire pre-letter and literal periods. At this stage, children analyze the speech flow, sentence, divide it into syllables and sounds. The child correlates the selected sound from speech with a certain graphic image (letter).

Having mastered the letter, the child reads the syllables and words with it. When reading a syllable in the process of merging sounds, it is important to move from an isolated generalized sound to the sound that the sound acquires in the speech stream. In other words, the syllable must be pronounced as it sounds in oral speech.

At the stage of syllable-by-syllable reading, the recognition of letters and the merging of sounds into syllables occurs without any problems. Accordingly, the unit of reading is the syllable. The difficulty of synthesizing at this stage may still remain, especially in the process of reading words that are difficult in structure and long.

The stage of formation of synthetic reading techniques is characterized by the fact that simple and familiar words are read holistically, but complex and unfamiliar words are read syllable by syllable. At this stage, frequent replacements of words, endings, i.e. guessing reading takes place. Such errors lead to a discrepancy between the content of the text and the read.

The stage of synthetic reading is characterized by the fact that the technical side of reading is no longer difficult for the reader (he practically does not make mistakes). Reading comprehension comes first. There is not only a synthesis of words in a sentence, but also a synthesis of phrases in a general context. But it is important to understand that understanding the meaning of what is read is possible only when the child knows the meaning of each word in the text, i.e. Reading comprehension directly depends on the development of the lexico-grammatical side of speech.

Features of the formation of reading skills

There are 4 main qualities of reading skill:

Correct. By this is understood the process of reading, which occurs without errors that can distort the general meaning of the text.
Fluency. This is reading speed, which is measured by the number of printed characters that are read in 1 minute.
Consciousness. It implies understanding by the reader of what he reads, artistic means and images of the text.
Expressiveness. It is the ability by means of oral speech to convey the main idea of the work and one's personal attitude to it.

Accordingly, the main task of teaching reading skills is to develop these skills in schoolchildren.

All education in the primary grades is based on reading lessons. If the student has mastered the skill of reading, speaking and writing, then other subjects will be given to him much easier. Difficulties during training arise, as a rule, due to the fact that the student could not independently obtain information from books and textbooks.

Methods and exercises for developing reading skills

In educational practice, there are 2 fundamentally opposite methods of teaching reading - linguistic (the method of whole words) and phonological.

Linguistic method teaches the words that are most commonly used, as well as those that are read the same as they are written. This method is aimed at teaching children to recognize words as whole units, without breaking them into components. The child is simply shown and said the word. After about 100 words have been learned, the child is given a text in which these words are often found. In our country, this technique is known as the Glenn Doman method.

The phonetic approach is based on the alphabetical principle. Its basis is phonetics, i.e. learning to pronounce letters and sounds. As knowledge is accumulated, the child gradually moves to syllables, and then to whole words.

Reading begins with visual perception, discrimination and recognition of letters. This is the basis on the basis of which the letters are correlated with the corresponding sounds and the sound-producing image of the word is reproduced, i.e. his reading. In addition, through the correlation of the sound form of the word with its meaning, the understanding of what is read is carried out.

In addition, there are several other methods:

Zaitsev method . It involves teaching children warehouses as units of language structure. A warehouse is a pair of a consonant and a vowel (either a consonant and a hard or soft sign, or one letter). Warehouses are written on different faces of the cube, which differ in size, color, etc.
Moore method. Learning begins with sounds and letters. The whole process is carried out in a specially equipped room, where there is a typewriter that makes sounds and names of punctuation marks and numbers when a certain key is pressed. Next, the child is shown a combination of letters that he must type on a typewriter.
Montessori method. It involves teaching children the letters of the alphabet, as well as the ability to recognize, write and pronounce them. After they learn how to combine sounds into words, they are encouraged to combine words into sentences. The didactic material consists of letters that are cut out of rough paper and pasted onto cardboard plates. The child repeats the sound after the adult, after which he traces the outline of the letter with his finger.
Soboleva O.L. This method is based on the “bihemispheric” work of the brain. By learning letters, children learn them through recognizable images or characters, which makes it especially easy for children with speech disorders to learn and remember letters.

There is no universal methodology for developing reading skills. But in modern teaching methods, a general approach is recognized when learning begins with an understanding of sounds and letters, i.e. from phonetics.

There are certain exercises that help build reading skills. Here are a few of them:

Reading lines backwards letter by letter. The exercise contributes to the development of letter-by-letter analysis. The meaning is simple - the words are read in reverse order, i.e. from right to left.
Reading through the word. You do not need to read all the words in a sentence, but jumping over one.
Reading dotted words. Words are written on the cards, but some letters are missing (dotted lines are drawn instead).
Read only the second half of the word. Read only the second part of the word, the first part is omitted. The exercise contributes to the understanding that the second part of the word is no less important than the first, thereby preventing the omission (or reading with distortion) of the endings of words in the future.
Reading lines with the upper half covered. A sheet of paper is superimposed over the text so that the top of the stitching is covered.
Fast and multiple repetition. The child should repeat a line of a poem or a sentence aloud as quickly as possible and several times in a row. Correct pronunciation is extremely important, so if necessary, you need to stop and correct the child.
Find the words in the text. The child is faced with the task of finding words in the text as quickly as possible. First, they are shown in pictures, then voiced by the teacher.
Buzzing reading. The text is read by all students aloud, but in an undertone.

A. Herzen wrote: “Without reading, there is no real education, no, and there can be neither taste, nor style, nor the many-sided breadth of understanding.”

Indeed, mastering a full-fledged reading skill is the most important condition for success in basic subjects at school. At the same time, this is one of the main ways of obtaining information, which is vital for the speech, mental and aesthetic development of children.

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Peculiarities of teaching reading skills

Author(s): Ashurova Nasibakhon Mukhammadievna
Heading: Pedagogical Sciences
Journal: "Eurasian Scientific Journal" No. 201 (January, 2019)
Article views: 1074
Show PDF version Features of teaching reading skills

Ashurova N.M
Technical University named after I.A. Karimov
Termez

Reading about understanding written texts is considered a complex activity that includes both perception and thinking. Reading consists of two interrelated processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written characters match spoken language. Comprehension is the process of making sense of words, sentences, and related text. Readers typically use background knowledge, vocabulary, grammar knowledge, text experience, and other strategies to help them understand written text.

Research and classroom practice support a balanced approach to teaching reading. Because reading comprehension depends on effective word recognition and comprehension, teaching should develop reading skills and strategies, and build on learners' knowledge through the use of authentic texts.
Traditionally, the goal of learning to read in a language has been to gain access to literature written in that language. In language teaching, reading materials have traditionally been selected from literary texts representing "higher" forms of culture.
This approach assumes that students learn to read a language by learning its vocabulary, grammar, and sentence structure, rather than by actually reading it. With this approach, lower-level students only read sentences and paragraphs created by textbook authors and teachers. Reading Authentic Materials is limited to the works of great authors and is intended for high school students who have developed the language skills necessary to read them.
The communicative approach to language teaching has given teachers a different understanding of the role of reading in a language audience and the types of texts that can be used in teaching. When the goal of learning is communicative competence, everyday materials such as train timetables, newspaper articles, and travel and tourism websites become suitable teaching materials because reading them is one of the ways to develop communicative competence. Thus, teaching reading and reading skills becomes an integral part of language teaching at all levels.

Reading is an activity with a purpose. A person may read to gain information or to test existing knowledge, or to criticize a writer's ideas or writing style. A person may also read for pleasure or to improve knowledge of the language being read. The purpose(s) for reading guide the reader to select texts.
The purpose of reading also determines the appropriate approach to reading comprehension. A person who needs to know if she can afford to eat at a particular restaurant should understand the price information provided on the menu, but should not know the name of each of the listed snacks. A person who reads poetry for pleasure must recognize the words the poet uses and how they are connected, but must not determine the main idea and supporting details. However, a person using a scientific article to support their opinion must know the vocabulary used, understand the facts and causal relationships presented, and recognize ideas presented as hypotheses and data.