Books on how to teach reading

10 Helpful Science of Reading PD Books for Teachers

What is the science of reading? The term is often used while discussing research-backed methods for teaching kids to read. It isn’t new, but it’s definitely a hot topic these days. If you’ve been wondering where to start learning more about the topic, we vetted some recent PD books that can help you out. We also know you’re busy, so we found a mix of quick reads you can get through in a weekend and ones that dive a little deeper.

(Just a heads up, WeAreTeachers may collect a share of sales from the links on this page.)

Science of Reading PD Books

1. Know Better Do Better: Teaching the Foundations So Every Child Can Read by David Liben and Meredith Liben

This is a super-practical primer (or refresher) on foundational literacy skills and how to teach them. The authors are founders of an alternative public school in New York City. They pulled off a dramatic turnaround in their students’ reading scores by leaning into the science of reading. The book includes many memorable stories that really help the content stick in your mind.

Buy it:

2. Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom by Jan Burkins and Kari Yates

This book will help you rethink some of your balanced literacy classroom practices without feeling like you have to start from scratch. Each chapter calls out common misconceptions, explains research, and gives super-manageable suggestions for “making the shift.” Tons of teachers call it a game changer! (Psst: The authors have also have amazing online resources.)

Buy it:

3.

If you want to improve your grasp of phonics instruction, Heidi Mesmer definitely has your back. This book gives a crash course on the English language for teachers. (For example, if you constantly forget what a diphthong is, this one is for you!) There’s a helpful phonics lesson framework to use over and over. Plus, we love all the easy activities and routines.

Buy it:

4. The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers by Jennifer Serravallo

Since 2015, we’ve pulled from this huge collection of strategies for helping students grow their reading comprehension, fluency, and reading response skills. In response to research, the author recently revised her chapter about reading accuracy. She added 30 additional decoding strategies and made it available as a free download for anyone who purchased the book. This updated chapter can help you double down on emphasizing decoding and discouraging guessing.

Buy it:

5. How to Plan Differentiated Reading Instruction, Second Edition: Resources for K-3 by Sharon Walpole and Michael C. McKenna

Juggling kids’ needs is tricky. In this book, chapters cover how to use research to plan small groups that target phonological awareness, word recognition and decoding, fluency, and comprehension. This updated edition is full of invaluable practical advice.

Buy it:

6.

Do you hate decodable text? Long-time reading researcher Wiley Blevins just might win you over. Quick, readable, and research-driven, this is a great resource for K-2 teachers. Printable book lovers will appreciate the included black-line masters.

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7. Sounding Out the Sight Words: An Alternative to Rote Memorization by Denise Eide and Cindy Kringelis

Here’s a science of reading PD book focused on one concrete action step. Brain research encourages teaching kids to rely on letter sounds to read high-frequency words. These lessons make it easy to update your approach.

Buy it:

8.

This gold-standard textbook from a reading research guru was recently updated. Now it has lots of practical guidance and helpful charts, too.

Buy it:

9. Language at the Speed of Sight: How We Read, Why So Many Can’t, and What Can Be Done About It by Mark Seidenberg

Fill your coffee mug and find your highlighters. This is a detailed explanation of the reading brain from a cognitive neuroscientist.

Buy it:

10. The Knowledge Gap: The Hidden Cause of America’s Broken Education System—and How to Fix It by Natalie Wexler

Here’s a science of reading PD book with a different perspective: the impact of background knowledge on students’ reading (and overall school) success. Do you want to be able to stick up for content area teaching for kids? If so, you’ll love this one.

Buy it:

What science of reading PD books have you read lately? Share in the comments below!

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Books for Teaching Reading Comprehension Strategies

Teaching reading comprehension is a must. Kids need to know that recognizing and saying the correct words is only PART of reading. Comprehension is the other side of the coin. Making meaning of the text is the ultimate goal of reading.

Reading Comprehension Articles

Over the last few years, we’ve posted quite a few comprehension articles and printables. I’ve shared from my experience as a classroom teacher, reading tutor, and homeschooling mama. Here are some you may enjoy below.

• Reading Comprehension Strategies: Reading Equals Thinking
• Teaching Reading Comprehension Strategies {Fix-Up Strategies}
• Struggling Readers Need to Develop “Thoughtful” Literacy
• Reading Comprehension Strategies {10-week series}
• Before they Read: Connecting: Supporting Comprehension and Fluency Before Reading
• 5 Days of Teaching Text Structure to Readers {fiction and nonfiction}

*This post contains affiliate links.

Included in the list below are books for teaching reading comprehension that have been read and underlined and revisited multiple times by me OR that have been suggested to me by other colleagues and professional reading teachers. Most explain comprehension from a classroom perspective, giving classroom examples, but don’t let that fool you into thinking you can’t use the ideas as a tutor, parent, or homeschooler. I certainly have!

Books for Teaching Reading Comprehension

Reading with Meaning by Debbie Miller is one of the first books I read on reading comprehension {I have the 1st edition}. If you are teaching young readers, say Pre-K through 2nd grade, you will find practical ways that you can teach reading comprehension plus definitions for each strategy that are perfect for younger kids. I love the book lists the end of each chapter, too.

7 Keys to Comprehension by Susan Zimmermann is a GREAT book that I highly recommend for parents. It goes through each strategy and explains it in easy-to-understand terms. It avoids the teacher-y terms that so many other books use. If you’re a new teacher {or even seasoned teacher} and need help for teaching comprehension, I also recommend this book for you!

Strategies that Work by Stephanie Harvey & Anne Goudvis was the second book I read about teaching reading comprehension. Again, it comes from the classroom perspective, but it has some fantastic ideas for 3rd grade through middle school.

Summarizing, Paraphrasing, and Retelling by Emily Kissner is a FANTASTIC read for teachers, parents, and tutors of kids in the upper elementary grades and middle school. I devoured it from cover to cover when I was first learning about text structure. I have also had the privilege of having Emily Kissner write a guest post on This Reading Mama!

Comprehension Connections: Bridges to Strategic Reading by Tanny McGregor is not one that I have personally read, but I have heard such great things about it. The thing that impressed me the most is how he takes the strategies and breaks them down into what he calls a “launching sequence.” Starting with using concrete experiences, he teaches students using concrete examples that kids can connect with. He moves through a series of lessons until kids are using that strategy with text. I would imagine this launching sequence would be great for any student, but especially struggling students or those with special needs.

The Art of Teaching Reading by Lucy Calkins is a long read. And it isn’t completely all about reading comprehension. But it is a GOOD read. This is one that I read while I was still a classroom. It challenged and transformed some of my reading teaching methods. I would recommend this book to anyone, but it would probably be most helpful to classroom teachers and reading tutors. And just in case you’re wondering, I also read Lucy Calkin’s The Art of Teaching Writing and it was equally as good, if not better.

Improving Comprehension with Think-Aloud Strategies by Jeffery D. Wilhelm is another book I’d recommend to parents and classroom teachers alike. A think-aloud is when you take a piece of text {that you’ve planned ahead} and you model a comprehension strategy or two with the passage. Think-alouds help our thinking become “visible” so kids can hear the thoughts in our head and know how to use a certain strategy. Love this book!

Bringing Words to Life by Isabel Beck is not necessarily a book about comprehension strategies, BUT if you think about it, vocabulary is HIGHLY related to reading comprehension! And Beck’s book is the best I’ve read on teaching vocabulary. It is OFTEN referred to in other books. I’ve even referred to it for teaching vocabulary with my own kids.

Classroom Strategies for Interactive Learning by Doug Buehl is a newer one that I was introduced to this year. And just because it says, “classroom strategies”, don’t dismiss this one as a tool for at home instruction or tutoring! In it, you’ll find ready-to-go graphic organizers and strategies for comprehending fiction and nonfiction. I would recommend this one for upper elementary and middle school kids.

The Forest and the Trees by Emily Kissner is another great read for older students {4th grade and above}. Her focus is helping reader identify the important details authors include in texts that will help them comprehend better. She has found that many readers often pay attention to unimportant details and this interferes with comprehension.

And if you’ll allow me to add…

How to Choose “Just Right” Books by Becky Spence {that’s me} is a book I wrote in response to the many emails from parents. It is not completely about comprehension, but does explain the comprehension strategies. It even has a handy list of questions we can ask kids to dig deeper into their comprehension of text. You can purchase the PDF here.

If you’re looking for books to help you model comprehension strategies, find them here!

Follow This Reading Mama’s board Comprehension Strategies on Pinterest.

~Becky

Read online “Reading with passion. A book about how to teach a child to read and get excited about reading”, Vadim Ilyich Slutsky – LitRes

© Vadim Ilyich Slutsky, 2017

ISBN 978-5-4485-4526-9

Created in the intellectual publishing system Ridero

The book "Reading with Passion" is addressed to parents who want to teach their child to read themselves and understand that being able to read in a purely technical sense is not the main thing, but the main thing is to love reading, to be fond of reading. The method of V. Slutsky, a tutor who taught many preschool children to read at home, is focused precisely on captivating the child with reading, from the very beginning to convince him that reading is very interesting. The book has everything you need to learn to read.

Table of contents

Preface. Methods of teaching reading and passion for reading

Section 1. Letters

Section 2. Words

Section 3. Texts (fabulous stories about the child himself)

Section 4. Popular science texts

Section 5. Riddles and 003

Section 6. Language games

Section 7. Tongue twisters, boring tales, counting rhymes, anecdotes

Section 8. Learning to write

*Sections 5, 7 are not composed of the texts of the author of the book: basically, these are folklore texts

Foreword

Modern parents, most often, understand that it is necessary to teach a child to read before school. It really is.

Firstly, in schools, for the most part, they teach to read long and tediously, using the old-fashioned letter-syllabic method. Technically, children eventually learn to read, at least in the city (there are still school graduates in the villages who actually cannot read). However, they do not like to read.

Meanwhile, the task is precisely to captivate the child with reading. And this will be an inoculation against the negative influence of the school, which instills in children an aversion to reading, because it forces them to read not what they want.

How can you teach your child to read without spending a lot of time on mastering complex methods and a lot of money on paying for the services of professionals who, of course, will teach you to read, but will also rip off parents well, and, in addition, in this case, love for reading is displayed in parentheses.

In fact, it is easier for his mom and dad to captivate a baby with a book than for someone else's uncle, no matter how superspecialist he may be. It's just that close people - and only they - have the strongest influence on the child.

I offer a very simple "home" method of teaching reading. This technique came to me as a result of working as a tutor, that is, I taught children to read individually, at home (all my students came to my house). In this book you will find absolutely all the methodological materials and texts that are needed to apply this technique in practice. Nothing else to invent, do - you yourself will not have to.

If the method seems convincing to you, then you can start very early: when the child is not yet three years old. Although this is very individual. Oddly enough, the child himself will decide whether it is time for him to learn to read or not yet. Your job is to create conditions, to offer - and you will see if there is a demand.

I owe my convictions regarding the initial teaching of reading to two creative teachers: Alexei Kushnir and Vadim Levin.

The first one (see his work " ABC of Reading ") I like the idea that the letter-syllabic method of teaching is ineffective and even pedagogically vicious, and children should be taught to read at once with whole words, and even whole phrases, and even offers.

In the second one (“ When a Little Student Becomes a Great Reader ”) I like the idea that children tend to become writers first and then readers.

I am familiar with many methods of teaching reading. I saw how children are taught with the help of Zaitsev's cubes and Chaplygin's cubes. I consider these methods to be more of a commercial phenomenon than a pedagogical one. In my opinion, the goal in this case is as follows: to impress parents with how quickly children begin to read. "Read", in this case, is purely technical. That is, to pronounce written syllables and words. Impressed parents have to pay certain amounts for this, which seems to be the goal.

What will happen to these children after these amounts have already been paid is not important.

In my opinion, it does not really matter how quickly a child learned to read in a purely technical sense: in 2-3 months, or in six months, or even in a year. Children are different. For example, I learned to read completely on my own at the age of 4: no one tried to teach me. I know other kids like this. There are children who find it very difficult to learn to read (they can be smart, capable, for example, of mathematics). Nevertheless, all normal children, at least urban ones, after reaching a certain age, read decently. In a technical sense.

That is: there is no such problem now.

However, the problem of PASSION FOR READING is very acute. Most of today's school-age children DON'T LIKE TO READ. Meanwhile, reading is useful, develops - only and only when we are PASSIONATE with it. This is the law. If a child reads under duress because they were “assigned”, this is a waste of time and effort. Moreover, it is harmful to the child.

One might ask: But why can't the question be put like this? First, we will teach reading purely technically. Let's say the same alphabetic-syllabic method that was used back in the time of Tsar Pea. And only later, when the child learns to translate the written text into the spoken one, we will captivate him.

One can object to this: it will be too late. First impressions are the strongest. For children, especially. If a child is convinced from the very beginning that reading is something boring and boring, which for some reason adults are forced to do, but this does not give him anything: no joy, no pleasure, then he will not love reading. Never. And it's irreversible.

The letter-syllabic method often leads to exactly this result. Because for the first few months (and when using this method, children, with the exception of especially gifted ones, learn to read for a very long time: almost a whole year), the child does not receive any satisfaction from the reading process. The syllables don't mean anything. Children pronounce them because adults force them to. But this is pointless and uninteresting.

This is why this method is not suitable.

That is why it is necessary to teach reading in such a way that the child WILL BE INTERESTING FROM THE BEGINNING. And then - continuously - also interesting. To make sure that reading is something FUN.

How to do it?

* * *

Clearly, without knowing the letters, you still cannot start reading. Letters need to be learned.

This is done in a playful way. It is better when the child is still very small (he is from 3 to 5 years old).

The letters are written on separate sheets of paper (small: a quarter of an A4 sheet), then hung up like linen right in the room (the child's room if he studies at home, or the one where he lives). You will find all letters (with pictures and words for each letter) in the first section of the teaching materials.

Then the adults play the game “ Guess the letter ” with the child. Sometimes an adult asks questions. Sometimes a child. An adult can make mistakes: the kid corrects him.

The letters must be hung so that they do not hang in one place. Replace, write (or stroke) with a different color.

Each letter can be associated with a word and a picture illustrating this word (as is done in this book). This is a familiar method that has long been used in primers. Let's say A is a watermelon, B is a grandmother, C is a wolf, etc.

Learning to read actually begins when the child has memorized all or almost all of the letters.

* * *

First, the child reads some very simple words and, again, very simple sentences made up of them.

These are words such as "Masha", "mice", "miracle", "whale", "cat", "fly", "soap", "fish", "ate", "drank", "house" , “leg”, “hand”, “smart”, etc.

These words themselves and small sentences made up of them are in the second section of the methodological materials.

Some children have difficulty: they cannot combine individual letters into syllables and words: they read individual letters. Therefore, an adult should read first.

The task of the child initially is to LEARN the word. Guess , looking at the written letters, WHAT IT IS, WHAT IT MEANS .

And this principle is basic . The task of the child is not to articulate: to turn the written text into a sounding text - but to UNDERSTAND. This is interesting for children. It's kind of like a puzzle, a riddle.

These funny squiggles are written - letters. And it turns out it means something! These four squiggles - this, it turns out, is a “table”. And those similar ones are "elephant"!

As soon as the child begins to read the first words on his own, it is already possible to form sentences from them. Since the words are still simple: from 3-4 letters, as a rule, then the sentences will be something like this: The elephant ate the table. The fly washed the fish.

For some reason, children really like sentences that are funny and absurd in meaning: this was noted by Chukovsky. Well, let them be like that for now, since the number of words is limited.

And very soon (after 5-6 lessons, for most children) you can start reading the first small texts.

* * *

And what are the texts?

I wrote them myself. For each child - separately (I work with children individually).

Using two curious psychological patterns. It turns out that children really like two types of texts:

Where it is about themselves,

Those that they themselves composed (that is, they first act as writers, and only then as readers: like the Chukchi from the joke).

What are such texts? How to write them?

Right now (2016-2017 academic year), a boy named Maksim is learning to read. He is a first grader. He was brought to me because he didn't read at all in the middle of the school year. Maxim is not a humanitarian by vocation. He is capable of mathematics. In addition, he is shy and weak-willed. When something doesn't work out, he withdraws into himself, just quits doing it. Finally, he has a typically Soviet authoritarian teacher.

When Maxim came to me, he knew almost all the letters, but did not read at all.

Now (we had 8 classes) he is already reading quite large texts. True, he works a lot at home.

So, an example of a text for Maxim. This is one of the first.

Maxim is a friend of animals

Once upon a time there was Maxim. He was very fond of animals.

Once Maxim was walking down the street. And I saw a sick puppy. Maxim brought the puppy home. He cured the puppy. And now the puppy lives in Maxim's house.

Another time Maxim was walking down the street. And I saw a sick kitten. Maxim brought the kitten home. He cured the kitten. And now the kitten lives in Maxim's house.

The third time Maxim was walking down the street. And I saw a sick crow. Maxim brought the crow home. He cured the crow. And now the crow lives in Maxim's house.

Maxim also brought home a duckling, a kid, a calf, a lamb, a wolf cub, a fox cub and a bear cub. And they all now live in Maxim's house.

And there is no place for Maxim himself. And Maxim now lives in the country.

You will also find this text in the 3rd section of the teaching materials. As well as many others like it. Only there is no name: you have to enter it yourself. Of course, this will be the name of your child.

As you can see, one does not have to be Astrid Lindgren or Hans Christian Andersen to write such texts. I print them in 5-10 minutes without much thought.

Principles I follow:

The text consists almost entirely of repeated phrases. That is: the child sees the same words all the time, and it is easier for him to recognize them.

The hero of the text himself always succeeds, gets away with it, defeats everyone, etc.

The text should have a highlight (usually at the end). In the above text, it is that the cured animals forced out their savior from the apartment, and he has to live in the country. It's better if it's something funny.

That's it. It is not difficult to write such texts. Topics: "Maxim on a fishing trip." "Maxim the Builder". "Maxim in the country", "Maxim visiting the bears", "Maxim the hunter", etc.

Sometimes, for a change, my students read texts about Doctor Rat. They are written the same way. Dr. Rat is a hand puppet. I use it during class.

Texts composed by the children themselves are written down, of course, by an adult. Then the child reads them. Usually these texts are also about themselves.

Naturally, the principle of gradually increasing complexity is used: the texts become longer and more complex.

So, you will find simpler texts (with a lot of repetitive words and relatively small ones) in section-3, and more complex ones in the 4th section.

* * *

I use language games during class. For example, words are written on separate sheets (say, "table", "chair", "wolf", etc.). The teacher asks the question: “What did you eat for breakfast today?” The child takes out a piece of paper, reads it, and it says, let's say: "Mouse"! Ate a mouse!

Sometimes children look for something in the room. You need to read the note, which says: "Find the second letter there." Finds. "Find the third letter there." And, in the end, the child finds a treasure (it usually consists of dried acorns or old buttons, but it doesn’t matter: children are happy with everything that they themselves have found and what becomes their property, with which they can do what they want).

We often solve riddles. An adult reads the riddle, and children read only separate guess words. There are also riddles in this book: they are in the 5th section.

There are many language games: I will not list them here. Most of them are well known. You can read their descriptions in the 6th section.

* * *

An important point!

The criterion of success or failure of a child who learns to read according to my method, from the very beginning, is only and exclusively UNDERSTANDING of what he has read. Technically, he can read quite badly. But if he understood, he successfully read it.

My children receive homework, but on a peculiar basis: they are voluntary. I do not force anything to be done, but I negotiate with the children. I do not remember a case when someone refused to read at home.

In addition to the texts of the types described above, children's classics are being used quite soon ("Peak Mouse" by Vitaly Bianchi, "The Adventures of Dunno and His Friends" by Nosov), as well as popular science texts that I write myself: "The Biggest Animal", “Who is eaten by whales”, “Who is better at jumping”, etc. Usually these texts are about animals. Sometimes - about people or natural phenomena. They are very short.

These texts are also available here: in the 7th section.

Starting from the 8th-10th lesson, the children are already reading short texts ABOUT THEMSELVES (i.e.: not aloud). Then they must tell what it is about. The task, again, is to UNDERSTAND what is written.

I have taught about 15 children to read this way in the last 10 or so years.

So, I watch my students. All my students HAVE A POSITIVE ATTITUDE TO READING, despite the negative - in this sense - influence of the school.

Although the very process of learning to read - according to my method - is much longer than, for example, with the help of Zaitsev's cubes. But I guarantee that children will perceive reading AS SOMETHING INTERESTING from the very beginning, they will develop the HABIT to see SOMETHING FUN in reading, and, at the same time, they will learn to read.

Moreover, in a sense, they will be able to read better than even the most exemplary students of grades 2-3. Because they UNDERSTAND what they read better. The reading technique of my students is common. It is not ideal, it depends on the abilities of the child. But the level of understanding of the texts is quite high. And then it helps.

All the children I taught to read LEARN WELL. All! Although they are very different: in character, upbringing, abilities.

So, if you like my method, use it.

Everything you need is in this book (see methodical sections).

And one last note. It SHOULD BE INTERESTING for an adult to work with a child. This should not be done out of obligation. If the baby sees that mom (or dad) is interested, he will get carried away himself. And nothing else.

9books that will teach you to read

Early learning to read, as well as the desire to engage in early development with the child, is a trend of recent years. The Clever publishing house recommends which books should be used for activities with the baby, in order not only to teach him to recognize letters and put words out of them, but also to instill a true love of reading.

At what age is it time to learn letters with a baby? Our authors, teachers with experience, Olga Uzorova and Elena Nefedova, believe that you can start from the age of two! Early? Boring? In no case! Kids love letters and games with them. Here, for example, is the letter "Z", which buzzes like a fly, and here is the letter "R", it roars like a lion. And kids are also delighted that syllables and words can be added from letters.

The tasks in the book are selected so that children of 2-3 years old do not get bored with its pages, but get acquainted with new things with interest, playing and joking. This will be very useful for them in the future: knowing all the letters, it is much easier to study with "adult" primers.

This notebook is the perfect match for the Primer. There are no difficult lessons and boring activities in it.

The new edition is based on the effective method of teaching reading and writing by Olga Uzorova and Elena Nefedova. The main idea of ​​the technique is to captivate and interest the child, which means that you will not be bored. To help parents as much as possible, we put detailed instructions at the beginning of the notebook on how to properly practice it with the baby.

Information is presented in a playful way, with vivid example pictures. Now every new lesson is a game, not just learning to read. Study from a notebook and consolidate your knowledge with a split cash register of letters. With it, you can learn not only to read, but also to write small words and even mini-sentences!

Tosya-Bosya does not sit still, she is always drawn to something new and interesting. In the new book, the cheerful fidget will not only play and be naughty, she will learn letters. And your child will get acquainted with the alphabet with her in a simple and exciting way.

Toshi-Boshi has prepared a lot of tasks for you: learn the word and add the first letters of the names of objects, complete the letters in one of the halves, color the pictures, cross out the extra letters in the words and collect the correct words from the jumbled letters.

We have also prepared many interesting facts. From the book, together with Tosei-Bosei, you can learn about ancient types of writing, about complex symbols and hieroglyphs that were used to replace long words. And if you still can’t write ordinary letters, you can try to come up with your own hieroglyphs with your child.

Notebook-notebook with a game alphabet for children from 3 to 6 years old with a favorite friend of many children - Winnie the bear and his company.

All the letters of the alphabet are gathered on its pages. Each letter is accompanied by a small rhyme in which it is played out, and an interesting task associated with the rhyme. Draw portraits of Winnie's friends, get out of labyrinths, water vegetables and collect honey while memorizing the letters of the alphabet. An excellent choice for those mothers who seek to distract the child from the TV screen or want to keep the child on the road with maximum benefit.

Velcro notepad is a win-win move to draw the attention of the little fidget to learning the letters of the native alphabet. Children love Velcro, especially if there is something interesting behind them!

In this notebook, we have collected 150 creative tasks, by completing which the child will develop fine motor skills, memory, attention, coordination, and also learn how to hold a pencil in his hand correctly. After all, without help, the spider will not get into the forest, the fish will be left without shadows, and the elk will wander around the maze! How can you not help here? And the animals, in gratitude for this, will show the fidget all the letters, teach them how to write them and even solve puzzles.

Psychologists and teachers say that children learn best in the game. And it is much more pleasant for parents to play with children than to arrange boring reading and writing classes.

Go to the land of letters with the book by Svetlana Voskresenskaya. Under the cover you will find 200 different tasks for the initial learning to read and write. Learn new letters, look for them in words, make up funny stories from pictures, write and draw hooks and squiggles!

Each spread of the book consists of several tasks for a certain letter. Moving from simple to complex, your child will learn to read first, and then to write in block letters and even syllables. And those parents who like to carefully study various methods will find detailed instructions for classes at the beginning of the book.

Alphabet-recognition is a handy box with 32 magic cards and detailed instructions for parents. To start a fun game, you just need to get them all and select the one you need.

Each card will introduce the kid to one of the letters of the Russian alphabet, tell you what words this letter can be found in and teach you how to write it correctly. By the way, you can write directly on the cards: they are reusable, you only need an erasable felt-tip pen.

I am learning to read. Learn the word!

Another beautiful box on a string, in which 32 task cards were hidden. They will introduce the kid to the letters and help him learn to read.

To memorize each letter well, you must first learn how to find it. Found? Now you can read short words. And two-syllable words. And then out of three! That's how we learned to read. And besides the correct words, the cards hide "incorrect" ones, which must be found and underlined. You can underline and draw directly on the cards: they are reusable, as in the ABC-Knowing, and very convenient.

And again the box, but this time more complex. It is perfect for those mothers and children who have already got acquainted with the letters and want to learn how to write them. On 32 cards, the kid will have to draw lines, squiggles and various elements of letters, and then the letters themselves. Sometimes you have to count for this, for example, to draw as many large letters F as there are scarves in the picture, and as many small letters F as there are shoes in the picture.

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