Letter naming fluency activities

Fluency as a quality of reading skill

• Reading fluency is a pace that is typical for colloquial speech and at which the understanding of the material being read is ahead of its pronunciation

Fluency as a quality of reading skill

• Vygotsky LS (1931): “It is usually thought that understanding is higher with slow reading; however, in reality, when reading quickly, understanding turns out to be better, because various processes are carried out at different speeds and the speed of understanding corresponds to the fast pace of reading”

Fluency as a quality of reading skill

• Quick reading is a continuous reading of a text that ensures complete and high-quality assimilation of what has been read. It is fast reading that provides a higher quality of understanding than slow reading.

Fluency as a quality of reading skill

• The average speaking speed of a person , depending on the type of nervous system, varies within 100-180 words per minute. It is this speed of reading the text aloud that is the most optimal for its simultaneous comprehension.

T.V. Chernigovskaya: Doctor of Science in Physiology and Theory of Language, Corresponding Member of the Russian Academy of Education, Head of the Laboratory of Cognitive Research and the Department of Problems of Convergence in the Natural Sciences and Humanities, St. Petersburg State University

• Therefore, the role of education is extraordinary. I understand how trite this sounds, because they talk about it all the time. But we have to come up with something with education that will be different from what we did before. Possibly children need to be taught meta-skills: how to learn, how to keep attention, how to keep memory, how to cope with information flows, how not to be moved by the mind from all this. ( performances by Chernigovskaya at SPIEF )

Psychophysiological components of reading fluency

• Temperament
• Regressions and fixations
• Visual field
• Articulation
• Organization of attention
• Flexible Reading Tactics

Psychophysiological components of reading fluency (reading fluency factors)

• Natural pace of activity (type of temperament): the speed at which mental processes work: memory, attention, perception, thinking, imagination. The number of operations, actions, movements that a person performs per unit of time.

Psychophysiological components of reading fluency (reading fluency factors)

• Regressions. Cause of regressions: force of habit, apparent difficulties of the text, lack of attention. Fighting regressions (reading with a window).
• Anticipation is a semantic guess. An experienced reader does not read many words to the end, guessing about its content.

Diagnosis of anticipation in children

A hare was born in the forest and was afraid of everything. It will crack somewhere ... a knot, flutter ... birds ..., fall from a tree ... a lump of snow - at a hare ... soul at Friday ..

I was afraid .. zay ... a day, I was afraid ... two, I was afraid ... a week ..., I was afraid .. a year, and then I grew big ... and suddenly I got bored ... they are afraid of him.

- Niko.. I'm not afraid! - shout .. He is in the whole forest. - Here is not a fight .. not a bit ...!

Diagnosis of anticipation in children (according to Kostromina, Nagaeva, pp. 55-58)

• The time the child reads this text is recorded. Watching how long he reads words without endings.
• Then the same text is offered for reading without gaps. Record reading time
• If the gap in reading time does not exceed 15-20 seconds, then the child uses the anticipation technique.

Psychophysiological components of reading fluency (reading fluency factors)

Articulation. The movement of the lips, tongue and other speech organs slows down the process of reading. The more experienced the reader, the less he needs to pronounce. An experienced reader does not care what to perceive: a word, a letter, a line, etc.

Psychophysiological components of reading fluency (reading fluency factors)

Sluggish, blurred articulation is overcome by exercises (pure tongue twisters and tongue twisters)

Overcoming, suppression of articulation

(exercise "Lips!")

The role of reading technique

• Progress directly depends on reading technique (tempo, speed). Among fast reading students, 53% study at "4" and "5", and among slow readers - only 4%.
• Where is speed reading used?

(examples: Gorky, advice from American researchers,

Psychophysiological components of reading fluency

• Number of regressions and fixations per line.
• Slow (poor for an adult) reading: 10-15 regressions per 100 word text, 15-20 stops (fixations) per line
• 3-5 fixations per line is good.

Psychophysiological components of reading fluency

• Visual field - a section of text clearly perceived by the eyes at one fixation. The smaller the field of view, the more fixations are made, and the number of regressions also increases. This way of reading is called split-eye reading.0028

• … ..employees of the All-Russian…
• … .go scientific research…
• … ..Institute of Concern…
• … ..exposure of education….
• … ..nee black fruit….
• … .binu

Methods of working on reading technique (formation of reading skills in whole words, fluency, correctness. The system was developed on the basis of the "Practical guide to teaching reading" by M.T. Fedorenko and O.V. Dzhezheley's textbook "I'm growing up")

• at each reading lesson (10-15 min.) training exercises of five successively performed exercises.

• Breathing exercises and voice training.
• Reading blocks of words, syllables, sentences
• Practicing diction
• Development of working memory
• Intonation warm-up

Breathing and voice training (exercises)

• 1. Blow out the candle: take a deep breath and blow out one large candle at once; there are 3 candles on the table, take a deep breath and exhale the air in three portions, blow out 3 candles in turn; there is a birthday cake with candles on the table, take a deep breath and try to blow out as many small candles as possible.

Breathing and voice training (exercises)

• 1. Spray the laundry with water (in one step, three, five). Deep breath and imitation of splashing water on linen.
• In a flower shop . Take a noisy breath in through your nose and out through your mouth (2-3 times).
• Exhale with a count. Inhale deeply and count loudly as you exhale until you run out of air. As on a hill, on a hillock, 33 Egorkas stood up (deep breath) and we count Egoroks: one Egorka, two Egorkas, ... until full exhalation.

Breathing exercises and voice training (exercises)

• Bear cubs. Ask the mother bear to eat, the words must be pronounced drawling, bass, clearly pronouncing [ m ]: Mom, honey for us, Mom, milk for us.
• In an elevator.

We ride in the elevator and announce the floors, the higher the floor, the higher the voice, and vice versa. We go first from the 1st floor to the 9th, then down.

Breathing and voice training (exercises)

• Pen in the teeth. Write your name silently in the air. Speak your name while holding the pen between your teeth and lips.

READ BLOCK

• The amount of material for the lesson strictly consecutive letter combinations (from simple to complex) 20-25 letter combinations.

1. Continuous reading of two adjacent letters

READING BLOCKS

• Continuous reading of two adjacent letters

Aa wah ay ia ee ia oa ya ya ya ya ya ya

ey ad azha ai am ap ar ah! ee elem

ed ezhek izh from ikil im their oh!

om he os from oh oh oh oh wow wow! Hey!

eh! South yuz yum yun yak yak yum yang yar

BLOCK READING

bah bah wow! You ha yes before the same for

ka li lyu la mi mu-u-u we me-e-e on

no no but well for ra o si su ta te

then that you bye! fa fu! Ha! heh! che cho sha!

shchi brrr kshsh… tshsh.. shh..

BLOCK READING

ah-ah ee-ee ek-ek oh-oh! in-in!

Ga-ha-ha! Yes Yes Yes! Hey Hey!

ha ׳ ha-ha! Yes ׳ - yes yes ha ׳ - ha ha!

ha-ha ׳ ha! Yes, yes ׳ - yes! ha ha ׳ ha!

Ga-ha-ha ׳ ! Yes yes yes ׳ ! ha ha ha ׳ !

Well, well! That he-he-he ha-ha-ha!

Ba-ba dya-dya pa-pa ma-ma

READING BLOCKS (second group of blocks)

aga bai sam shar pakh

out base bull ber won

vyya dar dom bey spruce

him – Zeya seiyu already hall

blunder myth mule cape mayor

us no beggars music wildebeest

fight scrap sleep ost lot

moss bosh floor Jura rivers

axis soup this body that

this rear tyuz 9000 mind

step

shield is Yuga tuz yumu

READING BLOCKS (second group of blocks, reading with buildup)

Aa aha yaga yama yava Yana

Hell garden court sed grandfather trouble

Ai bai rai lai lei forest

Am sam zam there us our ball

Ar kar chicken hands cancer

Ah pah pat mat mal may

Ay atu tush ears shin shit

Ay out jester fur coat noise uma

ba base ball bel beg demon

Would be bull household bot cat lot

Reading letter combinations with a confluence of several consonants at the end of a word

Act akr bars bolt Vakhsh vint

Coat of arms proud horn GOST edge turf

Probe umbrella court lift walrus

Empty putsch ring rhombus growth grade

Foundation fort zinc scarf pole silk

Reading words with consonants at the beginning of a word

The doctor was poured at once harm all the technical college

Where the count is stupid rook sin vulture

Jazz days days bustard friend waited

Priest ringing evil sign heat bite

Cry club beak fang crab

Difficult monosyllabic words

Up stroke contribution soared contribution glance

Gwalt tract Dnieper Dniester thrush

Monster finger motley item warehouse contribution

Meaning sports pillar guard crackle

Tail Holmes stamp assault

3

Reading disyllabic words

Abbot of the poor bravo command

Absurdity without headlights briquette wreaths

Cupid white bronze top

Openwork bison bronchitis top

Akbar golden eagle armor spring

Reading short phrases from words in one syllable

• The walrus was cold, but crawled.
• Michael ate soup and cake.
• Bolt on board.
• Her coat was bad.
• The class stood at their desks
• My friend is generous.

Reading short phrases from words in one syllable

I was carrying bread up.

The reaper was waiting.

The house is bad.

A rook sat on our house.

Practicing intonation when reading short phrases of words in one syllable

The reaper was waiting. Was the reaper waiting? The Reaper has been waiting!

The house is bad. Is the house bad? The house is bad!

A rook sat on our house.

Did a rook land on our house?

A rook has landed on our house!

Practicing reading words with b

Life - to be eats - there is out - stench

Guest - GOST chalk - stranded distance - gave

Ate - spruce let - empty blood - shelter

Raft - touch flesh - throne rice - lynx

We didn't go deep - there is mud

We walked through fire, through dust and smoke.

• Life - to be eats - there is out - stench Guest - GOST chalk - stranded distance - gave El - spruce let - empty blood - shelter Raft - touch flesh - throne rice - lynx dust and smoke.

Practicing reading words with separating b and b

Sat down - ate a reception - volume

Semka - I’m shooting - I’ll drive in

arrival - the congress took - withdrew

Kolya - stakes seed - family

Reading words and phrases of three or more syllables

Hell Danish home

Money action artist

ampalls dibazole

Knowledge anteater

Society embittered error

Forest horsetail, valuable horsetail.

Not a cloud in the sky - be hot.

Reading words and phrases and phrases without limiting possible speech difficulties

April Lomonosov half ashirina

Basalt -bazaal essence

Mirror stepdaughter Surname

The famous imperfection

Setapositiva Revolution Enthusiasm

Exercises for practicing diction (method of working with tongue twisters)

First, slow and distinct pronunciation, then the most clear and fast pronunciation. The color can be used to highlight the letters that indicate the sounds that you have to work on.

S enka and S anka were taking S o nka on sleds.

Shla Sasha along the highway and sucked dry.

Exercises for practicing diction (method of working with tongue twisters)

You need to start work with one tongue twister and add a new one at each lesson. To practice clear pronunciation, only one new line is offered, while the volume of reading material increases. During 3-4 lessons, reading a tongue twister begins with a text familiar to the children, but when moving to an unfamiliar new line, the pace of reading is maintained. This is an exercise for reading “with a run”. Children, making a “run-up” (reading a familiar part of a tongue twister), prepared to read a new line at a good pace and without errors.

Exercises for practicing diction (method of working with tongue twisters)

From near Kostroma, from near Kostromishchi, Senka Sanka and Sonya are being carried on a sled. It’s lucky and tongue twisters gossip like that: they say, a black grouse was sitting on a tree, from a tree - a shadow of a black grouse: they say, don’t look for a goose mustache, you won’t find it; they say what Savva is, such is the glory. He spoke quickly, spoke quickly, and so he did not repeat all the tongue twisters.

Exercises for practicing diction (method of working with tongue twisters)

Two woodcutters, two woodcutters, two woodcutters were talking about the Stall, about Varka, about Larka's wife, arguing that the wasp has not mustaches, not mustaches, but mustaches; that the cap was not sewn in the style of Kolpakov, that the bell was poured not in the style of bells. To argue about trifles is to miss the point.

Exercises for practicing diction (method of working with tongue twisters)

Dust flies across the field from the clatter of hooves - a woman is driving from the city, carrying three boxes of news: they say, the good fellow ate thirty-three pies with a pie, but all with cottage cheese: they say, Prokop came to boil his dill; they say the Potos were playing loto. From the clatter of hooves, dust flies across the field. Whoever brings news would have two hundred lashes a day.

Exercises for practicing diction (method of working with tongue twisters)

Malanya chattered that thirty-three ships tacked (6 times), but did not catch. She chatted and chatted, but she didn’t blurt out everything; lies walk on rotten legs: whoever lied yesterday will not be believed tomorrow.

Exercises for practicing diction (method of working with tongue twisters)

• On Thursday the fourth at four and a quarter o'clock three priests walked, three Procopius priests, three Prokopievich - walked, walked, suddenly in front of them there was a river - as wide as the Oka, yes not Oka. And on the other side there is a priest on a shock, a cap on the priest, a shock under the priest, a priest under the cap. The priests saw, the priests opened their mouths, the priests screamed, the priests ran. Fear has big eyes - a frightened crow is afraid of a bush.

Exercises for practicing diction (method of working with tongue twisters)

Dust flies across the field from the clatter of hooves. That courier overtakes the courier in the quarry. Only the stupid-lipped bull is not in a hurry, he was lying by the road, he was only shaking his head, the stupid-lipped bull, the bull's white lip was stupid.

Exercises for practicing diction (method of working with tongue twisters)

Shadow-shadow-sweat, above the city there is a wattle fence. Listen, who is not lazy, a fairy tale about a red maiden, Malanya-babbler, who chatted milk, blurted out, but didn’t blurt out, but gave Romasha whey from yogurt. But Romasha has his own mind: he didn’t eat, but he sat at the table, it flowed down his mustache, but it didn’t get into his mouth! Here's a fairy tale for you, and a bunch of bagels for us.

Exercises for practicing diction (method of working with tongue twisters)

Mother Romasha gave whey from yogurt, just whey from yogurt, and he told everyone that, they say, I’m a daring fellow, I ate jelly, and even thirty three pies with a pie, but all with cottage cheese, but one with mushrooms, and one with offal . .. He chatted, chatted, grinded, grinded, his tongue was chattering, but his head did not know.

Exercises for practicing diction (method of working with tongue twisters)

You can’t tell with your tongue, you can’t use your finger, there’s nothing to argue with your hands, if God didn’t give you the mind, the speech is not red with the mind, and if the tongue is lisping, then say a tongue twister after a tongue twister (pronounce 5-6 tongue twisters of your choice) All tongue twisters are needed talk over, re-speak, and then you will speak like a river murmuring.

Exercises for practicing diction (method of working with tongue twisters)

Our Filat is never to blame, our Filat is always to blame for Malanya, his forehead is like a shovel, but his mind is not rich. If he goes, he doesn’t get there, he sits down and takes a nap, but he doesn’t take a nap, so at least he snores and whistles, whistles and wakes up, wakes up and curls up again: they say, I’m not me, and the horse is not mine. And he lives like that, he is not good for himself, and he is not good for people either.

With whom did you come to us: with a laugh or with a laugh?

Development of working memory

• It has been established that the development of reading technique is often hampered due to poorly developed working memory. Work on its development is carried out with the help of visual dictations. Visual dictations help here. Work on them begins in the reading lesson - reading sentences, speaking in chorus or individually, collective clarification and correction of what was said; at the Russian language lesson, a repeated demonstration of typing on the board and writing the text in a notebook. This technique ensures maximum literacy when writing set sentences.

Development of working memory

You can write sentences with a wet rag on the board. In this case, the exposure time is equal to the drying time of the wet trace. The exposure time in this case is determined not by the teacher, but by an objective reason. This will organize the children to read at a fast pace and memorize accurately. It is important to observe the measure in the amount of material. It is better to start by demonstrating one or two sentences at the same time and gradually increase to five or six.

Development of RAM

When the demonstration of the set is added to six sentences, you can use tasks of increased complexity:

• Write down the sentences in reverse order;
• Write only the second and fifth sentences;
• - write down sentences from the third to the sixth

Development of working memory texts of visual dictations (according to I.T. Fedorenko)

• Set No. 1 number of letters

• The snow is melting. 8
• It's raining. 9
• The sky is gloomy. 10
• Kolya fell ill. 11
• Birds sang. 11
• The field is empty. 12

Development of working memory texts of visual dictations (according to I.T. Fedorenko)

• Set No. 2 number of letters

• Frosts are cracking. 12
• I'm looking for strawberries. 13
• A spruce grew in the forest. 13
• Autumn has come. 14
• The days are getting shorter. 14
• There are many birches in the forest. 15

Development of working memory texts of visual dictations (according to I.T. Fedorenko)

• Set No. 3 number of letters

• Birds have arrived. 15
• The sun is shining brightly. 16
• Dasha wiped the blackboard. 16
• Streams run merrily. 16
• A sharp wind blew. 16
• Zoya studies hard. 17

Development of operative memory texts of visual dictations (according to I.T. Fedorenko)

• Set No. 4 number of letters

• The woodpecker was chiseling a tree. 17
• I want to plant flowers. 18
• Frost adorned the trees. 18
• Flowers will wither without water. 19
• The hot summer has flown by. 19
• A spruce was planted near the house. 20

Development of working memory texts of visual dictations (according to I.T. Fedorenko)

• Set No. 5 number of letters

• The sun is shining and warming. 20
• Fedya solved the problem at the blackboard. 21
• Dawn lit up in the sky. 21
• Frost glittered on the trees. 21
• The city of Kyiv stands on the Dnieper. 22
• Strawberries are picked in the forest. 22

Development of working memory texts of visual dictations (according to I.T. Fedorenko)

• Set No. 6 number of letters

• In winter, the river is covered with ice. 23
• The boy gave flowers to his mother. 23
• Dust was removed from the board. 24
• Collective farmers work in the meadow. 24
• Chickens climbed into the garden. 24 We lived near a birch grove. 24

Development of working memory texts of visual dictations (according to I.T. Fedorenko)

• Set No. 7 number of letters

• The sky was covered with gray clouds. 25
• The children planted an acacia tree in the yard. 25
• Grandmother bought a primer for her grandson. 25
• The warm sun warmed the earth. 26
• My sister works at a factory 26
• The spring sun warmed tenderly. 26

Development of working memory texts of visual dictations (according to I.T. Fedorenko)

• Set No. 8 number of letters

• It's raining. 10
• We love our Kyiv. 14
• Grandmother is baking a cake. 17
• Andrey has a blank notebook. 20
• Help your friend. 21
• Being healthy is very important. 22

Development of working memory texts of visual dictations (according to I.T. Fedorenko)

• Set No. 9 number of letters

• The water in the sea tastes salty. 22
• Our country is fighting for peace. 22
• A big change has begun. 23
• Children went to the forest for mushrooms. 23
• Hands should be washed with soap and water. 23
• Beautiful streets of our city. 24

Development of working memory texts of visual dictations (according to I.T. Fedorenko)

• Set No. 10 number of letters

• Moscow is the capital of our Motherland. 24
• Schoolchildren are watering seedlings. 24
• Deputies gathered for the congress. 24
• One must be honest and truthful. 25
• The stars are shining on the Kremlin towers. 25
• In the summer our family lived on the Volga. 25

Development of working memory texts of visual dictations (according to I.T. Fedorenko)

• Set No. 11 number of letters

• Thick rye is merrily earing. 25
• The fields were covered with white snow. 25
• We were reading an interesting story. 25
• Michurin worked a lot and porn. 26
• New houses are growing very fast. 26
• Our teacher got out of the car. 26

Development of working memory texts of visual dictations (according to I.T. Fedorenko)

• Set No. 12 number of letters

1. The boys brought dry branches. 26

2. Rye and wheat ripen in the field. 26

3. Frames and doors were brought to the construction site. 27

4. Children of all countries want to live in peace. 27

5. A fresh breeze blew coolness. 28

6. Lightning flashed and thunder rumbled. 28

Development of working memory texts of visual dictations (according to I.T. Fedorenko)

• Set No. 13 number of letters

1. The meadows and fields have been mowed and cleared for a long time. 28

2. The squirrel climbed onto the top branch. 29

3. The sun was shining brightly and the children were swimming. 30

4. Grasses are cut when they are in bloom. 31

5. Grandfather Philip tends the cows. 32

6. I love to meet the sunrise in the field. 32

Development of working memory texts of visual dictations (according to I.T. Fedorenko)

• Set No. 14 number of letters

1. A big gray cloud rose up behind the river. 32

2. Evenki hunters live in the distant taiga. 33

3. Everyone was happy to meet the astronauts. 33

4. The scouts set off on a dangerous path. 33

5. A friendly family will turn the earth into gold. 34

6. Shoes should always be free of dust. 34

Development of working memory texts of visual dictations (according to I.T. Fedorenko)

• Set No. 15 number of letters

1. Our merry garden will blossom and turn green. 34

2. Blueness appeared between the thinning tops. 35

3. Free, wide steppes of Ukraine are good. 35

4. The dog barks at the brave, but bites the cowardly. 36

5. Pavel and Vika love to read fairy tales. 36

6. Our people want to live in peace with all nations. 37

Development of working memory texts of visual dictations (according to I.T. Fedorenko)

• Set No. 16 number of letters

1. There are predatory animals in the taiga: wolves, lynxes. 36

2. The moon makes its way through the wavy mists. 36

3. Schoolchildren are getting ready for the new school year.

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