Lexile levels kindergarten

📚 Making Sense of Reading Levels plus booklists for every Grade

Books to Read • Mom Stuff

August 30, 2021

by Beth Gorden

Anyone else completely confused by reading levels? There are guided reading levels, Lexile numbers, and Book Levels like the library uses. I found this especially confusing when my kindergarten and grade 1 students were beginning to read. I assumed you just get a beginner reader, but guess what – it’s NOT that easy! Many beginner readers are actually for 3rd graders! YIKES! Don’t worry, I can explain reading levels, give you book recommendations by grade, and take all the work out of finding your child the best books to read by reading level!

Making Sense of Reading Levels

What Level Books should my Child be reading by Grade!

I think one needs a masters degree in nonsense to make sense of reading levels! Seriously there are 3 different systems used: Lexile, Book Level (like most libraries) and Guided Reading (Scholastic) that parents must try to understand. And if you google it, there isn’t much useful information out there either.

I even talked with my local librarian who gave me a lot of misinformation, ugh! So I did deeper research so I could pick out readers for my kids.

Reading levels by grade

I don’t claim to be an expert on reading levels by any means, but for all you confused parents here is some help from a mom that was just as confused as you are!

Note: All kids read at their own pace and this is just an average generalization. Please work on reading books at your child’s reading level. For kids who are great readers, they may be reading at books above their reading level.

Don’t miss our hugely popular family Monthly Stories for Kids

Kindergarten Reading Level

Kindergartners are just beginning to read using some basic sight words and decoding simple words. In the library look for books labeled 0.1 – 1.3. For those using the Scholastic Guided Reading level, look for A, B, or C. (That is 25-75 in Lexile). Remember they need 30 minutes of daily reading; practice makes perfect!

50 Books for Kindergartners to Read by Themselves
45 Must Read Books for Kindergartners (Read Aloud)

First Grade Reading Level

1st Grade students are decoding more words, learning rule breaker rules, and adding more and more sight words. Through the course of the year they can be anywhere from a 1.0 – 1.9 for readers at the library. For those using Scholastic Guided Reading that is B-I or Lexile 50-275. Remember they need 30 minutes of daily reading; practice makes perfect!

100 Books for 1st Graders to Read Themselves
Favorite 1st Grade Read Aloud Picture Books
17+ 1st Grade Read Aloud Chapter Books you won’t want to miss!
Top 25 Chapter Book Series for 1st-3rd Grade

2nd Grade Reading Level

2nd Graders are reading well independently. Although they may start their year in advanced readers, most are ready for simple chapter books by the end of the year. Just like Kindergarten and 1st graders, they need lots of practice to continue advancing. Even though 2nd graders are reading well on their own, they still need time reading aloud to an adult who can help them correct pronunciation, flow, and check reading comprehension to ensure no issues creep up. At the library look for books labeled 1.6-2.9. Using a Guided Reading system look for H-M or 225-450 in Lexile.

Best 2nd Grade Reading List
2nd Grade Read Aloud Chapter Books
Top 25 Chapter Book Series for 1st-3rd Grade

3rd Grade Reading Level

3rd Graders are comfortable reading simple chapter books on their own. They continue to need lots of practice and time reading aloud as well. At the library look for books 2.2 – 3.9, Guided Reading level L-P, and Lexile 400-650.

3rd Grade Reading List
Top 25 Chapter Book Series for 1st-3rd Grade

4th-8th Grade Reading Level

Although at this point most kids are reading chapter books that are no longer labeled with a reading level, I wanted to give you some tools in case you feel the need to further assess what your child is reading.

4th Grade Book List – 3.3-5.5 Book Level, O-T Guided Reading, 600-850 Lexile
5th Grade Reading List – 5.0-7.4 Book Level, S-W Guided Reading, 800-1000 Lexile
6th Grade 6.7-8.6 Book Level, V-Y Guided Reading, 950-1050 Lexile
7th &8th Grade 8.0-9.0 Book Level, X-Z Guided Reading, 1035-1100 Lexile

Find out any Books Reading Level

You can find out any books reading level (Lexile, library Book Level, and Scholastic Guided Reading) by checking AR Book Finder.

Free Printable Reading Logs

Monthly Reading Log – this free printable has ‘traditional’ monthly themes
Bookshelf Free Printable Reading Logs – super cute and fun for kids of all ages!
Pencil Free Printable Reading Logs -print reading worksheet and color a pencil for each book you read
Frozen Free Printable Reading Logs – kids will have fun tracking their reading and the books they’ve read with this motivating free printable for kids of all ages
Princess Free Printable Reading Logs – students will have fun tracking their reading with these free printable reading logs
Super Hero Free Printable Reading Logs – using a favorite theme of kids will encourage kids to read
Cars Free Printable Book Logs – children will have fun tracking the books they’ve read with these clever free reading log
Summer Free Printable Reading Logs – students will be motivated to read this summer with these ideas
Reading Comprehension Bookmarks – this is a great tool for making sure kids are understanding what they are reading
Reading Levels by Grade – how to pick the right books for every reading level and tons of printable book lists too

Book Report Idea

Looking for other ways to help kids work on reading comprehension and summarizing a book they read? Try these free resources:

Handy Reading Comprehension Bookmarks (any book: fiction or non fiction)
Book Report Template
Book Report for Kids
Pizza Book Report Idea
Sandwich Book Report Idea
26 more clever Book Report Ideas
Library Scavenger Hunt – help kids learn to navigate a library, the Dewey decimal system, book genres, and so much more with this pack of free printable scavenger hunts for kids!
Bookshelf Reading Log – to help encourage kids to read!

Plus, here are some great ideas for Creating a Reading Nook where kids will want to curl up and read a book!

About the author

Beth Gorden

Beth Gorden is the creative multi-tasking creator of 123 Homeschool 4 Me. As a busy homeschooling mother of six, she strives to create hands-on learning activities and worksheets that kids will love to make learning FUN! She has created over 1 million pages of printables to help teach kids ABCs, science, English grammar, history, math, and so much more! Beth is also the creator of 2 additional sites with even more educational activities and FREE printables - www.kindergartenworksheetsandgames.com and www.preschoolplayandlearn.com

What is the Lexile Level for 1st Grade Students?

Establishing Lexile levels for children in the 1st grade provides the perfect platform for the years to come. The earlier a child can learn their Lexile level, the earlier they can begin their quest for the journey of literacy improvement.

The first few years of school offer the largest scope for growth when it comes to Lexile scores, and typically a student of this age will achieve a score of up to 300L.

Introducing the Lexile system at a young age can assist educators and tutors in determining any reading problems, and as such, allow for appropriate research-based strategies and activities to help them overcome any hurdles.

Teach Literacy Early and Often

As with pre-school grades, teachers should be looking to instill good reading habits into children and encourage reading on a daily basis. This is crucial in allowing children to reach their maximum growth potential and will set the tone for future grades.

Studies using a national sample of students have provided data on what the typical student in each grade can achieve using Lexile, and in a normal classroom, you will find around 50 percent of students who achieve the base average, 25 percent will perform at a higher level, and then 25 percent at a lower level.

Choose the Reading Material Wisely

Using the Lexile system with the right reading platform will be beneficial to children in all of these categories, and the ability to personalize their reading material will make a major difference. Students tend to read much more often when the book is about topics they are interested in.

Books with a text difficulty of between 190L and 530L would be appropriate for children in the first grade based on their reading skills, and once accurate Lexile scores are determined, educators can suggest books that will provide a decent challenge in that range.

It is important not to force students into reading books that are well over their current level as this is a sure way to lose their interest. Once a young student becomes overly frustrated with the book because of fluency and comprehension issues, they are less likely to come back and try again.

LightSail Education is a comprehensive LexileⓇ and standards-aligned literacy platform and digital e-book library that can offer students access to thousands and thousands of books. LightSail holistically assesses and nurtures each student on their K-12 literacy journey.

At the core of LightSail’s DNA is the Lexile® framework. Lexile® is a highly respected, world recognized independent metric for measuring students’ reading ability, as well the com- plexity of any given book. Students take a benchmark assessment before starting to read on the platform. The system automatically adapts book recom- mendation every 2 weeks based on Lexile progress monitoring.

ADAPTIVE LEXILE CENTRIC READER

Every 15 days, LightSail assesses each student’s reading level, expressed in a Lexile® value. Based on this, it automatically adapts the recommended books in the library to the students.
Continually improving performance, so that they can read books that are within their Zone of Proximal Development.

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Development and enrichment of vocabulary in preschool children

References:

Pavlova, I. Yu. Development and enrichment of vocabulary in preschool children / I. Yu. Pavlova. - Text: direct // Pedagogical excellence: materials of the I Intern. scientific conf. (Moscow, April 2012). - Moscow: Buki-Vedi, 2012. - S. 212-215. — URL: https://moluch.ru/conf/ped/archive/22/1934/ (date of access: 05.12.2022).

Problems and the tasks of developing the speech of preschool children were relevant always. At all times, great attention was paid to the development of children's speech. Attention. The importance of speech in the development of a child's personality is so great that the tasks of its formation occupy a special place in upbringing.

Word introduces the child into the world of people, helps to understand it and get used to it, helps to realize oneself as an individual and become active participant in the life of society. The word is the main communication and form of self-expression of the child. It serves as a means regulation of his behavior. With the help of the word, the child learns the natural and subject environment.

AT At preschool age, the child must master a vocabulary that would allow him to communicate with peers and adults, successfully study at school, understand literature, television and broadcasts, so preschool pedagogy considers the development vocabulary in children as one of the important tasks of speech development.

The dictionary is the lexical composition of speech that a person uses. The dictionary is divided into active and passive. The volume of an active dictionary in any person less than passive.

Vocabulary development with the normal development of the child is given in the table:

quantitative growth vocabulary according to Stern

1 to 1. 5 years	in 2 year	at 3 year	at 4 year	at 5 years old
100 words	300-400 words	1000 - 1100 words	1600 words	2200 words

From data The table shows that in preschool children the development of vocabulary stock is especially fast, as in no other age.

Peculiarity vocabulary of a preschooler is a significantly smaller volume of compared with the dictionary of an adult, since the amount of accumulated information about the environment is significantly inferior to the amount of knowledge of an adult.

For vocabulary development Stock important constant communication of adults with the child. Volume and quality (accuracy, figurativeness) of a preschooler's vocabulary depend on how his communication is complete. Therefore, parents need introduce the child to new objects, phenomena, their names. It is important to talk with a preschooler, ask questions, create situations in which probable shortcomings in understanding and child's use of words. An active family lifestyle provides fertile material for expanding the vocabulary: excursions to the theater, circus, zoo, etc.

As required development of speech and thinking gradually replenished dictionary systematized, ordered, folding into semantic fields or the formation of words united in meaning.

R.I Lalaeva identified the following directions for the development of the dictionary:

Dictionary expansion
Refinement word meanings
Development word meaning structures
Formation semantic fields and lexical consistency
extension relationships between words in the lexicon.

Method development of speech by a preschooler offers a type of activity that built in the form of a game. This facilitates the assimilation of the material, develops children's auditory attention, contributes to the correct perception of speech.

material supply, aimed at enriching the vocabulary, in the form of a game teaches kids correlate a sounding word with a picture or object, clearly pronounce simple and polysyllabic words, answer questions.

Purpose when conducting There is only one such activity: vocabulary replenishment.

teachers widely used didactic games, which not only allow comprehensively develop preschoolers, but also contribute to the formation of children's vocabulary activity skills.

Didactic the game is a multifaceted, complex pedagogical phenomenon: it is also a game method of teaching preschool children age, and the form of education, and independent play activities, and means of comprehensive education of the personality of the child. Exactly at didactic game, the child gets the opportunity to improve, enrich, consolidate, activate your vocabulary.

B Depending on the material, didactic games can be divided into three type: games with objects (toys, natural material, etc. ), board printed games and word games. It should be noted that all these games can be successfully used to activate vocabulary preschoolers. Games with objects are most accessible to children, as they based on direct perception, consistent with the desire child to act with things and thus get to know them, in addition, the child eagerly names the objects he sees.

Play in these games the child begins at an early age and does not lose his interest in them throughout preschool childhood. In junior preschool age, many games with toys are accompanied movements, which corresponds to the peculiarities of perception and thinking child

Most word games are complex: they are not related to direct perception subject, in them children must operate with representations. These games are of great importance for the development of the child's thinking, since in them children learn to make independent judgments, draw conclusions and inferences, not relying on the judgments of others, to notice logical errors.

verbal games are held mainly in older groups and are very important for preparing children for school, as they require and, therefore, develop the ability to listen carefully, quickly find the right answer to the question posed, to accurately and clearly articulate their thoughts, to apply knowledge.

Didactic the game as a form of teaching children contains two principles: educational (cognitive) and game (entertaining). educator at the same time is both a teacher and a participant in the game. He teaches and plays, and the children, playing, learning.

Game vocabulary building techniques for young children:

Game: "Cold “Hot.”

Purpose: Enriching vocabulary with nouns

Contents. The adult asks the children to close their eyes, then hides the object and asks question: "Where is the bear?" Children are looking for an object in the room adult's prompt: "It's cold. Colder. Warmer. Even warmer. Hot". The game with the search for a missing object helps children memorize a new word.

Game: "Describe the subject."

Targets: Expansion of the vocabulary of adjectives, formation of ideas about the subject.

Contents. An adult examines an object and points out its features. For example, an adult examines an apple. It is yellow in color. The shape resembles ball (clasps the apple with the hands), the apple is round. In size it big, big. If you stroke an apple, you feel that it is smooth. I press on the apple, nothing happens to it. The apple is hard. I sniff an apple: oh, how fragrant, fragrant it is. I'll hold it on my hand I will weigh: the apple is heavy. I'll cut a piece and taste it: apple sweet (sour, sweet and sour).

Game "Wonderful Pouch"

Targets: Expansion of the vocabulary, development of tactile perception, clarification ideas about the features of objects.

Equipment. smart decorated bag, small toys, whose names refer to one lexical group ("Dishes", "Vegetables" or others)

Contents. Previously, children get acquainted with toys, the names of which belong to the same lexical group: consider, name, highlight their qualities. The first player puts his hand into the bag, gropes for one toy, recognizes it and calls it: "I have a cup." Only after these words can the child pull the toy out of the bag, look at it and show it to all the children. If the answer is correct, baby takes the item. Players alternately recognize by touch, call and take items out of the bag. Whoever collects the most wins number of toys.

Advanced version (for older preschoolers): required before removing an item from bag, determine its shape (round, oblong), material, from which the object is made (rubber, metal, rag, wooden, plastic), surface quality (smooth, rough, slippery, cold).

Mail game, "Decorate the Christmas Tree" "Magic Tree" "Thematic Lotto", "Domino"

Game "Package"

Targets: Expansion of the vocabulary, clarification of ideas about features objects, the development of coherent speech.

Equipment. items, boxes according to the number of players.

Content. Every child receives a "package" (a box with an item inside). The first the player begins to describe his item without naming or showing it. The item is presented after it has been guessed.

Game "Analogues"

Targets: Activation of nouns with a general meaning, development understanding of generic relations between words (development of conceptual component of the lexical meaning of the word)

Contents . An adult invites children to complete the word according to the model: fox - beast, crane - bird or vice versa. Adult says a word generalizing meaning, the child comes up with a word of specific meaning (or vice versa): dishes - a frying pan, flowers - a dandelion, transport - truck, fish - catfish, insects - grasshopper. The one who never fails wins.

Game "Edible - non-edible"

Targets: Development of the ability to highlight the essential features of an object (edibility, animation, etc.), clarification of the meaning of generalizing words, development auditory attention, general motor skills.

Contents . The host says the word and throws the ball to one of the players. If was a food item, fruit or other edible object is named, to the player you have to catch the ball. Otherwise, the player dodges the ball. Similarly, the games "Living - inanimate" are held, "Vegetables-Fruits", "Wild Animals - Domestic animals", "Birds - insects", "Clothes – footwear”, etc.

Game "I know five…”

Targets: Activation of words with a general meaning, development of understanding generic relations between words (development of the conceptual aspect word meanings).

Contents. Children stand in a circle. The first player with the ball in his hand starts play with the word: "I" and passes (throws) the ball nearby standing child. The second player receives the ball, says the following word: “I know” - and passes the ball further. Third player: "Five." The next child of "Insects". Further, each move is accompanied by the naming of one insect until those until five words of this group are named. The game continues farther.

Game with the ball "Associations"

Targets: Expansion of the volume of the dictionary, development of speech associations, general motility.

Contents. An adult throws a ball to a child and names a specific sign subject: "Red". The child catches the ball, adds a word, denoting an object that has this attribute (mac0, and returns ball for an adult. Similarly: heavy - truck; prickly hedgehog, cold snow, tall - a man, glass - a glass.

It is possible to play on material of a specific lexical topic (with and without pictures her). In this case, the adult agrees with the child that he you need to come up with words on a specific topic (for example, on the topic "Tableware"). At the same time, on the type-setting canvas there can be corresponding pictures are shown. Approximate lexical material: deep - plate; blue - pan; small saucer; transparent - jug.

Game “I gathered in the garden…”

Targets. extension the volume of the dictionary, the development of auditory memory.

Contents. The adult starts the game by pronouncing the sentence: “I collected on garden .... cucumbers. The child repeats the whole phrase and adds the name of his vegetable: “I picked in the garden cucumbers and tomatoes". The next player repeats everything said the previous participant and comes up with a third vegetable: “I collected on vegetable garden cucumbers, tomatoes and onions. Players participate in the game until first mistake. The winner is the one who remains in the game last. AT Depending on the lexical topic, the sentence changes in content: "I collected in the garden ....", "I put in the closet ...", "I saw on the street ....", "He lives in the forest ....", "In the kitchen there is…." etc.

Game "Call me another word"

Targets. Formation of semantic fields, expansion of the dictionary of synonyms.

Contents . An adult calls the phrase and asks the question: “Throw the ball. How can this action be called differently, in a different word? are given examples of correct answers: “Throw the ball - throw the ball. Look out the window - look out the window. Children start to selection of synonyms only after confirming their understanding of the task.

Game with the ball "Say the opposite"

Targets . Formation of semantic fields, expansion of the dictionary of antonyms.

Contents. Children stand in a line facing the leader. Adult (leader) pronounces word and throws the ball to one of the players. The person who catches the ball must name antonym (the word is "enemy") to the given word and return the ball to the leader. If the pair word is chosen correctly, the child takes a step forward. The winner is the one who quickly approaches the conditional line, on which the leader is located. This child continues the game by inventing your words.

References:

Alekseeva M.M., Yashina V.I. Methodology for the development of speech and teaching the native language preschoolers. - M.: 2000.
Bondarenko A.K. Word games in kindergarten. - M.: 1974.
Borodich A.M. Methods for the development of children's speech. – M.: 1981
Kolunova L.A., Ushakova O.S. Work on the word in the process of speech development senior preschoolers // Preschool education. 1994 No. "9 .
Sokhin F. The development of speech of preschool children. - M.: 1984.
Tikheeva E.I. The development of children's speech. – M., 1992
Udaltsova E.I. Didactic games in the upbringing and education of preschoolers.-M .: 1976
Ushakov O.S. Classes for the development of speech in kindergarten. - M.: 1993.
Ushakov O.S. The development of the speech of a preschooler. - M., 2001
Ushakov O.S., Strunina E.M. Influence of vocabulary work on the coherence of speech // Preschool education. – 1981 No. 2.
Elkonin D.B. Child psychology. – M., 1999
Shvaiko T.S. Games and game exercises for the development of speech. - M.: 1983.

Basic terms (automatically generated) : child, game, word, object, vocabulary, ball, vocabulary expansion, adult, player, content.

Do I need a speech therapy group? - State budgetary educational institution kindergarten No.

83 of the Krasnoselsky district of St. Petersburg

Every year, at the beginning of the school year, a speech therapist examines the speech of children. The results of the survey are recorded in a special table and brought to the attention of parents. After reading the speech therapy conclusion, the parents leave their signature.

What do logopedic conclusions mean?

If opposite your child's name in the "diagnosis" column there is an entry "by age" - this means that the violation of sound pronunciation is age-related and, most likely, in a year or two they will disappear without a trace.

If you saw the recording of OHP III (II), it means that the speech therapist suspects that your child has general underdevelopment of speech , which requires correction in a special group. To confirm this conclusion, the child is sent to the PMPK (psychological-medical-pedagogical commission). After examining the child by specialists, the commission either confirms the conclusion and assigns the child to a speech therapy group, or refutes it and "leaves" your baby in the mass group of the kindergarten.

Under general underdevelopment of speech (OHP) are various complex speech disorders in which the formation of all components of the speech system is impaired in children with normal hearing and intelligence. In the term general underdevelopment of speech, it is stated that the speech function is defective in its entirety. The lack of formation of all systems of the language is noted - the phonetic (i.e., the sound side), and the semantic side: lexical (vocabulary), grammatical (rules of word formation and inflection, rules for linking words in sentences).

Despite the different nature of the defects, children with ONR have typical manifestations that indicate systemic speech disorders:

Delayed onset of speech
Speech is agrammatic and insufficiently phonetically formed;
Expressive speech lags behind impressive, i. e. the child, understanding the speech addressed to him, cannot correctly voice his thoughts himself;
The speech of children with ONR is difficult to understand.

P.E. Levina identified three levels of speech development that reflect the typical state of language components in children with OND:

The first level of speech development is characterized by the absence of speech (the so-called "speechless children"). Such children use "babble" words, onomatopoeia, accompany "utterances" with facial expressions and gestures. For example, "b-b" can mean an airplane, a dump truck, a steamer.

The second level of speech development. In addition to gestures and “babble” words, although distorted, but fairly constant common words appear. For example, "lyabok" instead of "apple". The pronunciation abilities of children are significantly behind the age norm. The syllable structure is broken. For example, the most typical reduction in the number of syllables is “teviki” instead of “snowmen”.

The third level of speech development is characterized by the presence of extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment. Free communication is difficult.

As a rule, speech activity is reduced in children. They answer questions with simple, common sentences that contain a lot of agrammatisms. "This is my skafic." In children, four or more groups of sounds are disturbed, children find it difficult to isolate a sound against the background of a word, to determine the first sound in a word.

The transition from one level to another is determined by an increase in speech activity, the emergence of new language opportunities. The individual rate of progress of the child depends on the severity of the primary defect and its form.

Correction of general underdevelopment of speech is a complex and lengthy process. Often this takes no more than two years.

Entry FFRR - stands for phonetic-phonemic underdevelopment of speech.

Phonetic and phonemic underdevelopment of speech is a violation of the processes of formation of the pronunciation system of the (native) language in children with various speech disorders due to defects in the perception and pronunciation of phonemes.

The main manifestations that characterize FFNR:

Undifferentiated pronunciation of pairs or groups of sounds, i.e. the same sound can serve as a substitute for two or more sounds for the child. For example, instead of the sounds “s”, “h”, “sh”, the child pronounces the sound “t” (“tyumka” instead of “bag”, “pull” instead of “cup”, “chopper” instead of “hat”).

Replacing some sounds with others that have a simpler articulation, i.e. complex sounds are replaced by simple ones. For example, a group of whistling and hissing sounds can be replaced by the sounds “t” and “d”, “r” is replaced by “l”, “sh” is replaced by “f”. (“Tabaka” instead of “dog”, “lyba” instead of “fish”, “fuba” instead of “fur coat”)

Mixing of sounds, i. e. unstable use of a number of sounds in various words. A child can use sounds correctly in some words, and replace them in others with similar ones in terms of articulation or acoustic features. For example, a child knows how to correctly pronounce the sounds “r”, “l” and “s” in isolation, but in speech utterances instead of “the carpenter plans the board” he says “the old man builds the board”;

Correction of this disorder takes place in a speech therapy group and lasts one year. Therefore, children with such a conclusion are sent to the PMPK a year before school.

There is another speech therapy conclusion - NPPO ( violation of the pronunciation of certain sounds ).

The child's pronunciation of one group of sounds is impaired (for example, "p" and "p" or "sh" and "g"). As a rule, this violation is associated with insufficient training of the muscles of the tongue, or with an incorrect speech pattern (one of the adults surrounding the child pronounces the sound incorrectly, and the child repeats after him). This violation is eliminated in six months at the logopoint.

Each of the above disorders requires the intervention of a speech therapist. With the joint activity of a speech therapist, educators and parents of the child, these violations can be overcome. The main thing is that help is provided on time. You should not "drag out" the time of contacting a speech therapist, since the consequence of these violations is dysgraphia and dyslexia.

Dysgraphia and dyslexia - inability (or difficulty) in mastering writing and reading with intact intelligence and physical hearing. Most often, dyslexia and dysgraphia are observed in a child at the same time, but sometimes they can occur in isolation.

Dysgraphia is a persistent writing disorder that manifests itself in the omission of letters, syllables, rearrangement or replacement of letters and syllables. It is a serious obstacle in the acquisition of literacy by students at the initial stages of education, and subsequently in mastering the grammar of their native language. Mistakes, at first sight ridiculous, are not always the result of inattention of students. As a rule, they are based on deeper reasons.

The first reason is the lack of formation of phonemic hearing. Children do not distinguish phonemes (sounds) of their native language. In writing, this is expressed in the replacement of the letters: "trupochka", "korky", "shushki", "cheremuk".

There may be errors related to the distortion or simplification of the structure of the word: health - "firewood", girl - "girl". There are also errors in the rearrangement of letters in the word: closet - "chunal", carpet - "korvom".

The second reason is a violation of the visual perception of children. These are the so-called optical errors. Children confuse d - b, o - a, i - y, t - n and some other letters, both uppercase and uppercase.

The third reason is a lag in general speech development, when errors occur due to erroneously formed pronunciation and phrases. In writing, this is expressed in the form of incorrect coordination of various parts of speech. Students cannot agree adjectives with nouns, nouns with numerals, and so on. For example, "I don't have red dresses", "six white mushrooms".

It happens that children do not feel the intonational and semantic completeness of a sentence and therefore cannot correctly mark its boundary in writing. As a result, they do not apply the rule of putting a period at the end of a sentence and writing a capital letter at its beginning. The poverty of the vocabulary, the inability to express a thought in the form of a detailed sentence leads to the fact that children at later stages have problems with written coherent speech (statements and compositions).

All of the above reasons are signs of general underdevelopment or phonemic-phonemic underdevelopment of speech, which are revealed by a preschool speech therapist during an examination.

Dyslexia is 3-4 times more common in boys than in girls. About 5-8 percent of schoolchildren suffer from dyslexia. There is a genetic predisposition to the presence of this defect, as this disorder is observed in several members in separate families.

If a child has a hearing impairment, it is very difficult for him to learn to read and write. Writing is also difficult to master. The task is further complicated by the fact that the child must correctly capture a certain sound and present it as a sign (letter) in the fast flow of speech he perceives. Therefore, teaching literacy to a child with defective speech hearing is a complex pedagogical problem. Since the distortion of one or two sounds changes the meaning of the word. Replacing a dull sound with a sonorous one, a hard one with a soft one, a hissing one with a whistling one, gives the word a new content.

Dear Parents!

Dysgraphia never arises out of nothing! Work to eliminate dysgraphia should not begin at school, when specific errors are found in writing, but at preschool age, long before the child begins to learn to read and write.