Reading first grade

Your First Grader | Reading Rockets

Reading 101: A Guide for Parents

Discover the typical literacy milestones for your first grader, and how to support your child's developing skills in reading and writing. Use the links on the left to find activities, videos, and other resources to build skills in these key areas: recognizing the sounds in speech, phonics, fluency, vocabulary, comprehension, and writing.

Get an overview of the reading and writing skills that are typical for 6-year-olds. Remember that kids develop at different rates, so don't be worried if your child isn’t doing some of these things yet. If you do have concerns, talk to your pediatrician, your child's teacher, or the reading specialist at school.

Reading

• Enjoys being read to, and can retell simple stories or what was learned from informational texts.
• May recall details about the characters, setting, and key action rather than a full summary of the story.
• Can count the number of syllables in a word.
• Can blend or break apart the individual sounds (phonemes) of most one-syllable words, like sip and bat
• Can read words with long vowel sounds (see, say, so)
• Begins to sound out more complex words, including words with silent "e" at the end.
• May know as many as 100 "sight words" — common words kids have to recognize instantly without sounding them out (have, said, where, two).
• Uses letter-sound knowledge, word parts, and context to identify new words.
• ​Monitors own reading and self-corrects.
• May still read word-by-word but beginning to read with more fluency.
• Is making the transition from emergent to "real" reading.
• Knows 300 to 500 words, sight words, and easily sounded-out words.
• Can independently read and retell familiar stories.
• Notices when a text doesn't make sense, and begins to use strategies such as rereading, predicting, and questioning to understand it.
• Reads and comprehends fiction and nonfiction and knows the difference between made-up stories and facts.
• Predicts what will happen next in stories.
• Thinks about and shares prior knowledge before reading a nonfiction book.
• Discusses how, why, and what-if questions in sharing nonfiction texts.
• Can answer simple written comprehension questions.
• Reads and understands simple written instructions.
• Engages in a variety of literary activities voluntarily (for example, choosing books and stories to read, writing a note to a friend).

Writing

• Writes about topics that are personally meaningful.
• Creates own written texts for others to read.
• Understands that writing goes from left to right and you continue to the next line to keep writing.
• Able to write simple but complete sentences, and begin to understand when to use capital letters, commas, and periods.
• Can print clearly and leave spaces between words.
• Spells correctly three- and four-letter short vowel words.
• Uses invented spelling based on letter-sound knowledge. Begins to use correct spelling, especially words from a word wall or vocabulary list.
• Composes fairly readable first drafts using appropriate parts of the writing process (some attention to planning, drafting, rereading for meaning, and some self-correction).
• Writes for a purpose and produces different types of writing (for example, stories, descriptions, journal entries), showing appropriate relationships between written text, illustrations, and other graphics.
• Begins to use “story language” in her own writing, for example, adding phrases such as “once upon a time” and “happily ever after.”

Looking at Writing

See examples of real writing from first graders in our interactive resource, Looking at Writing.

More resources

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Search 1st Grade Reading & Writing Educational Resources

First graders have a lot of new vocabulary to acquire. While some words begin with a hard consonant sound, such as in “cat” or “dog,” others, such as “shop” or “phone,” lead with a unique combination of letters that create a single sound. The following resources used in conjunction with digraph charts will give your students the pronunciation clarity they need.

Fresh First Grade English Language Arts Resources

In first grade, students investigate stories and texts with a detailed eye. They learn to ask questions, pinpoint the main idea, key features, character traits and compare and contrast stories. In addition to reading, first graders continue to develop their grammar and vocabulary skills. They exercise their own writing abilities, too. Education.com's Learning Library is full of professionally-created tools that align with first grade English Common Core State Standards.

Teachers can continually offer fresh challenges with the hundreds of printable worksheets that are stocked in the resource center. Examples range from color by number assignments and word searches to writing prompts and poetry practice.

Polished lesson plans that cover each component of the English language arts curriculum are available in the library. The comprehensive plans take the pressure off educators to come up with new exercises each day. Play With Punctuation is a student-favorite and integrates group work with a collaborative game. Another favorite is Exploring Systems With the See, Think, Wonder Thinking Routine, which teaches kids to think deeply about the images they see.

There are many other tools educators can access including online games, printable workbooks, hands-on activities, guided lessons, interactive stories and song videos, to mold first graders into rigorous readers and witty writers.

standards for grades and quarters

Reading is a key skill that opens the gate to the land of knowledge for a child. Thanks to this skill, children learn about the phenomena and events of the world around them, get acquainted with the characters and actions of people, meet new problems and ideas. This skill helps them to broaden their horizons and ideas about the world, develops critical thinking and trains cognitive abilities - attention, imagination, memory. Reading is the foundation for further successful learning. nine0003

To understand how well a child develops this skill, it helps to check the reading technique. Reading technique is a multifactorial test that characterizes the development of a skill from different angles. In the technique of reading are evaluated:

• reading speed,
• reading method,
• reading awareness,
• correct reading,
• expressiveness of reading.

A difficult reading skill consists of both a technical and a semantic component and is aimed at achieving the main goal - understanding and assimilation of the information read. nine0003

Reading technique parameters

Let's consider all the components of reading technique in more detail.

1. Reading speed - the number of words read in a certain period of time. Often, parents focus on the formation of fluent reading, while the child makes many mistakes, does not understand and does not remember what he read. It is not necessary to force only speed, slower conscious reading and a gradual increase in tempo are better than fast mechanical reading with errors and inaccuracies. nine0008
2. Way of reading — syllabic reading or reading the whole word, smoothly. With the development of the skill, the child has a gradual transition from syllabic reading to smooth reading in whole words.
3. The correct reading of is characterized by the absence of errors and hesitation. Inattention, problems of diction lead to inaccurate reading, indistinct articulation and, as a result, to a distortion of meaning. Pay attention to the correct reading - this will be the key to competent writing. nine0008
4. Reading awareness involves reading comprehension, awareness of the idea and meaning of the text, and in the future - this is the ability to catch the subtext, humor, irony, the attitude of the author. Interfering with reading comprehension can be low reading speed, distorted reproduction - guessing words, changing the shape of words, not reading endings.
5. Reading expressiveness - the use of pauses, finding the right intonation, the correct placement of stresses. The expressiveness of reading is inextricably linked with awareness. When understanding what is read, it is easier for the child to observe the necessary pauses, select the correct intonation and place logical stresses. nine0008

Reading speed standards for elementary school

GEF standards determine the desired reading speed for a child by a certain point in learning, help to understand whether the development of a skill is successful or whether additional attention is required. Standards - indicative values; it is important to take into account the individual psychophysiological characteristics of each child and evaluate the growth of his personal indicators.

Grade 1 reading speed standards

Reading speed standards in grade 2

Reading speed standards in grade 3

Reading velocity

Reading speed, to which it is necessary schools, is reading at the speed of conversational speech, 110-120 words per minute. The human articulatory apparatus has adapted to this speed over time. And most importantly, the reading should be conscious, correct, expressive. nine0003

Other parameters of reading technique

Grade 1

At the end of the first half of the year. Reading is smooth syllabic, conscious and correct, with a clear pronunciation of syllables and words.

At the end of the second half of the year. Reading is conscious, correct, simple words are read as a word. Words with a complex syllabic structure can be read syllable by syllable.

Grade 2

At the end of the first half of the year. Reading consciously, correctly, in whole words. Compliance with logical stresses. Compound words can be read syllable by syllable. nine0003

At the end of the second half of the year. Reading meaningful, correct, in whole words. With observance of logical stresses, pauses and intonations. Syllabic reading is undesirable.

Grade 3

At the end of the first half of the year. Reading consciously, correctly, in whole words. With observance of pauses and intonations, with the help of which the child expresses an understanding of the meaning of what is being read.

At the end of the second half of the year. Reading consciously, correctly, in whole words. With observance of pauses and intonations, through which the child expresses understanding of the meaning of what is being read. nine0003

4th grade

At the end of the first half of the year. Reading consciously, correctly, in whole words. With the help of observed pauses and intonations, the child not only expresses an understanding of the meaning of what is being read, but is able to express his attitude to what he has read.

At the end of the second half of the year. Reading consciously, correctly, in whole words. With observance of pauses and intonations, through which the child expresses an understanding of the meaning of what is read, and his attitude to the content of what is read. nine0003

How can I test my child's reading skills on my own?

Have your child see how well they read already. Children usually love to know how many centimeters they have grown, and they may also be interested in knowing their progress in reading. Warn about the upcoming test and ask the child to read quickly.

The control of reading technique in sensitive children who, due to their temperament, can hardly tolerate various tests, can be carried out imperceptibly or in the form of a game. Do not create unnecessary excitement around the upcoming test, do not arrange a test in the form of an exam. If the child is worried, stutters, transfer control to another time. nine0003

Verification process:

1. Prepare a clock with a second hand or use the stopwatch on your phone, and choose the appropriate text.
2. Ask the child to take a seat.
3. Show him the text and ask him to read it aloud.
4. Track the time from the moment your child starts reading. Not all children are able to immediately start reading on command, which leads to inaccurate results.
5. Usually, one minute is noted for checking, but some experts recommend taking 2 minutes for monitoring, since not all children are equally quickly included in the work. Divide the result obtained in 2 minutes in half. nine0008
6. Do not correct or interrupt while reading. It is better to discuss the mistakes made after the child has finished reading.
7. Assess the speed, correctness, awareness and expressiveness of reading.
8. Retest and compare results. Reading technique may differ depending on the child's fatigue, health status and mood.

Which text is suitable for verification?

Both fiction and non-fiction texts appropriate for the child's age are suitable for this purpose. The text should be unfamiliar, but understandable to the child, have educational and educational value. The texts of V. Bianchi, L. Tolstoy, N. Nosov, B. Zhitkov, K. Ushinsky, V. Dragunsky are suitable. The text for verification can be found in special manuals or in a textbook on the Russian language and literature. nine0003

You should find the text that is located on the spread of the book so that the child does not have to waste time turning pages. Choose text without an abundance of punctuation marks and distracting illustrations. It is not desirable that the passage contains common complex sentences and dialogues. The font must be large enough and legible. The text should not have a technical focus and contain terms incomprehensible to the child.

Test score

Speed ​​score

Count how many words the child read in one minute. When counting words, pay attention:

• prepositions, conjunctions, particles of 1-2 letters are counted as one word;
• when wrapping, the word is counted as 2 words;
• if the word is written with a hyphen, look at how many letters are on both sides of the hyphen: if there are more than three, we count it as 2 words, for example, "long, long", if less than three, for example, "somehow", - as one .

Compare your score with the recommended range and your child's previous performance. nine0003

Comprehension score

Determine how well the child understood what they read. If the student reads slowly and has read only a couple of sentences, let him read the passage to the end. Ask your child a few questions about the text. Ask what or who he read about. Ask the child to identify the main idea of ​​what they read and retell the text.

For a deeper check of the meaning of the reading and learning, use special teaching kits. nine0003

Correctness assessment

Pay attention to whether the child reads what is written correctly, whether he pronounces words clearly, whether there are hesitations and corrections, whether he alters words, whether he changes endings, whether he places stresses correctly. Discuss the mistakes with the student.

Evaluation of expressiveness

To assess the expressiveness of reading, the child is offered a familiar text. Listen to whether the child observes pauses and other punctuation marks, whether he changes intonation, whether he highlights the main idea. nine0003

Improving reading technique

Poor results in reading technique are not a reason to be upset, but only a signal that additional efforts need to be made to improve the skill. You can work with the child on your own or contact a specialist who will analyze the weak points and select the appropriate exercises. Conduct additional activities with the child in the mode of "sparing reading" without pressure. It is more important to observe the regularity and frequency of classes: 10-20 minutes daily. nine0003

How can you motivate your child to read:

1. Reward your efforts with stickers, stars.
2. Mark progress visually - create a success board so your child can visually see their progress
3. Conduct activities in the form of a game, such as "going to the library" or "reading to your favorite toys. "
4. Choose books and texts that are interesting for your child.
5. Let the child read to pets, they are grateful and accepting listeners. Reading to them, the child is not afraid to make a mistake, he relaxes and overcomes the fear of failure. nine0008
6. Have a reading competition between peers and siblings.

To improve the speed of reading will help:

1. Reading by syllabic tables.
2. Multiple reading. Read the same text several times, increasing the pace. From the second time the child will be able to read faster.
3. "Tug". An adult leads a finger along the line, setting the pace. The child tries to read at a given pace.
4. Tops and roots. The child reads the words, covering the upper or lower half of the letters with a ruler. nine0008
5. Reading in a book turned upside down.
6. Lightning. Alternating reading at a comfortable pace with reading at the highest possible speed for 20 seconds on the command "Lightning!".
7. "Sprint". Reading speed competition between classmates.
8. Work on expanding the field of view according to Schulte tables.
9. Reading with a window to eliminate "regression" - recurrent eye movements that lead to repeated reading.

For correct reading:

1. Work on clear diction, do articulation exercises.
2. Read tongue twisters and tongue twisters.
3. Invite the child to correct the deformed sentences: "The weather is good on the street."
4. "Imaginary word". When reading, the wrong word is pronounced, the child must correct it.

Reading comprehension

1. Wave Reading. First, the child reads aloud, then retells what he read.
nine0007 Drawing up a plan for reading.
2. The student reads to himself at a comfortable pace, tells what he understood and felt, what he thought about
3. Discuss unfamiliar words and expressions.
4. Invite the child to draw a picture of the passage they read.
5. Ask them to tell you what they liked about the text, what they remember.

For expressive reading

1. Role-playing, staging.
2. Put on a "radio show". nine0008
3. Expressive recitation of poems.
4. Voice flexibility training. The ability to speak quieter-louder, higher-lower.
5. Conducting reading indicating the tone or strength of the voice.
6. Live Picture. One reads, the other reacts with facial expressions.

Improving reading skills in elementary school is very important. It is fluent and meaningful reading that activates the processes of thinking, attention, memory and is the basis for a child's successful learning in the future. This detailed instruction on reading technique control will help you track and improve your child's skill development. nine3 times a year: at the beginning of the academic year, at the end of the first half of the year and at the end of the academic year. But sometimes the teacher prefers to check the reading technique at the end of each quarter. nine0003

The reading technique test includes not only reading speed, but also reading accuracy, comprehension and expressiveness. I wrote about this in more detail in article "How to test a child's reading technique."

• Special texts are selected to test the reading technique.
• The text should be understandable to the child, but be unfamiliar to him.
• Sentences should be short, without any complicating constructions or signs. nine0008
• It is better if the text for checking reading is without illustrations and dialogues so that children are not distracted while reading.
• Text must be placed on one page.
• While reading the text, you can not interrupt the child, correct mistakes. After completing the reading, you need to return to those words that caused difficulty or were read incorrectly and ask the child to read them again. In the process of reading, a first grader can follow the text with his finger so as not to lose the line. nine0008
• To test reading comprehension, you need to ask a few questions about the text.

Reading technique norm in grade 1

1st half year
Reading should be smooth syllabic, conscious and correct, with clear pronunciation of syllables and words.
Reading speed - 25-30 words per minute.

2nd half year
The child reads whole words correctly, consciously. Words with a complex syllabic structure are read syllable by syllable. nine0317 Reading speed - 30-40 words per minute.

These texts can be used not only to test the child's reading technique, but also for retelling. How to teach a child to retell can be found in the article “Teaching a child to retell”.

Texts to test reading technique in Grade 1

Swallow made a nest. The sparrow saw the nest and occupied it. The swallow called her friends for help.

Questions:

1. What did the sparrow do?
2. Who did the swallow call for help?

Ant found a big grain. He couldn't carry it alone. The ant called for help from his comrades. Together, the ants easily dragged the grain into the anthill. (22 words)

Questions:

1. What did the ant find?
2. Why did the ant call his friends for help?

Summer

A warm summer has come. Currants ripened in the garden. Masha and Tanya collect it in a bucket. Mom will make jam from it. In winter, in the cold, children will drink tea with jam. (29 words)

Questions:

1. What berry is ripe in the garden?
2. What will mother do?

The fox suggested that the crayfish run a race.

Questions:

1. What did the fox offer to cancer?
2. How did cancer outsmart the fox?

Cranes

Cranes live near swamps, forest lakes, meadows, river banks. Nests are built right on the ground. The crane circles over the nest, guarding it. At the end of summer, cranes gather in flocks and fly to warm countries. (33 words)

Questions:

1. Where do cranes build nests?
2. When do cranes fly to warm countries? nine0008

A little girl wrapped woolen threads around an egg. It turned out to be a ball. This ball she put on the stove in a basket. Three weeks have passed. Suddenly there was a squeak from the basket.

Questions:

1. How did the girl make the ball?
2. What happened to the ball after three weeks?

Mushrooms

The guys went to the forest for mushrooms. Dima found a beautiful boletus under a birch. Tanya saw a small butter dish under a pine tree. Ilya saw a huge boletus in the grass. In the grove they collected full baskets of various mushrooms. The children returned home happy and happy. (38 words)

Questions:

1. Who found the boletus?
2. What mushroom grew under a pine tree?
3. Where did the boletus hide?

Summer has come. In forest clearings, the grass is above the knees. Grasshoppers chirp. Strawberries turn red on the tubercles. Raspberries, lingonberries, wild roses, blueberries bloom. The chicks fly out of the nests.

Questions:

1. What is the grass in the meadows?
2. Which berries bloom?

Hedgehog

The guys were walking through the forest. We found a hedgehog under a bush. He curled up in fear. The guys rolled the hedgehog into a hat and brought it home. They gave him milk. The hedgehog turned around and began to eat milk. And then the hedgehog ran back to his forest. (39 words) (according to E. Charushin)

Questions:

1. Who did the guys find?
2. What did the hedgehog do with fear? nine0008
3. What did the guys give the hedgehog?

Bathing the cubs

A big bear and two merry cubs came out of the forest. The bear grabbed one cub with her teeth by the collar and let's dip into the river. The other cub got scared and ran into the forest.

Questions:

1. Who came out of the forest?
2. What did the second bear do? nine0008
3. Were the cubs satisfied with the bath?

In a dark forest, near a forest path, a beast lay down. This is a lynx - a cat the size of a large dog. Her tail is short, her ears are tufted, her skin is spotted. The lynx lies on a thick bough and waits. She will rush from the tree to her prey. (40 words)

Questions:

1. What is the tail of a lynx?
2. Where did the lynx hide?

Spring

The sun warmed the earth. Ran the streams. The rooks have arrived. Birds hatch chicks. A hare jumps merrily through the forest. The fox went hunting and smells the prey. The she-wolf led the cubs into the clearing.

Questions:

1. What is the hare doing?
2. Where did the she-wolf lead the cubs?
3. Where do butterflies and bees fly?

What does the woodpecker do in the forest? He lives and works in the forest. A bird with a red cap on its head sits on a tall pine and knocks on the trunk with a strong beak. Why is he doing this? Woodpecker saves trees from harmful insects. Therefore, he is often called the forest doctor. (43 words)

Questions:

1. What does a woodpecker have on his head?
2. Why is a woodpecker called a forest doctor?

Misha is walking along the alley of the old park. Suddenly, a small red animal runs out onto the path right at his feet.

Questions:

1. Who was walking in the park?
2. Who did Misha meet?
3. What did the boy treat the squirrel to?

The boys went to school. Suddenly a dog jumped out. She barked at the guys. The boys started to run. Only Borya remained standing still. The dog stopped barking and approached Borya. Borya stroked her. Then Borya calmly went to school, and the dog quietly followed him. (44 words)

Questions:

1. Where were the guys going?
2. What happened on the way?
3. How did the boys behave?
4. What did Borya do?

For a long time I sat with a fishing rod on the shore. Minnows do not peck at me. And grandfather is sitting under a bush and has already caught a bucket. I sat down in the shade. Immediately the minnows began to peck. It turns out that in a clean place the shadow of the fishing rod is visible. So the cunning fish did not go to the hook.

Questions :

1. Where did grandfather fish?
2. Why was he fishing?
3. Why didn't the boy bite the fish at first?

Cockerel

A cockerel walks around the yard: a red comb on its head, a red beard under its nose. Petya's tail is a wheel, there are patterns on the tail, spurs on the legs. Petya found a grain. He calls a hen with chickens. They did not share the grain - they fought. Petya the cockerel reconciled them: he ate the grain himself, waved his wings, shouted at the top of his voice: “Ku-ka-re-ku!” (49words)

Questions:

1. Where does the cockerel go?
2. What did the cockerel find?
3. Who did he call?
4. Why did the chickens fight?

Bats are very useful animals. They eat harmful insects.

The night is coming. They fly out to hunt. Many harmful insects fly at night. Almost all birds sleep at this time. Therefore, the "work" of bats is especially important. nine0084 (51 words) (According to Yu. Dmitriev)

Questions:

1. What are the benefits of bats?
2. How do bats sleep?
3. When do bats hunt?

---

---

Ducks

Vasya is sitting on the bank. He watches how the ducks swim in the pond: they hide their wide spouts in the water. Vasya does not know how to drive the ducks home. Vasya began to call the ducks: “Ooty-ooty-ducks! The noses are wide, the paws are webbed! Stop dragging worms, pinching grass - it's time for you to go home. Ducks Vasya obeyed, went ashore, go home. (52 words) (according to K. Ushinsky)

Questions:

1. What did Vasya do on the beach?
2. What kind of nose do ducks have?
3. What did Vasya call the ducks?
4. What did the ducks do?

---

---

Winter

Frost bound the earth.

Rivers and lakes are frozen. Everywhere lies white fluffy snow. Children are happy with winter. It's nice to ski on fresh snow. Matvey and Lera are playing snowballs. Andrei and Sasha are making a snowman. Only animals have a hard time in the winter cold. Birds fly closer to housing. Guys, help our little friends in winter. Make bird feeders! (55 words)

Questions:

1. Who is happy about winter?
2. Who has it hard in winter?
3. How can you help the birds?

---

---

Four butterflies

It was spring. The sun shone brightly. Flowers grew in the meadow. Four butterflies were flying above them: a red butterfly, a white butterfly, a yellow butterfly, and a green butterfly. Suddenly, a large black bird flew in. She saw butterflies and wanted to eat them. The butterflies got scared and sat on the flowers. A white butterfly sat on a chamomile. Red butterfly - on poppy. Yellow - on a dandelion, and green hid behind a leaf of a tree. A bird flew, flew, but did not see butterflies. (56 words)

Questions:

1. What butterflies flew over the flowers?
2. Why didn't the bird see butterflies?

---

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If the child's reading technique is below the norm, then it is necessary to read a lot (which is very difficult with poor reading quality) and does not always bring results. It is better to use special techniques and exercises, because. The reasons for bad reading can be different.

Slow readers and children who are struggling to improve their reading speed can be helped by using syllabary reading or, much more effectively, by using an integrated approach that includes various professional techniques. nine0003

To do this, I suggest you use the books:

THE BIG BOOK OF SYLLING TABLES is

• a ready-made tool for training reading and speed reading skills;
• 200 syllabic tables of different levels of complexity;
• professional spreadsheet technique.

The most effective methods will allow each table to be used repeatedly several times, increasing the child's interest in reading. nine0003

Working with these syllabic tables the child will receive:

• improvement in reading skills;
• reading speed increase;
• improved diction;
• reading comprehension;
• development of thinking and attention;
• expansion of vocabulary;
• increased self-confidence.

The child will stop stumbling over difficult words while reading. The reading process will become natural and painless. nine0003

You can easily print the pages you need. All pages of the book can be used separately.
THE BIG BOOK OF SAYLING CHARTS is suitable for those who are just taking their first steps in reading, and for those who want to significantly improve the quality of reading.

Syllabaries help children develop their speed reading skills. But it often happens that a child gets stuck at a reading speed of 10-20 words per minute. It is important to track this moment in time and start immediately performing the necessary exercises. nine0003

I have created a training that will help you overcome this barrier without much difficulty. It is convenient to use both at home and when working with the whole class. A variety of tasks will not let children get bored, and parents and teachers will not have to select the necessary material for a long time and torment children with an exhausting, incredibly difficult process at this stage - reading.

Download TRAINING "Speed ​​Reading and Speech Development"

Together with the training, you will receive a small book as a gift - 20 syllabic tables for practicing reading skills (they do not repeat the tables of a large book). nine0339

Reading texts grade 1 print with tasks

O.

Naumova "Noisy texts for reading and retelling"

The skill of high-quality reading and writing depends on the state of visual perception and attention of the child.
The better the child recognizes visual images, the better he reads and writes more competently.

Working with noisy texts engages the child's brain to the maximum and increases the productivity of classes many times over. At the same time, there is a development of figurative thinking, attention, memory, the ability to understand what is read. nine0084

In the book you will find:

• Noisy texts with questions;
• Texts with questions for reading, retelling, checking reading technique;
• Method of working with noisy texts;
• High productivity options;
• Exercises for the development of speech and reading comprehension.

As a result, the child:

• read speed increases;
  
• attention and memory develop;
  
• conscious reading skills are developed;
  
• develop self-control skills;
  
• speech develops;
  
• the number of writing errors decreases;
  
• the process of writing summaries and essays is facilitated;
  
• improving academic performance.

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