Shows that teach reading

Zaitsev Method

This is one of the most popular methods, not least due to its wonderful cubes. Zaitsev teaches children not letters, but not words either, but intermediate "warehouses". A warehouse is a pair of a consonant with a vowel, a consonant with a hard or soft sign, or one letter. Warehouses are written on the faces of the cubes. The blocks, in turn, are different in color, size and the sound they make, which helps children to feel the difference between vowels and consonants, voiced and soft.

The meaning of the method is that initially the kids cannot read the word fluently, and if they stop after each letter, then the word will turn out to be phonetically incorrect, another thing when reading in warehouses: compare yourself - m-a-m-a or ma -ma. Thus, with the help of cubes and tables, the ability to initially read combinations of letters is instilled.

It is impossible to name a simple technique, one of my Moscow girlfriends, before starting to teach her son to read “according to Zaitsev”, even went to special one-day courses. In any case, you need to carefully read the book and understand what you should do, otherwise all complaints that you bought cubes and tables, and the baby does not read everything, will have to be turned to yourself.

One of the "pluses" of Zaitsev's cubes and tables is that they do not have syllables that do not exist in the Russian language, and by remembering the combinations of letters visually, the child will never make mistakes in the dictation such as "SHCHA", "ZHY", "CHYU" and others .

Glen Doman's method

Glen Doman's method is no less famous than Zaitsev. Doman encourages children to learn to read before they start talking. A child who does not yet know letters is shown and loudly called the words written on the cards in red letters with a height of 7 and a half centimeters.

The algorithm is as follows: 5 words are shown in one lesson, each card must be held for 1 second, read the word aloud and set aside.

Gradually, the number of lessons per day reaches five, and your child sees 25 words, and every day you need to replace five “old” words with five new ones. It is better not to show words similar in spelling in one lesson. After a while, you can add cards with phrases and short sentences.

The method seems to be simple, but parents usually give up first. Making a pile of cards is pretty tiring.

Advice from psychologist Irina Kapustina :

• It is believed that in order to form the so-called innate literacy, by the time a person begins to write, he should already have about two years of reading experience. Then, over the years, information about the correct spelling of words and punctuation marks is accumulated in the visual memory.

I must say that if you really follow one of these systems, while watching the child and doing everything so that he likes the activities, you will achieve success. However, as mentioned above, more than a month of parents, most often, is not enough. It’s more interesting to “invent” your own than to follow rigid developments. Here are some tips on how to spur interest in reading and turn the lesson into a fun game not only for the kid, but also for yourself, as well as correct common mistakes.

Parents' advice

Yulia, Volodya's mother :

separately, but in a word. To correct the situation, I explained the difference to him like this: your name is Vladimir, this is your full name, and your friends call you Vova. So the letter, for example, is officially called “el”, and in the circle of friends, other letters standing next to it are called “l”. This explanation suited the child, and over time, the confusion in notation disappeared.

And then, when we had already started to read the words, I came up with the game "Treasure hunt". First, the child is given a note, where it is written, for example, “table”. He runs to the table, there is the following note: “chest of drawers”, there is another one on the dresser, and so on. Five to seven notes is the optimal number to start with, and when a child finds a candy or something else that plays the role of a treasure, he receives a well-deserved reward. This game was popular with us for about 3 and a half years.

Natasha, Valeria's mother :

From infancy, we had blocks with letters in the playpen, I unobtrusively called them to her, and generally showed the letters wherever possible. By the age of two, Lera knew the entire alphabet, loved to pronounce the letters on the signs. At the age of 4 I read the first word. At breakfast, there was a bag of milk in front of her, she said all the letters quickly and got the word. I remember I was very surprised myself.

Ira, Anyuta's aunt :

Marina Shilikova, journal « City of childhood » , Krasnoyarsk

We continue to learn to read in Russian: soft consonant sounds and letters

Sincerely touched by your responses, less than a day after publication, more than 15 thousand people read the previous article. I think this shows your great interest in the topic of learning to read in a bilingual situation in general, and I will certainly be happy to continue to share the experience of LinguaPlay Russian Schools in London and my observations on the amazing pedagogy of bilingualism, which I have been doing for almost twenty years .

Last time we focused on developing the child's skills of reading, writing by ear and sound-letter analysis at the same time literally from the first lessons, gradually building the connection between sound and letter in a phonetically thought-out order. At the beginning of learning to read, we work only with the vowels A, O, U, Y, E and consonants only in a solid position. At the initial stage, we do not introduce soft consonants at all .

And this is the most interesting and difficult aspect of teaching a bilingual child - the secret of Russian soft consonants and their transmission in writing using vowels . Today we will not touch on the function of the soft sign. Let me remind you: in Russian, consonants are soft if they are followed by vowels I, Yu, E, Yo, I. In addition, there are always soft consonants Y, Ch and Shch .

1. As a first step, let's remember what is hardness and softness of consonants . Let's leave aside the always soft Y, Ch and Shch, as well as the always hard Zh, Sh and Z. It is important for us to understand that all other consonants are hard and soft, according to this principle they form pairs. For example, [m] – [m’]. It is important that t we write the hard sound k [m] and the soft sound [m ’] with the same letter . So, in the syllables ma-mya, a hard sound [m] and a soft sound [m ’] are denoted by the same letter “m”. How do we manage to designate different consonants with the same letter? We do this with a vowel after the consonant.

About hard consonants in combination with vowels A, O, U, Y, E, I have already told in detail last time. It is with these combinations that we begin teaching a bilingual child to read. In this case, there is no conflict between sound and letter - in the syllable child sees and reads exactly what hears. And it comes easy to him. According to the same principle, it is best to select the first words for reading, making the initial stage as easy as possible for the baby.

The way we write soft consonants is more complicated. And here a child, especially a bilingual one, will definitely need the help of an adult. To denote soft consonants, we have vowels I, I, Yu, E, Y. These are five vowels that can be divided into two cases.

The first case is a combination of a consonant and the sound I.

The second case of conveying the softness of a consonant in writing is with the help of iotized vowels (not sounds!). These are the letters I, Yu, E, E. Later I will tell you more about them.

2. And now we will analyze the vowel And, this is the second step of , which we need to do today. The Y sound has a really insidious and dual nature🙂, and we need to pay special attention to it. It is with the study of the sound and the letter And for our bilingual child that the second stage of learning to read begins - the stage of mastering soft consonant sounds and combinations with them . Let me remind you: vowel And in the overwhelming majority of cases, the main vowel sound of the Russian language is transmitted in writing with one letter I. But you need to remember that this is the only main vowel, in combination with which the consonant is soft. Whereas in combination with the remaining five vowels ( A , O, U , Y , E) - solid.

What should be said and explained to the child when you introduce him to the sound and letter I and introduce the concept of soft consonants for the first time?

a) First of all, you need to give the child the opportunity to hear the difference between hard and soft paired consonants. How to do it? To do this, it is best to draw on a piece of paper next to two identical houses (trains, boats). Then "settle" in the left house from top to bottom the syllables WE, NY, LY, RY or any other type "consonant + S", and in the right syllables MI, NI, LI, RI or any other type "soft consonant + AND".

b) After that, read the syllables yourself in pairs in this way: WE-MI, WE-NI, etc. When reading, show your child a pronunciation pattern - open your mouth wider than usual, pronounce sounds more clearly, do not rush. This is an intoned pronunciation. If consonants are pronounced in pairs - first hard and immediately after that soft, then the child will clearly hear the difference.

c) Now say the syllable WE again and say: in the syllable WE hear a solid consonant sound [m], let's draw a blue ball under the letter “m”, we denote solid consonants in blue. After that, pronounce the syllable MI and say: in the syllable MI we hear a soft consonant sound [m '], let's draw a green ball under the letter "m" in this syllable. We will denote soft consonants in green.

Just don't be scared, please! What you have just demonstrated and explained to your baby is called differentiation of hard and soft paired consonants with visual support on the syllable 🙂. Thus, your main task is to teach the child to distinguish by ear, to hear the function that vowels perform in the transfer of hardness-softness of paired consonants. Similarly, you need to work with all paired consonants, do not rush. Depending on the employment in the basic school, it is better to take 1-2 consonants per week, immediately add words with them and, of course, read these words. Do not look for such exercises in primers for monolingual children, they are not there. It will be much easier and faster for you to print such “syllable houses” yourself.

3. And now the most difficult third step : iotized vowels I, Yu, E, Y. ё [jo], yu [ju], i [ja]. Sometimes they are called second row vowels. Look at the recording and say: [ja] - we hear the sound yot - j in the first row, and the main vowel [a] in the second row. Similarly in all other three cases: the sound yot - j in the first row and in the second row the main vowels - [e], [o], [y]. We hear the sound yot - j in three cases: at the beginning of a word (as in word apple ), after another vowel (as in the word Zoya ), after separating b and b signs (as in the word rise ).

How to acquaint a child with iotated vowels? This must be remembered accurately and not stray. You need to say: this is the letter I. And that's it. And in no case should you try to pull it, singing is not a sound! In no case do not ask the child what sound he hears. You do not need to do any of the things you did before when you introduced him to the basic vowels A, O, U, S, E. For the simple reason that before that you introduced the child to one sound and one letter that stands for it . How did you do it? For example: we sing, draw the vowel sound [a] and write it down with the letter a. Elementary! In the case of the iotized, everything is completely different: we we hear two sounds , and we write them down with one letter : for example, we hear two sounds [ja], and we write them both at once with one letter I. That is why you need to introduce the baby only to the letter. Enough at this stage. Why? For the simple reason that when learning to read, your main task is to master with your child the designation of the softness of consonants in writing using these vowels. And in this case, we do not hear the sound yot - j. Generally. And this is just great news!

A big request: please don't confuse yourself and don't pay attention to endless mistakes in tutorials. It is important to understand that the iotated vowel after the consonant is simply shows, denotes, is a signal , and is not the cause of softness of the consonant. You can often read that the vowels Ya, Yu, E, Yo "soften the previous consonant" - this is a gross mistake. They are simply special signals, signs that we have adopted to indicate the softness of consonants. To teach a child to decipher these designations, adopted by Russian people for centuries to encode soft consonant sounds in written speech - such is our task :). No other way! Understand, appreciate and respect - at 4-5 years old, a person deciphers writing! This is the process of learning to read. Just everything :).

The fact that after the consonants we do not hear the sound yot - j - it's just great 🙂 and greatly simplifies our learning to read. This allows us to simply repeat the algorithm that we used when introducing the child to the vowel I. We act in exactly the same way: 1. draw houses: the syllables MA, NA, LA, RA live in the left from top to bottom, in the right the syllables MY, NYA, LA, OC; 2. show a sample of reading, pronounce in pairs: MA-MEA, NA-NYA, etc. 3. pronounce again and draw a blue ball under a hard consonant, green under a soft one. All! We act similarly when meeting with the letters "e" and "e". And then, of course, we select words for reading.

And finally, a few words about why iotized vowels are especially important for a bilingual child. The experience of teaching the Russian language to children who are fluent in English shows that the greatest difficulty for them is caused by syllables consisting of a soft consonant and iotated vowels Ya, Yu, E, Yo. It is in such combinations that the English accent in Russian is most clearly manifested (for example , the word muesli a child with an English accent will pronounce as " muesli" , five as " drink ", etc.). When learning to read, an exceptionally good moment arises when the child not only learns to read these combinations, but after some time, with regular classes, he will begin to correctly pronounce such combinations and write them down by ear.

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