Sight and sound reading

Mrs. Karle's Sight and Sound Reading

August 22, 2013 By Angie Kauffman · Disclosure: This Post May Contain Affiliate Links. {I may be compensated if you make a purchase after clicking on my links.}

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The following is a post by Angie, founder and editor of The Homeschool Classroom. Angie also writes at Many Little Blessings. (This post is a sponsored review post.)

Teaching children to read is one of those huge, daunting tasks that makes many a homeschooling parent nervous. Reading is so integral to a whole lifetime of learning that there is a definite pressure for many parents. Making it even worse is that once you’ve learned to read, it can come so naturally that it’s hard to remember how you even learned to read in the first place. That leaves many homeschooling parents saying, “How am I supposed to teach my kids to read?”

Luckily, there are many programs and books out there to assist you in your efforts to teach reading. I was pleased to recently get to review one such program that left me over and over saying, “Wow!” This program is the site Mrs. Karle’s Sight and Sound Reading. While I have a lot to share about Mrs. Karle’s Sight and Sound Reading Program, I feel like I have to state one amazing thing about it first: it’s free!

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Yes, you read that correctly. It is a full program for teaching reading and it’s free.

I will add, however, that if you want to save yourself a lot of clicking around on the site, many of the resources can be purchased through Sight and Sound Reading’s store that will allow you to download materials in order to just have them in one spot. I know this may sound like this is where they get you in, but with one example being a 600+ page teacher manual with the complete 120 lessons in it for just $10.00, this program is extremely affordable if you decide to purchase items to have them in one spot. (Oh, but don’t worry about such a long manual! It’s laid out wonderfully, and would be perfect to just load onto something like an iPad or use on the computer screen.)

About Mrs. Karle’s Sight and Sound Reading

First, a little introduction directly from Mrs. Karle’s Sight and Sound Reading:

Mrs. Karle’s Sight and Sound Reading Program creatively teaches the 250 basic sight words in 120 teaching days –15 minutes a day. These are the most frequently read words used in 80% of what children read. Every word is taught, reinforced, reviewed and builds one day at a time. This can be done in as little as 15 minutes per day.

While our days can be hectic as homeschooling parents, isn’t it exciting to think of only having to commit to 15 minutes a day for this program? That’s also a perfect amount of time for young children’s attention span.

The Sight and Sound Reading program reinforces phonics, spelling, punctuation and comprehension. There is frequent reviewing and repetition of concepts that have already been taught.

Resources Available on Mrs. Karle’s Sight and Sound Reading

Sight and Sound Reading has such a huge offering of resources on the sight (all free!) that it’s too difficult to name them all. However, here are some of the things that you will find on the site when you go visit:

A reading readiness test
A sight word test
Alphabet learning resources (including when certain letters sometimes look considerable different in various fonts)
120 days worth of lessons in 250 sight words (as well as information about how to start struggling readers start where they are best suited)
Videos of lessons that your children can watch from Mrs. Karle – these remind me of sitting down with a very kind kindergarten teacher who is the type that is old school and also loves her students and is interested in each one of them
A store full of inexpensive options for a reading program

As a homeschooling parent who has taught one child to read, as well as helped two struggling readers who began homeschooling in the early elementary years, and also as a former kindergarten teacher and librarian, I am really just very genuinely impressed with this program. Mrs. Karle’s Sight and Sound Reading uses solid principles for teaching reading and materials are well laid out for ease of use.

With the program being free on the site, you can’t lose by going to check it out right now! I hope that you love it as much as I did. I will definitely be recommending Sights and Sounds Reading to other homeschoolers, as well as parents with children who are struggling to learn to read who are currently going to school away from home.

Angie can be found writing about her nerdy, domestically challenged life, including all of the things that happen between all those of loads of laundry, at Many Little Blessings. Angie is the founder and managing editor of The Homeschool Classroom.

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Sight and Sound Reading Review

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Reading is undoubtedly the most important skill that we homeschoolers teach our children. After all, once reading is mastered, a child can learn about anything under the sun. There’s no limit!

My five-year-old son has been working on his early reading skills by learning basic phonics over the last year. We were recently given the opportunity to try Mrs. Karle’s Sight and Sound Reading program, and I’m thrilled to be able to help take his knowledge from simple phonics identification to real reading.

Cindy received a free copy of Mrs. Karle’s Sight and Sound Reading program in exchange for this review. All opinions given are her own and are not influenced by the company in any way. Please see Hip Homeschool Moms’ full disclosure here.

There are two basic components to the Sight and Sound Reading program – the core reading program and the Word Ladders Handbook. Let’s look at Word Ladders first.

Sight and Sound Reading Word Ladders

You may know word ladders better as “word families,” which is how I’ve heard about them in the past. The concept is simple: Words that share the same ending letters/sound are grouped together to make learning and remembering them easier. For instance, one of the first groups to be learned is had, dad, bad, lad, mad, pad, and sad.

Mrs. Karle’s Sight and Sound Reading organizes each group into Word Ladders – literally a simple graphic of a ladder with each word placed on a different rung. The Word Ladders handbook includes both the Word Ladders themselves (53 in all) as well as instructions to the teacher on how to teach the ladders and reinforce the vocabulary if the child has any difficulty.

The lesson plans for each ladder include two days of simple instruction with an optional third day of reinforcement, sound blending practice, and writing of the words. (I skipped the writing portion with my son since he’s not ready for formal writing practice just yet. It’s not an essential part of the program but can help reinforce the words for kids who enjoy writing. )

The Word Ladders Handbook also includes riddles and questions for each group of words to further cement them in the child’s mind. For the “ad” group, some of the questions are What is the opposite of good? (bad) and What is another name for Father? (Dad). This can help kids think more about the words and their purpose instead of just repeating the sounds that Mom says.

The same 2-3 day teaching sequence is repeated for each word ladder, and you can move as quickly or slowly as you need to for your individual child. In my opinion, once a child knows the basic phonics, it’s best to start with the Word Ladders Handbook before moving into the core Sight and Sound Reading program. I think of it as a bridge on the road to reading.

Sight and Sound Reading Program

The core program covers 120 days of lessons and focuses on the 250 basic sight words that make up the majority of what children read. I received both the digital Teacher’s Manual and the print version of the student book – called the Daily Reading Worksheet Workbook.

Student Book

The student book includes the day’s text along with a related drawing that features children, families, and animals in different settings. The first day’s text is just two words (“Good Morning”), and the amount of text increases each day until the child is reading multiple paragraphs.

New words in each lesson are underlined and frequently repeated over the course of a few days/lessons to help reinforce them in the child’s mind. Several of the early lessons include simple line drawings in place of words that haven’t been learned yet. For instance, “I see a yellow [bucket picture].” This makes for more interesting stories before the child is quite ready to read every word.

(The print version of the Daily Reading Worksheet Workbook is available in both color and black & white. I received the color version and highly recommend it. The pictures are so much fun, and I love the colors in each one. The digital Kindle edition comes in full-color only. )

Teacher’s Manual

The Sight and Sound Reading Teacher’s Manual – at a whopping 607 pages! – covers absolutely everything you need to successfully teach this program. The daily lessons are fully scripted, meaning that the teacher’s manual tells you exactly what to say, what to show your child, where to point on the page, etc. It’s all there for you – no guess work!

Because of its full script, there is virtually no prep work for using the Sight and Sound Reading program. I just pick it up each day, and we begin. (I love this aspect!) I received the digital edition of the teacher’s manual, so my son and I have to be in front of the computer when we do the lessons. I always read through the day’s script beforehand so I know what to expect, but my memory’s not good enough to repeat everything without looking during the lesson. 🙂

The teacher’s manual also includes every page from the student workbook, which means that the workbook is not essential. You could easily read the script from the teacher’s manual and show your child the day’s student page right there in the teacher’s manual also. My son likes having his own book, though, and I like being able to look at the student page with him throughout the day – without constantly having to get back on the computer.

The stories are fun and engaging, just right for young elementary kids. My son looks through his book at the pictures quite a bit and begs me to read him the later stories. I did read him one, but then I told him he has to earn those stories by learning to read each one himself. I’m hoping this keeps being a good motivator for him! The pictures certainly spark his interest – “What’s this story about?” 🙂

So how does Sight and Sound Reading work?

As its name implies, this program teaches reading through “sight and sound.” A child needs to know basic phonics before beginning the program, and I highly recommend covering the Word Ladders Handbook before beginning the core program. Because the core program itself teaches the 250 basic sight words, there is no phonics or blending work that happens during these lessons.

My personal opinion is that children need a good phonics foundation before learning sight words, so I wouldn’t recommend jumping into the main Sight and Sound Reading program before laying that foundation. As I said, the Word Ladders Handbook is a perfect bridge between phonics and learning the sight words through the core program. Mrs. Karle also offers a Sight and Sound Reading Alphabet for teaching the upper and lowercase letters and phonics if your child needs to start at the beginning.

Overall, I am very pleased with this program and am enjoying working through it with my son. The daily lessons are short – about 15 minutes – and we can repeat them or simply look at the student page together multiple times in a day to help reinforce the new words. The colorful pictures and fun stories keep my son interested and help him want to do more lessons.

Visit the Sight and Sound Reading website to learn more. Mrs. Karle offers lots of free videos and reading lessons on her blog as well, and you can connect with them on Twitter and Facebook.

Stay tuned – we’ll be having a Sight and Sound Reading Facebook party with prizes very soon!

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Is it possible to damage your eyesight if you read in the dark? His book Debunking the Myths of Medicine. The whole truth about our body” was published by the publishing house “AST”. Lifehacker publishes chapter 14.

Each of us in childhood heard the phrase at home and at school more than once: “Do not read in the dark - you will ruin your eyes!” Oh, how many fascinating nightly readings under the covers under the dim light of a flashlight were mercilessly interrupted by parents! And every time the “guilty” children were read a notation that began and ended with a rhetorical question: “Do you want to go blind?” None of the children wanted to go blind, but everyone liked to read at night under the covers. This innocent occupation had a distinct flavor of adventure.

Is it actually harmful to read “in the dark”, that is, not completely in the dark, but in low light?

Of course, you have already guessed that it is not harmful, otherwise this topic would not have been touched upon in this book.

And, most likely, you are perplexed: “How can this be?” And the strictest ones are indignant: “Well, this is already too much! After all, any fool knows ... "Many of you can remember the favorite saying of sellers of lamps and light bulbs:" Light does not happen much, only little. Sellers can be understood, it is important for them to sell as much as possible. In fact, there can be a lot of light, too much, so much that it hurts the eyes.

Let's figure it out. To begin with, let's briefly get acquainted with the structure of our organ of vision.

The eyeball consists of an inner core surrounded by three shells: outer, middle and inner. The outer shell, called the sclera, is a dense connective tissue capsule that protects the eyeball from damage. In the front part, which is called the cornea, the sclera is transparent. This is necessary in order for light waves to penetrate through the cornea into the eye. The oculomotor muscles (each eye has six of them) are attached to the sclera, which turn the eyeball, changing the direction of gaze.

Under the sclera is the vascular membrane of the eye, rich in blood vessels, which provides nutrition and excretion of metabolic products. The choroid contains a certain amount of pigment - this is a kind of "darkening" of the eye, preventing the penetration of light through the sclera. The part of the choroid located directly under the sclera is called the iris. The color of the iris (that is, the color of the choroid) in everyday life is called "eye color".

In the center of the iris there is a round hole - the pupil, through which light rays penetrate into the eyeball. Thanks to the special muscles that are located in the iris, the size of the pupil changes depending on the intensity of the light.

In the light, the pupils constrict, protecting the eyes from excessive irritation by abundant light rays, and in the dark they dilate to let in as many rays as possible.

Behind the pupil, on the round ligament, the lens is suspended - a transparent body that plays the role of a lens in the eye. It looks like a biconvex
lens. A special muscle, called the ciliary, or ciliary, regulates the curvature (bulge) of the lens, providing accommodation of vision, that is, focusing, adjusting the eye to a certain distance from the object in question. Thanks to this, we can look both far and close, while clearly distinguishing the details of objects. When the ciliary muscle contracts, the curvature of the lens increases and its refractive power increases. The eye gets the opportunity to see objects that are close. When the ciliary muscle relaxes, the curvature of the lens and its refractive power decrease, the eye receives a clear image of distant objects.

The inner shell of the eyeball is called the retina or retina. The retina contains light-sensitive receptors - rods and cones, which convert light energy into impulses that are transmitted along the optic nerve to the brain. The cones are located in the center of the back of the retina, directly opposite the pupil. They provide daytime vision. Cones are able to perceive colors, shapes and details of objects. But the rods, which are irritated by twilight light, are not sensitive to color, and therefore at twilight we do not distinguish colors - at night all cats are gray. The rods are located both between the cones and on the periphery, surrounding the cones with a ring. Light rays enter the area of this ring only with a significant expansion of the pupil at twilight, so sticks that are sensitive to twilight light are needed there.

Under the membranes of the eye is the vitreous body - a transparent jelly-like substance that fills the space between the lens and the retina. The vitreous humor gives the eye its shape.

What happens when you want to look at something? The oculomotor muscles turn the eyes in the right direction. The pupil expands as much as necessary. The ciliary muscle compresses the lens in such a way that light rays from an object are focused on the retina. Cones and rods perceive light rays that are irritants for them and convert this irritation into electrical nerve impulses. Through the optic nerve, impulses enter the cerebral cortex, in the occipital region, where a special area responsible for vision is located - the visual zone. Here, nerve impulses are converted into a picture - into what we see.

Do you know that the rays of light refracted in the lens from the object under consideration, falling on the retina, form an inverted image of the object on it? Why don't we see everything upside down then? What's the matter?

It's about adaptation (adaptation) carried out by our brain. Newborn children see the world around them upside down, but
, thanks to the constant testing of visual sensations, they very soon develop a conditioned reflex that allows them to perceive objects in a normal, not upside down, form.

The introductory part is over, let's move on to the reasoning.

We are able to see as long as the photosensitive cells of the retina are able to perceive the irritation caused by light rays. When this irritation becomes very weak, we stop seeing.

If there is enough light to see the letters, we can read. If the lighting is insufficient for reading, we simply cannot read - that's all.

Light-sensitive cells are slightly irritated in low light. The eye adjusts to the lack of light by dilating the pupil. The fact that the muscles that regulate the width of the pupil are in a relaxed state (and this is exactly what happens when there is a lack of lighting), there is nothing dangerous for our vision. In a relaxed state, all muscles are at rest.

For any sensitive cells in our body, a slight irritation does not pose any danger, in contrast to too strong, which can lead to disruption of their work. Reacting to a strong stimulus, the cells at once spend all their internal reserves on transmitting too strong a signal to the brain, and they need some time to recover. The simplest example - after a bright flash in front of our eyes, we see dark spots. This phenomenon is due to the fact that some of the photosensitive cells "turned off" for a while, ceased to function.

In low light, our eyes rest. What do you do if you feel like your eyes are tired? Do you turn on bright lights or dim the lights? Most likely, mute it. Any relaxing environment involves weak, not strong lighting.

Operation in low light conditions is absolutely no problem for the eyes. Any light intensity at which it is possible to distinguish letters is suitable for reading. Another thing is that it is uncomfortable to read in low light. But it's not bad for your eyes. Reducing the comfort of any process does not mean its harm.

To date, there is no scientific evidence or theoretical explanation that reading (or writing) in low light is in any way harmful to vision. Lighting may be sufficient or insufficient. With enough, we are able to read and write, and with insufficient, we are unable. In other words, any lighting that allows reading and writing is considered appropriate. The only difference is that in low light, the process slows down a bit. But it does not harm the eyes and does not impair vision! Not at all!

Saying that reading in low light is bad for your eyes is like saying that listening to soft music is bad for your hearing. Is not it?

The essence is the same - the effect of a weak stimulus on the sense organ.

Let me draw your attention to the fact that now we are talking about irritants, and not about some substance that our body needs for normal life. It is impossible to draw a parallel between weak lighting and, for example, low oxygen content in the atmospheric air. The weakness of the stimulus or its complete absence of the vital activity of the organism as a whole and any of its organs in particular does not violate. Not at all.

What then is harmful to the eyes? What can really make your eyesight worse?

It's harmful to keep a book too close in front of your eyes! The optimal distance from the book to the eyes is 40-45 centimeters. The minimum allowable is 30 centimeters. You can't get any closer! You already know that when viewing close objects, the ciliary muscle contracts and compresses the lens from the sides so that it becomes more convex.

Frequent and prolonged tension adversely affects the work of the ciliary muscle. In addition, when viewing objects close to the eyes, a compensatory change in the shape of the eyeball occurs, namely, elongation. Our body is designed to try to compensate for everything unfavorable. With elongation of the eyeball, the retina moves away from the lens so that the ciliary muscle does not have to strain too much. If you read regularly, holding the book too close to your eyes, then the transient compensatory change in the shape of the eyeball will become permanent.

Please note that when the eyeball is lengthened in the case of the normal position of the lens, the image from objects is focused not on the retina, but in front of it. There is myopia. The myopic eye clearly sees only nearby objects, which is ensured by the contraction of the ciliary muscle and an increase in the bulge of the lens.

If you hold a book too close in front of your eyes, you will develop myopia. If after that you continue to behave in this way, then myopia will progress.

The intensity of illumination does not affect either the curvature of the lens or the shape of the eyeball. Only the pupil dilates or constricts.

What else is bad for the eyes?

Reading in a moving vehicle, in which the shaking causes the book or tablet to move closer to the eyes, then move away from them and, in addition, move left-right and up-down. The oculomotor muscles have to constantly rotate the eyeball, and the ciliary muscle has to constantly change the curvature of the lens. From such unbearable labor in the literal sense of the word, the muscles are excessively tired.

If you constantly read in public transport, you can get visual impairment.

In the subway, it is better to listen to music or think about something, but not to read or watch movies on your tablet or phone.

The same applies to reading while lying on your back. It doesn't matter if you hold the book with one hand or both. Still, it keeps moving back and forth. Slightly shifted, you may not notice it due to the huge adaptive work that your eyes do. But what is imperceptible to you is given to the eyes with great difficulty. Sooner or later, the ciliary muscle will not control the lens so well, and the oculomotor muscles will not turn the eyeball so accurately. And do not flatter yourself, please, thinking that such a “training” is good for your eyesight. By no means! Only to the detriment.

What are these two examples for - with a book placed too close in front of the eyes, and with reading in a transport? To demonstrate what is harmful to the eye. Anything that causes excessive tension of the ciliary muscle and oculomotor muscles is harmful. Too strong irritation of photosensitive cells with very bright light is also harmful. But reading in low light does not strain the muscles of the eye and does not greatly irritate the cone rods. We can say that while the eyes are in a calm, relaxed state. So what harm can we talk about?

To the question "What kind of lighting is optimal for reading?" There is only one correct answer: "The one that makes you comfortable reading." Each of us has his own, purely individual indicator.

“Why, then, do the sanitary rules establish norms for average illumination for various rooms? some readers may ask. — For schools, for production workshops and so on…”

Because there are the most favorable, comfortable levels of illumination, which are accepted as a general norm. For example, for classrooms, this figure is 500 lux (this is a unit of illumination) on the blackboard and 400 lux on the tables. But illumination refers to such indicators, the reduction of which does not harm health, but only complicates the educational or work process.

Should I take vitamin C? Do you have dysbacteriosis? How dangerous is cholesterol? Does garlic improve immunity? Are you sure you need gluten-free products? Evidence-based medicine has clear answers to these and other questions. And they are collected in this light and ironic book. So it can change your idea of a healthy lifestyle, teach you how to take better care of yourself, make informed decisions.

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Reading and hearing impaired preschoolers. PART II. Analytical Reading (beginning)

Earlier, we began a discussion of a very important issue of teaching children of primary preschool age to read. The author of the material, the deaf teacher Emilia Ivanovna Leongard, began to introduce her views on this problem and the technology of working with a child at different age stages. The topic of the first article was global reading, and the second one will focus on the features of the analytical perception of printed words.

Deaf teacher, author of the methodology for the formation and development of speech hearing and speech communication in children with hearing impairment, candidate of pedagogical sciences Emilia Ivanovna Leonhard in April 2022 turned 88 years old. Despite her advanced age, she continues to work actively. So, for example, last year Emilia Ivanovna headed the direction of hearing-speech development of the network of Good Hearing Centers “Rainbow of Sounds”. In addition, she is a regular guest of the Tosha & Co Hearing and Speech Development Center, where at meetings with parents she talks about the importance of parents' participation in the hearing-speech rehabilitation of cochlear-implanted children, shows exercises that can and should be performed with them at home, between courses of work with teachers of the Center .

Continued. The first part of the article can be read here: PART I

Let me remind you that at the first stage of teaching children of primary preschool age to read, they are invited to perceive the written text as a whole, without highlighting any elements in it. The tablets used for this represent isolated words (different parts of speech), phrases, sentences.

It is important that the words appear before the children in different grammatical forms, that is, they have different endings depending on the meaning of the situation and the structure of the language unit, for example “Take a bear”, “Take two balls”, “Put on a hat”, “Blind a hedgehog”, “Alyosha drew a fish”, “The girl jumped” and so on. Children voice each tablet, although they do not yet master the entire sound-syllabic structure of words. They reproduce some words in a truncated form, and some sounds are pronounced approximately. This also applies to hearing-impaired children, including implanted ones. This is how a persistent skill is formed: when they see a written familiar word, phrase, sentence, the kids pronounce it out loud.

During the period of global reading, children themselves (not on instructions from adults) often find the same letters in different words on the tablets, which are contained in words most often used in everyday situations and various activities.

A large number of tablets (more than 100) gradually accumulate, the contents of which children understand not only in certain situations, but also outside them. When the number of tablets with different grammatical structures that children recognize (i.e., understand in any situation) becomes at least 50, children can be transferred to the next level of mastering reading.

This stage is called analytical reading . We will consider it in two aspects: from the point of view of mastering the letter structure of words and from the point of view of semantic reading .

Aspect of mastering the letter structure of words (reading technique)

Reading is a psycho-physiological process in which the visual, auditory-speech and speech-motor systems participate. Therefore, by the time of the transition to the development of the letter structure of words, the sound base should be formed in children. This means that they reproduce in oral speech the full sound structure of words (although some of the sounds can be pronounced approximately).

We noted that already at the stage of global reading, children spontaneously, without fixing their attention, recognize and name many letters, because they are interested. And this is one of the indicators of their readiness for decoding - the translation of a graphic-alphabetical appearance into a sound one. When using the method of teaching reading we are describing , preliminary learning to name each letter is excluded , children learn this in the process of mastering reading. Training is carried out individually based on the auditory-visual perception of the child. What is the procedure for including a toddler in a new activity?

A deaf teacher and a child are sitting opposite each other near a table on which lies a photograph of his mother and several signs, among which there is a sign with the word "MAMA". The child names the photo, selects the sign corresponding to it and puts it on the photo. The teacher smiles and says: "Yes, it's your mom, mom is smiling" .

The teacher has a second tablet with this word. He holds the tablet with his left hand at the level of his chin under his lips, and places the index finger of his right hand under the first letter of the word - "M", drawling says "MMMMM" , and begins to slowly move his finger under the word from left to right, towards the letter "A". He holds his finger under the letter, pronouncing this sound, then smoothly moves his finger to the letter “M”, then to “A”, and the procedure is repeated. Thus, the whole word "MMMMMAAAAAMMMAA" is "voiced". The child (who is always hearing aided binaurally) perceives how the teacher pronounces the letters of this word auditory-visually, and echoes him. After that, the teacher brings the index finger of the child’s right or left hand (if he is left-handed) to the tablet and repeats the whole procedure, at the moment of sounding, slightly holding his finger under each letter and smoothly moving it to the next, thus pronouncing the word conjugated (simultaneously) . In this case, the child must point to the photo of the mother. This is important because changing the nature of the pronunciation of a word should not affect the understanding of its meaning, but it happens.

In the same way, together, the teacher and the child, using the movement of the finger, sound the word 2-3 times, so that the child better enters the new situation, and then he reproduces the procedure on his own. "Reading finger" helps the child to coordinate the movement of the gaze and speaking. But you can't stop there. The teacher should have another photo of the mother, the teacher shows it to the baby, and he calls her naturally, as he always calls "MAMA" . It is useful to name both photos: HERE MAMA and HERE MAMA (the child is speaking).

The next word to read is "PAPA". Unlike the word "MAMA", in this word only the sound A is pronounced, because the sound "P" is explosive, and it immediately connects with the next vowel sound. The procedure of the previous lesson is repeated, but the word is pronounced differently: "PAAAAAPAA" . At the very beginning of the reading, the teacher’s finger is under the letter P, but he does not pronounce it in isolation, but immediately connects it with the letter “A” (PAAAAA), and with a smooth meeting with the second letter “P”, the continuous pronunciation of this syllable is repeated: "PAAA" . The word sounds like this: "PAAAAAPAA" (a longer pronunciation of the second sound "A" highlights the stressed syllable). The same situation with photographs: the child calls her at the beginning of the lesson and in the same way, of course - at the end.

The reading of these two words on the tablets is repeated for two or three days with a gradual reduction in the duration of the pronunciation of the sounds "M" and "A". The teacher monitors the synchronism of speaking and the movement of the “reading finger”. It does not allow the child to jump over the letter(s), thereby holding the entire structure of the word. Of course, these short words are well known to the child, but it is at the very beginning of learning the reading technique that a model is laid that will later work when reading not only words with a more complex letter structure, but also sentences. After all, children (including schoolchildren) very often, when reading “only with their eyes”, skip conjunctions and prepositions, do not pay attention to the endings of words, hence the frequent agrammatisms in the speech of children with hearing impairment (Boys playing ball) .

One should not think that the reading of these two tablets becomes the main content of all classes. Naturally, no, this is given a small part of the time of an individual lesson. But the child should not relate to reading well-known words formally and simply repeat the words by heart. Not! First of all, along with reading, children's ideas about the meaning of these words expand. Preschoolers (and not only those with hearing impairments) very often refer the words "mom" and "dad" only to their parents and protest when they are told that an unknown woman and an unknown man can be someone's moms and dads. Therefore, during the next lesson with reading the signs "MOM" and "DAD", the baby is shown pictures with images of an unfamiliar child (children) with their mother, a child (children) with their father. The situations in the pictures should clearly illustrate the closest relationship between adults and children. The age of the children in the pictures may be different: a baby in a stroller with mom / dad; preschooler in the arms of dad; a schoolboy leaning against the shoulder of his mother, who is reading a book to him, and so on. And these women and men in the pictures are the mothers and fathers of these children. A fair question arises: is it in these cases that the child reads the word instead of memorizing it? After all, he has known these words for a long time and pronounces them on his own. This is where we come to the main criterion that shows us the presence or absence of the fact reading .

If a child quickly passes his finger under a word and, regardless of this movement, pronounces the word (I repeat: which he knows very well), then he has not read it. And if his pronunciation is synchronized with the movement of the "reading finger", then he really "voiced" all the letters - he decoded the written form into sound. The pace of pronunciation in this case will not be slow in the child, it will be natural for him.

To get acquainted with new letters in words already known to the child, the procedure described above is used. Those consonants that can be pronounced for a long time, when meeting a new word, are pronounced smoothly, stretch. These are whistling and hissing, sonorous, fricative sounds: “S”, “Z”, “Sh”, “Sch”, “F”, “V”, “F”, “M”, “N”, “X”. So the words are temporarily pronounced "DOOOMMMM", "SSSSAAASHSHSHAA", "NNNNOOOSSS", "MMMIIISHSHSHKAA", "VVVVOOOOOOVVVAA", "ZHZHZHZHUUUUK", "LIISSSSAAAAAA" and others. For a while, children read the words on the tablets slowly, but gradually this process becomes shorter in time, because, reading different words with repeated letters, the children already remember them and sound them correctly in new tablets. But always after a long reading, the child names the object naturally, as he always called it.

In order for a preschooler to memorize a new procedure - “synchronous reading” (voicing a written word at the same pace with the movement of a “reading finger”), he needs to read each word many times, at different times, but not mechanically and not in one lesson. The objects denoted by these words must change; with these objects, children perform any actions; activity situations change. In other words, reading these words should be a natural element of the game, everyday situation, modeling, designing, drawing. Pretty soon the child will be able to read these words naturally. In the process of such joint reading with the teacher, he has new sounds that were not previously in his speech. And those sounds that he still pronounces approximately will be evoked in him in other types of activity, especially in phonetic rhythm.

And now the child has mastered a new reading technique, independently reads all the familiar words that are used in various activities and in everyday life. Words are written not only on tablets, but also on sheets of paper, on the board. The child reads not only individual words, but also phrases and sentences, for example “go for a walk”, “throw the ball”, “draw (those) tree” . A very useful technique at this stage is to read the words from the end! Here it is immediately clear that the child is reading, and not reproducing a familiar word from memory.

On the basis of reading, children learn to memorize new names of objects, their features, and actions.

In this regard, there is another important circumstance. At the initial stage of learning to read, only those words are used whose pronunciation coincides with their spelling. Later, words are included in the work in which the letter "o" is pronounced as "a" . And in order for the children to correctly read and pronounce these words on their own, the superscript letter “a” is introduced :

In the future, consonants become superscript, for example:

The use of superscript letters does not reduce the literacy rate of children, which is facilitated by the method of teaching writing.

At this level, children are already reading two-word sentences, such as captions for pictures in toddler books, captions for drawings in craft books. But for parents, the task remains - to instill in the child a love of reading.