Correctional educational programs

Issue 1

READING AND WRITING

(Literacy training)
Compiled by Z.I. Alekseeva, A.P. Podgornaya, teachers of orphanage No. 1 in Petrodvorets;

E.I. Iskovskikh, teacher of special (correctional) school No. 565 in St. Petersburg
EXPLANATORY NOTE

Children with profound decline in intelligence are characterized by significant impairment of cognitive processes: active perception, voluntary attention, memory, verbal thinking, generalizing and regulating functions of speech, and impaired spatial perception.

The goal of teaching literacy to this group of children is to teach them to independently read signs on stores, small texts, stories, answer questions in the text, learn to write their last name, first name, patronymic, a simple statement, etc.

The main task of teaching literacy is to prepare children for independent life, the ability to navigate life around them, communicate with people, and acquire simple work skills.

Teaching literacy to mentally retarded children is carried out using the sound analytical-synthetic method. In this case, it is necessary to use various methods and techniques for more successful mastery of program material: gaming activities (didactic games for the development of sound pronunciation, for the development of voluntary attention), the use of bright, accessible visual material.

Reading and writing are taught in parallel. There is an interdisciplinary connection with classes in drawing, modeling, laying out letters from colored sticks, buttons, mosaics, and design. Fiction, reading nursery rhymes, poems, riddles, listening to music and singing are widely used.

The order of learning sounds and letters is dictated by the laws of phonetics, taking into account the specific features of children's cognitive activity.

In the 1st year of study, students master letters, their graphic image, identify and distinguish sounds, and learn to pronounce them correctly.

The peculiarities of the first classes in learning to write are that they simultaneously teach both technical skills (holding a pencil correctly, using it correctly when drawing a line) and skills in depicting individual elements of letters.

The most difficult aspect of working with a sentence is separating the sentence and speech. For this purpose, a short excerpt of three or four sentences of two words is selected and each, from a short story or fairy tale, is read, clearly separating one sentence from another, so that the children grasp the completeness of each sentence and can repeat it.

The next stage of sound analysis work is dividing the word into syllables (its parts). Work begins on dividing a word into syllables by showing the practical significance of syllables. You can use the short story “In the Forest,” pictures, illustrations, where girls picking mushrooms call to each other:

“Ta-nya”, “Ma-sha”. Students repeat each part of the word and symbolize it conventionally graphically (with short blue stripes), determine the total number of parts of the word and conclude that the words consist of parts (syllables) or the word is divided into parts (syllables). In this way, the words proposed by the teacher are analyzed (hand, cheek, head etc.). Games like: “Determine the number of syllables in a word by clapping” are played; children are taught to represent two- and three-syllable words by clapping.

The final stage of sound analysis in the pre-letter period is the selection of speech sounds, which are graphically indicated by colored circles, for example.

The children are given several circles of the same color. The teacher calls (ah, ah-y, i-o- y etc.). Students must put on the tables the number of circles that corresponds to the number of sounds pronounced by the teacher.

Another example.

Children have mugs of different colors on their tables (red, yellow, green). Having agreed that red is sound "A", yellow - sound "y", green - sound "And", the teacher pronounces combinations of these sounds. First, two sounds: uh, u-a, u-i, then three sounds. Students must arrange the circles in a certain sequence.

Introducing each new sound should be preceded by vocabulary work. So when working with sound " A"The teacher lays out pictures on the board (stork, aster). Children name the words, and work begins to isolate the desired sound. The teacher names the words, singling out the first sound (a-a-aster), choosing words with the letter “a” in a stressed position. The children are asked the question: “What is the same sound in the words?”

Then work is carried out on the articulation of the desired sound, clarifying its pronunciation frontally and individually. (For example for sound "A": the mouth is wide open, the tongue lies calmly, etc. ). Here you can play various games to reinforce the correct pronunciation of a given sound (game “Echo”, “Steam Locomotive”).

The next stage of working on sound is correlating the selected sound with a letter of the alphabet. Numerous exercises are carried out to visually consolidate the graphic image of sound. It’s good to compare letters with something: 0 – steering wheel, P – gate, etc.

A large printed letter from a split alphabet is shown. Particular attention is paid to the letter in the picture (stork, aster). The image of objects near the letter helps to isolate the first sound from the word. Later, when the child learns several letters, he perceives the name of the object in the picture as a hint and remembers the letter.

In the pre-literate period, work is carried out with children with profound intellectual disabilities to develop visual and spatial perceptions and ideas. This is reading and writing from left to right, arrangement of lines, letter styles, recognition and naming of colors (black, white, brown, red, blue, yellow, green), name and arrangement of geometric shapes (horizontal, vertical).

The essence of teaching literacy (writing and reading) is the material of the information stand for parents. May be useful for beginning speech therapists.

What is writing and reading? What types of speech activities include writing and reading? What does it take for a child to be ready to fully master these skills when entering school?

Letter- this is the transformation (recoding, translation) of a sound series, organized in time, into a spatial series of symbols (in Russian writing - letters).

To write means:

1. Hear the sound against the background of the word,
2. Distinguish it from others
3. Indicate with the desired letter,
4. Arrange the letters in a certain sequence - in Russian writing in one row from left to right.

For this it is important:

1.​ Good phonemic hearing (phonemic: perception, representation, analysis)

2. Sufficiently formed elementary mathematical concepts: the concepts of “row”, temporal (before-after, first-then, earlier-later) and spatial (top-bottom, left-right, front-back) orientations

3.​ Developed fine manual (finger) motor skills

4.​ Visual-motor coordination (interaction of the eye and hand).

Reading is the transformation of a visible series of letters into an audible series of sounds.

D.B. Elkonin: “Reading is the reconstruction of the sound form of a word based on its graphic image.”

1. Break down a written word into letters
2. Recall the sound that a given letter denotes (moreover, to find out whether a consonant letter denotes a soft or hard sound, you must first look at the subsequent vowel),
3. “Collect” a word from sounds,
4. Understand its meaning.

The important things here are:

Information board material for parents. May be useful for beginning speech therapists.

1.​ The ability to distinguish vowels from consonants

2.​ Good phonemic awareness (phonemic awareness and phonemic synthesis)

3. Vocabulary and grammatical structure of speech.

The writing process is primary in relation to the reading process and is more complex: writing is an auditory-visual-motor formation, and reading is a visual-auditory one. It is clear that if a preschooler can read, but cannot write (print or lay out the letters of a cut alphabet), then the quality of his writing at school will suffer.

Good written communication is based only on good oral communication.

Mastering literacy cannot be successful without the arbitrariness (meaningfulness) of mental processes: speech, attention (including auditory and visual), memory, emotions, will. The arbitrariness of mental processes is normally formed by the age of seven, so education in our country begins at the age of seven.

Parents who send their child to school early (“He’s smart.” “Just think, just two months are missing from seven years.”) violate his right to go to school when he is ready psychologically, physically and personally.

Soboleva Natalya Vladimirovna,
teacher-speech therapist of the highest qualification categories,
GBDOU No. 73, Kirovsky district
St. Petersburg

Author: Ekaterina Alekseevna Matveeva (Erokhina), speech therapist, special psychologist at Children's Children's Center named after. Semashko. Article source. Pedsovet.su
For a long time it was believed that a child who persistently writes “lapma” or “ramp” instead of “lamp” is simply inattentive and lazy. Doesn't want to study - that's all! However now
Most experts are confident that such “misses” are based on more serious reasons—immaturity of speech or other mental functions (for example, memory or perception).

What it is?

Why and why?

Currently, there are three main causes of dysgraphia and dyslexia.
Heredity. Some scientists claim that they have discovered a gene that is precisely responsible for a person’s predisposition to dyslexia. However, what kind of gene this is, whether it can be somehow neutralized, science does not yet know for certain.
Unfavorable factors, negatively affecting the areas of the brain responsible for the ability to write and read. These factors are varied: from toxicoses that the mother suffered during pregnancy, to diseases such as meningitis or encephalitis. The development of the child's brain is negatively affected by Rh conflicts, alcoholism, parental smoking and even... their reluctance to have a child!
Social reasons. This is the atmosphere in the family, and the child’s environment, and his attitude towards kindergarten or school (if teachers too strictly demand that the sticks be “perpendicular,” anyone will lose the desire to write), and bilingualism, that is, the presence of people in the family speaking different languages.

Let them teach me.

The diagnosis of dyslexia or dysgraphia is usually given to children who have completed first grade. However, now many parents begin to teach their heirs to read and write even before entering school, and already upon enrollment in first-graders, specialists can identify children from the “risk group”, and based on the results of the first half of the year, determine which of them really shows signs of dyslexia. Long-term observations of speech therapists indicate that work with six-year-olds is 70% effective, while classes with primary and secondary school students are only 20-30%. In the lower grades, speech disorders seriously complicate learning to read and write, and in the older grades - the mastery of grammar and a number of humanities subjects. There are often cases when, due to difficulties with written speech, the question arises about the impossibility of a child’s stay in a comprehensive school. But most often, with the help of a teacher and parents, a speech therapist is able to cope with the problem. Just remember that a speech therapist is not a tutor who will “train” your child and provide him with good grades. This specialist prepares the ground for the successful mastery and correct application of written language skills. That is why he often carries out work that, at first glance, is far from a notebook and a pen: he trains his speech ear, teaches him to divide words into syllables and understand various speech structures.

Writing and reading disorders are often associated with malfunctions of the brain. Therefore, in addition to classes with a speech therapist, children often need special medications that regulate brain activity (they are prescribed by a neurologist). There is no need to be afraid - firstly, no one will prescribe strong medications for dyslexia, and secondly, correctly selected medications will help your child cope with difficulties faster.

What errors indicate a writing disorder?

The development of dysgraphia and dyslexia can be prevented. Therefore, as soon as you notice signs of violations, you should immediately contact a speech therapist!

Writing disorders

1. Omissions, insertions and rearrangements of letters: “paka”, “palkta” or “pakla” instead of “stick”.
2. Substitutions and mixtures of letters denoting similar sounds. Most often children confuse:

• voiceless and voiced sounds:
• “year” instead of “cat”, “kidney” instead of “barrel”;
• hard and soft sounds: “bow” instead of “luk”, “Mouse” instead of “Misha”;
• whistling and pinching sounds: “zuk” instead of “zhuk”, “chudesha” instead of “miracle”;
• mainly using the voice - m, n, r, l: “ramp” instead of “lamp”, “don” instead of “house”.

• extra elements for letters (Ш with extra “squiggles”);
• unfinished letters (lack of squiggles in Ш, И or М);
• "stuck", a complete repetition of the previous letter: "arrouz" instead of "watermelon".

• write non-existent letters; write letters and words in reverse (R instead of Z, current instead of cat);
• incorrectly format the working line: the slope and height of the letters fluctuate;
• the line unexpectedly begins (ends), jumps up or rolls down.

Reading disorders

• Omissions, insertions, permutations, substitutions and mixing of letters.
• Incorrect reading of word endings.
• Replacement of words by visual similarity.
• "Reversing" short words ("he" instead of "but").
• Violation of spelling rules (incorrect placement of stress, reading unpronounceable consonants, etc.).
• “Splicing” of words (two words are read as one).
• Repetitions of syllables and words (Attention! Repetitions that help the child read the word correctly are allowed, but those that lead to the opposite result are considered an alarming sign).
• Wrong reading direction.

Reading speed. Although there are no clear age standards, if by the end of first grade a child is not able to read 20 words in a minute, you should seriously think about it.

Reading method. Children can read letter by letter, that is, calling each letter instead of a syllable (ka-o-te instead of kot).

Expressiveness of reading. If it is difficult for a child to simply read a sentence, the question of conveying the intonation of the characters does not even arise.

The semantic side of reading. The child does not understand (or understands, but not fully) what he has read. There may not be any mistakes as such, but if you ask your child a question about the content of the text (for example, ask to name the characters) - and you will stumble upon a wall of silence. Retelling also fails: the child’s speech is segmented and contains redundant or incorrect information.

Maximum program: how to organize training

Choose a good school. How prestigious is the institution, whether it has been renovated in European style and whether the classrooms are equipped in accordance with the latest technologies - in your case, the tenth question. The qualifications of at least two people are crucial - a speech therapist and a primary school teacher. Ask your friends, go to schools yourself and talk to these specialists - isn’t it important to you who will take care of your child? At the same time, you will demonstrate to teachers your concern for the problem and your readiness to work together.

Focus on the main thing. And the main thing for your child now is to learn to read and write correctly. So the drama club and photo club will have to be postponed until better times - they will certainly come!

Study. The most effective way to learn to read and write - you won't believe it! - this is reading and writing. Therefore, buy copybooks (even if your child has been gnawing on science for several years now) and patiently develop sticks, hooks and letters with your child. Make sure he tries hard and doesn’t make mistakes. Notice which letters (and their combinations) are difficult for your baby - and pay more attention to them. Then you can move on to copying small handwritten texts and dictations. Be sure to work on mistakes - otherwise the letter will turn into a simple scribble of paper. The misspelled word must be written down (in calligraphic handwriting, of course) and parsed: ask the child how many syllables it has, how many letters and sounds there are - and what they are. Then ask your child to write the word 3-4 times on their own. If the mistake is made not in the word, but in the design of the sentence, carry out similar explanatory work - tell your student what a sentence is, how the first word is written and where the period is placed. While listening to the heir read, make sure that he does not “swallow” endings and prepositions. The word in which the baby made a mistake must first be parsed and then read several times. Pay attention not only to technique, but also to understanding what you read - ask questions about the content of the text, ask what certain words and expressions mean. And under no circumstances use the same stories day after day! Inventive cunning people memorize the text and “read” it by heart with an A plus.

Collaborate with a speech therapist and teacher. Did you promise the specialists to work together? So don’t shirk! Follow all recommendations, do homework with your child, do not neglect advice and do not let learning take its course.

What do they have? In Europe and the USA, one word - "dyslexia" - is used to describe specific disorders of reading, writing, and even arithmetic (in our country it is dyscalculia). Although Western scientists note the need to correct these disorders, the main attention is paid not so much to correction, but to creating favorable conditions for the learning and life of dyslexics (special devices are being developed to facilitate visual perception, computer programs, etc.).
In the USA, there are clubs for dyslexics—where they communicate, share experiences and find support. By the way, in our country recently, organizations have also begun to be created, the purpose of which is to give such “special” children the opportunity to feel like full-fledged members of society.

Sections: General pedagogical technologies

In the pedagogy of the 21st century, the student’s personality is at the center, the development of which is the goal of education. The modern pedagogical process is focused on an individual approach to each student; the teacher needs to develop his best qualities in the child, taking into account the characteristics of his personality, forming a positive “I-concept”, stimulating “to learn with passion”, increasing the level of his education.

Modern requirements for Russian language lessons are quite high. The following interrelated learning objectives should be implemented in the lessons:

• equipping students with knowledge of the basics of the science of language;
• developing skills in practical knowledge of the Russian language (spelling, punctuation, cultural and speech norms);
• the ability to clearly express one’s thoughts in oral and written speech in different life situations;
• nurturing a sense of responsibility towards the word, sensitivity to the beauty and expressiveness of Russian speech.

Practice shows that too small a percentage of school graduates actually master information culture, so I see the attractiveness of this technology in the opportunity to develop critical thinking in students through reading and writing, through the development of a culture of working with text.

It is extremely difficult to motivate a modern student to engage in cognitive activity in the vast information space of our time. In my opinion, this is due to an insufficient level of development of thinking and, above all, critical thinking. And this is very important for a person in the modern world, who is entering a new century with a new look of cognitive culture, for which “reproducing man” is an essentially outdated and uninteresting concept. In addition to reproducing activity, there is another type of activity, namely combining or creative activity.

Criticality of mind is a person’s ability to objectively evaluate his own and others’ thoughts, carefully and comprehensively check all put forward provisions and conclusions. A person with a critical mindset never regards his statements and judgments as absolutely correct. Critical thinking, i.e. creative, helps a person determine his own priorities in his personal and professional life. Involves taking individual responsibility for the choices made. Increases the level of individual culture of working with information. Forms the ability to analyze and draw independent conclusions, predict the consequences of one’s decisions and be responsible for them. Allows you to develop a culture of dialogue in joint activities.

Thus, the ability to think critically helps a person reduce the number of actions that we would later regret, and therefore increases our chances of success.

In the course of working within the framework of this model, students master various ways of integrating information, learn to develop their own opinions based on comprehension of various experiences, ideas and ideas, build conclusions and logical chains of evidence, express their thoughts clearly, confidently and correctly in relation to others. Technology is a system of strategies that combine methods of educational work by type of educational activity, regardless of the specific subject content.

Chapter I. Technology for the development of critical thinking through reading and writing (RCMP) in Russian language lessons

1.1. Emergence and spread of technology

The technology for developing critical thinking through reading and writing (RCCT) was developed at the end of the 20th century in the USA. Its authors: Steele, Meredith, Temple, Walter, are members of the consortium “For Democratic Education”. Since 1996 The technology is distributed jointly by the Open Society Institute, the International Reading Association and the Consortium for Humane Pedagogy and has been tested in schools in many countries. The technology has been used in Russian pedagogical practice since 1997.

The creators of the technology modified the ideas of free education (A. Kovalchukova) and creative self-development of the individual (J. J. Rousseau, L. N. Tolstoy, J. Dewey, J. Piaget, M. Montessori), the activity approach to learning (A. N. Leontyev, S.L. Rubinshtein), the principles of student-centered education (E.Fromm, K. Rogers, E.N. Gusinsky, V.V. Serikov, E.V. Bondarevskaya), as well as the ideas of heuristic learning (A. V. Khutorskoy) and brought them to the level of technology. RCMCP technology is universal, penetrating, “supra-subject” technology open to dialogue with other pedagogical approaches and technologies. This is, first of all, an approach that is not a way to decorate the lesson, to give children pleasure from the use of gaming techniques, group forms of work, and frequent changes of activities. This is a completely clear structure, based on developmental and educational goals.

1.2. Technology Feature

Critical thinking is one of the types of human intellectual activity, which is characterized by a high level of perception, understanding, and objectivity of approach to the information field surrounding it.

Critical thinking is independent thinking, which begins with posing questions that need to be solved. Critical thinking is the fulcrum for human thinking; it is a natural way of interacting with ideas and information. Critical thinking means evaluative, reflective thinking. It is an open mind that does not accept dogma and develops by applying new information to life's personal experiences. This is the difference between critical thinking and creative thinking, which does not involve evaluation, but involves the production of new ideas, very often beyond the scope of life experience, external norms and rules. However, it is difficult to draw a clear line between critical and creative thinking. We can say that critical thinking is the starting point for the development of creative thinking; moreover, both critical and creative thinking develop in synthesis and are interdependent.

The technology for the development of critical thinking through reading and writing (RCMP) is a holistic system that develops skills in working with information in the process of reading and writing. It is aimed at arousing the student’s interest, that is, awakening his research and creative activity, using existing knowledge, then presenting the conditions for understanding new material and, finally, helping him creatively process and generalize the acquired knowledge.

RKMChP technology is aimed at achieving educational results:

• ability to work with an increasing and constantly updated information flow in different fields of knowledge;
• use different ways to integrate information;
• ask questions, formulate your own hypothesis;
• solve problems;
• develop your own opinion based on understanding various experiences, ideas and perceptions;
• express your thoughts (orally and in writing) clearly, confidently and correctly in relation to others;
• argue your point of view and take into account the points of view of others;
• the ability to independently engage in one’s studies (academic mobility);
• to take responsibility;
• participate in joint decision making;
• build constructive relationships with other people;
• ability to collaborate and work in a group, etc.

Distinctive features of RKMCHP technology:

• supra-subject character;
• manufacturability;
• assimilation of information and development of reflexive and communicative abilities;
• a combination of skills in working with text and communicating about text;
• application of methods of working with text as a tool for human self-education.

1.3. Basic technology model

The technology for the development of critical thinking through reading and writing (RCMP) is a holistic system that develops skills in working with information in the process of reading and writing.

The training session conducted using this technology is structured in accordance with the technological chain: challenge - comprehension - reflection. In almost any lesson, you can turn to RKMChP and work with students of any age.

First stage – call. Her presence in every lesson is mandatory. This stage allows you to:

• update and generalize the student’s knowledge on a given topic or problem;
• arouse sustained interest in the topic being studied, motivate the student to learn;
• formulate questions to which you would like answers;
• encourage the student to be active in class and at home.

On the stage call existing knowledge on the announced topic is updated, i.e. Even before getting acquainted with the text (text refers to written text, the teacher’s speech, and video material), the student begins to think about specific material. At the first stage, motivation mechanisms are activated and a goal is determined.

Second stage – comprehension. There are other tasks here. This stage allows the student to:

• obtain new information and comprehend it;
• correlate with existing knowledge;
• look for answers to the questions posed in the first part.

At the stage of comprehension, direct work with the text occurs - reading, which is accompanied by the actions of the student: marking using the icons “v”, “+”, “-”, “?” (as they read, they are placed in the margins on the right), compiling tables, searching for answers to the questions posed in the first part of the lesson, etc. As a result of this, students receive new information, correlate new and existing knowledge, and systematize the data received.

Thus, the student monitors his own understanding independently.

Third stage - reflection. The main ones here are:

• holistic comprehension, generalization of the information received;
• appropriation of new knowledge, new information by the student;
• the formation of each student’s own attitude to the material being studied.

At the stage of reflection, information is generalized and the role of writing increases. Writing helps not only to understand the material and reflect on what you read, but also to express new hypotheses.

The RKMChP technology uses different methods and techniques, used both at a certain stage and as a strategy for conducting a lesson as a whole.

Let's look at the techniques that are effectively used in teaching the Russian language.

Chapter II. Using techniques for developing critical thinking in Russian language lessons

2.1. Characteristics of technology techniques

Reception “Basket of Ideas”

This is a technique for organizing individual and group work at the initial stage of the lesson, when knowledge and experience are being updated. This technique allows you to find out everything that students know about the topic being discussed in the lesson. A basket icon is attached to the board, into which what students know about the topic being studied is conventionally collected.

Work algorithm:

1. Each student remembers and writes in a notebook everything he knows about the topic (individual work lasts 1-2 minutes).

2. Exchange information in pairs or groups.

4. All information is briefly recorded in the “idea basket,” even if it is incorrect.

5. All errors are corrected as new information is learned.

Technique “Creating a cluster”

The point of the technique is to try to systematize existing knowledge. It is associated with the “Basket of Ideas” technique.

The rules for constructing a cluster are very simple. We draw a model of the solar system: a star, planets and their satellites. There is a star in the center - this is our theme. Around it, the planets are large semantic units. We connect them with a straight line with a star. Each planet has its own satellites, and each satellite has its own. The cluster system covers more information. Clusters can be used at different stages of the lesson.

Technique “True and False Statements”

This technique can be the beginning of a lesson. The teacher offers a series of statements about a particular topic. Students choose “true” statements based on their own experience or intuition. In any case, they tune in to study the topic, highlight key points, and the element of competition allows them to maintain attention until the end of the lesson. At the reflection stage, we return to this technique to find out which of the statements were true.

Technique “I know - I want to know - I found out”

The technique “I know - I want to know - I found out” is working with a table.

When studying a topic at the challenge stage, students can be asked to split into pairs, confer and fill out 1 column of the table (this could be some associations, specific historical information, assumptions). After discussing the results in class, students themselves formulate the goals of the lesson: what do I want to learn? To eliminate gaps in your own knowledge, fill out column 2. After studying the topic, they compare the information received with what they had at the beginning of the lesson.

Technique “Writing a syncwine”

Sinkwine is the easiest form of poetry according to the algorithm.

Translated, “syncwine” means a poem consisting of five lines, which is written according to certain rules.

The first line contains one word - a noun. This is the theme of syncwine.

On the second line you need to write two adjectives that reveal the theme of the syncwine.

On the third line, three verbs are written that describe actions related to the topic of syncwine.

The fourth line contains a phrase consisting of several words with which the student expresses his attitude to the topic.

The fifth line is a word - a summary, which allows you to express your personal attitude to the topic, gives it a new interpretation.

Children of all ages enjoy composing syncwines. For example:

Vowels and consonants.

They pour, they ring, they thunder.

Used in oral speech.

Phonetics.

Technique “Thick and thin questions”

The technique “Thick and thin questions” can be used at any stage of the lesson: at the challenge stage - these are questions before studying the topic; at the stage of comprehension - questions as you read and listen; at the stage of reflection (thinking) - demonstration of understanding of what has been covered.

“Thick and thin questions” can be presented in the form of a table.

As you work with the table, questions that require a simple, monosyllabic answer are written in the right column. (For example: What derivative prepositions are written in one word?)

In the left column are questions that require a detailed, detailed answer. (For example: What difficulties exist in spelling prepositions?)

Tables of thick and thin questions can become the basis for research, discussions, essays.

Technique “Key words”

The challenge stage in a lesson can be accomplished by many methods, including well-known ones, for example, “key words” by which you can come up with a story or arrange them in a certain sequence, and then, at the comprehension stage, look for confirmation of your assumptions by expanding the material.

“Catch a mistake” technique

The teacher prepares a text containing erroneous information in advance and invites students to identify the mistakes made.

It is important that the task contains errors of 2 levels:

• obvious ones, which are quite easily identified by students based on their personal experience and knowledge;
• hidden, which can only be established by studying new material.

Students analyze the proposed text, try to identify errors, and justify their conclusions. Then they study new material, after which they return to the text and correct those errors that could not be identified at the beginning of the lesson.

Technique “Draw happiness”

Psychodrawing techniques make it possible to express an understanding of abstract concepts and the inner world through visual images. You can give the task to draw conscience, revenge, good, evil and then explain your drawings.

Technique “Writing in a circle”

The “Writing in a Circle” technique involves a group form of work. Each student should have a piece of paper. Children need not only to think about a given topic, but also to coordinate their opinions with group members. Each group member writes down several sentences on a given topic, then passes his piece of paper to his neighbor. Having received the piece of paper, the neighbor continues his thoughts. The pieces of paper move until everyone gets back the piece of paper on which their first sentences were written.

Technique “Notes in the margins”

The “Notes in the margins” technique works at the comprehension stage. While reading the educational text, a goal is given: as you read the article, make notes in the text.

The teacher must first determine the text or its fragment for reading with notes, remind the rules for placing markings, indicate the time allotted for work, and check the work.

Markings:

• A “tick” sign indicates information that is known to the student.
• The plus sign marks new information, new knowledge.
• The “question” sign indicates something that remains unclear and requires additional information.

There may be several marking options:

2 icons - “+” and “V”, 3 icons - “+”, “V”, “?” or 4 icons - “+”, “V”, “?”, “-” (I thought differently).

After reading the text, students fill out a table, the number of columns of which corresponds to the number of marking characters:

This technique requires the student to read actively and carefully. The use of labels helps to relate new information to existing ideas.

Technique “Writing an Essay”

A very effective artistic form of written reflection is the essay. This is a free letter on a given topic. An essay is a short work that reveals a specific topic and has a distinctly subjective interpretation, free composition, focus on colloquial speech, and a tendency toward paradoxes. If the work takes place in class, the time limits for its completion are agreed upon in advance: 5, 10, 15, 20 minutes. Depending on the purpose of writing, the author selects the content. In any case, an essay is an artistic form of reflection that encourages the student to turn to his own, perhaps contradictory, experience.

Essay writing model.

1. Preliminary stage (inventory): identification of the most important facts, concepts, etc.
2. Working on a draft.
3. Edit. Can be done in pairs.
4. Editing. Correction of comments made during editing.
5. Publication, i.e. reading in front of an audience.

Possible essay writing algorithm.

1. The topic (problem) being discussed.
2. Own position.
3. Brief rationale.
4. Possible objections raised by listeners.
5. The reason why the stated position remains the same is declared correct.
6. Conclusion.

Teaching students to write essays and other types of written reflection is a rather difficult task. Let's highlight basic rules for teaching written reflection:

This is only a small part of the methodological techniques associated with the formation of critical thinking. Detailed information on this topic can be found on the Internet on the website of the international journal on critical thinking “Peremena” http://www.ct-net.net/ru/rwct_tcp_ru

The technology for developing critical thinking through reading and writing makes it possible for the student to grow personally, introduces the child to the spiritual experience of humanity, and develops his mind and individuality. Technology is open to solving a wide range of problems in the educational field. It is a set of special techniques and strategies, the use of which makes it possible to structure the educational process in such a way as to ensure independent and conscious activity of students to achieve their educational goals. RKMChP helps the teacher replace passive listening and retelling with active participation of students in the educational process, and thereby increase the effectiveness of classes.

Bibliography

1. S.I.Zair-Bek, I.V.Mushtavinskaya. Development of critical thinking in the classroom: A manual for teachers. – M.: Education, 2004.
2. E.A. Kozyr. Characteristics of RCMCP technology techniques. //gas. “Russian language”, 2009, No. 7.
3. I.O.Zagashev, S.I.Zair - Beck. Critical thinking: development technology: A manual for teachers - St. Petersburg; Delta Alliance, 2003.
4. Piaget J. Moral judgment in the child. M.; AK, 2006.
5. Selevko G.K. Modern educational technologies M. Public education. 1998.

1. Written speech is a broader concept than writing, which is the first component of written speech (the second component is reading)

2. Various types of written products (copying, dictation, presentation, composition).

3. Written speech and writing are formed in different periods. Writing - primary school. Written language - all life

4. Writing and written speech have different objects of awareness. Written speech is an idea and its embodiment in the text; when writing, writers are aware only of technical actions to designate speech sounds, as well as connecting letters during writing and merging them into a whole word.

5. There are 2 forms in written speech: natural written speech (personal letter, diary entries, reasoning) and artificial form (message or report on a specific topic).

6. Writing, unlike written speech, cannot be called a communicative function, because In the early stages, writing is a learning skill. Written speech performs a communicative function, which can be implemented with a time delay.

7. Written speech has an impact on the formation of the writer’s thinking, which writing does not have, because represents, in a certain sense, work on the method and form of utterance. Writing is implemented by the basic learned spelling principles.

8. Various mistakes that are made when writing and writing. Written speech disorders are the inability to master the structure and functioning of a written statement. There is a lack of integrity and unity of the text, a decrease in sentence length and changes in word order. Omissions of significant parts and frequent agrammatisms. Writing errors are considered to be substitutions, confusion, omissions, insertions, rearrangements of letters, errors in writing letters that are similar in spelling and letters that have different visual-spatial locations, and spelling errors. Writing should be considered as a preliminary, preparatory stage in the emergence of written speech, associated with mastering the basic skills of phonetic transcription of oral speech in accordance with the principles of Russian orthography, as well as the technique of mastering graphic operations. When analyzing the process of mastering and disrupting oral speech, you should not replace two close but different concepts.

Reading.

Reading - This is the second form of written speech. It is a complex process of decoding a message presented in written form, which the child masters during the learning process. In the early stages, reading itself is the child’s subject of study. In the first grade, a student first acquires the ability to recognize letters, then syllables, then words and whole sentences. Gradually, these skills are consolidated and become an automated skill, which becomes a means of acquiring academic knowledge. During schooling the child must master cognitive skills :

1. Understand texts of various types and genres

2. Find in them the information you need, which is given in the text in explicit and implicit form

3. Comprehend the content of the text read

4. Understand the meaning of texts

5. Interpret the text, expressing your thoughts about what you read. Reading in school education takes a leading role.

Reading aloud activates the brain:

1. Occipital lobe (processing of visual information)

2. Parieto-occipital lobe

3. Serial organization of articulation and eye movements (kinetic component)

4. Processing of auditory information

5. Processing of kinesthetic information

6. Control (visual and speech-auditory) and regulation of action

7. Tone (selective brain activation)

When reading to yourself, the brain works(when the child has developed full-fledged reading aloud):

The eye movement remains, but the articulatory system works in a minimized mode - we don’t say anything, but we make micromovements close to internal speech.

The auditory component is almost completely turned off. Processing of kinesthetic information is minimal. Control is mainly visual. + energy.

1 – processing of visual information in the visual-gnostic sections of the occipital region;

2 – processing of visual-spatial information (multimodal visual-spatial sections in the parieto-occipital region);

3 – serial organization of eye movements, and articulation in a collapsed form;

4 – the component of processing auditory information is switched off at certain stages;

5 – processing of kinesthetic information in a minimal form;

6 – control using a visual analyzer;

7 – energy block (selective activation in the cerebral cortex).

During the reading process, highlight 2 sides : technical side and conceptual side of reading:

1. The technical side of reading. Involves operations:

1) Recognition of letters, syllables and words

2) Correlating the visual image with its sound form

3) Continuous pronunciation of words

4) Correlation of sound with the standards of the mental lexicon

Analysis parameters the technical side of reading is:

1. Reading speed

2. Reading method

3. Correct reading

4. Expressive reading (controversial)

Reading speed

Reading speed is influenced by the familiarity of the word and the frequency of use of the word. The best option: standardized texts.

Speed ​​guidelines:

1st grade 1st half of the year: syllable-by-syllable reading, reading speed is not measured, because reading speed is very fast

1st grade 2nd half year: 20-25 words per minute

2nd grade 1st half year: 25-30 words per minute

2nd grade 2nd half year: 40-50 words per minute

3rd grade 1st half year: 50-60 words per minute

3rd grade 2nd half year: 60-70 words per minute

4th grade 1st half year: 70-80 words per minute

4th grade 2nd half year: 80-90 words per minute

Reading methods

Learning to read begins with the perception of text, where eye movements play a significant role. For a beginner to read, text is a complex visual field, which is saturated with a mass of similar images of letters. These letters must be perceived and analyzed in a strict order, achieving recognition of each individual element of the letter, fragment of a word or individual words. The sequence of basic visual reading operations can be represented as follows:

1. Binocular fusion and bifixation of the target (if the axes of the two eyes do not converge at one point, then the image of an object or letter, which is transmitted to the visual cortex, begins to double. As a result, reading becomes impossible. Correct bifixation requires preliminary binocular fusion due to the convergence of the eyes )

2. Visual search for the beginning of a line

3. Eye movement when scanning text, direction from left to right (while reading, the eye makes movements along the line, they are of a special nature and are called saccades, ending with a fixation point. The eye can stop at the beginning, middle and end of the word. The saccades (jumps) themselves take 5% of the time, 95% - recognition of what was loaded. After recognition, the iconic memory must be cleared. Most often while reading we stop at the beginning of the line and more often and more stops we make at the end of the line. Eye movements forward along the line are called progressive movements. In addition to these movements, there are eye movements that are considered normative, but they are carried out in the opposite direction. A poor reader has a lot of returns. If words are unfamiliar with a complex syllable structure, then there will also be returns. Movements are called regressive. Information that is loaded into Iconic memory is processed in the cerebral cortex using two channels; they process visual information (pi channel and m channel))

T. Egorov (1953) - letter-by-letter reading method. Artificially divided the acquisition of reading skills into 4 stages:

1st stage: letter-sound reading.

2nd stage: syllable reading.

3rd stage: formation of synthetic reading techniques.

4th stage: synthetic reading.

1st stage: mastery of letter-sound reading

The child’s skills are formed in the pre-literary and alphabetic periods of learning. The psychological structure of reading develops over these two periods and turns out to be completely different from what we recorded at the beginning of training. At this stage, children assimilate and learn to listen to spoken speech, learn to identify words in a sentence that they select from the text, they learn to divide words into syllables, and syllables into sounds. Then, in the process of reading, they learn to synthesize letters in a syllable or word. These words correspond to words of oral speech. For reading, the main point is mastery of the sound side of oral speech.

Conditions for proper reading acquisition

1. Differentiation of speech sounds

2. The child’s formation of ideas about the generalized speech sound or phoneme

3. If the graphic image of the letter itself has been firmly mastered

... and 3 well-formed visual memory. The unit of reading here is the letter. Understanding is practically unformed. The child can understand the meaning: d-o-m = house.

2nd stage: formation of syllabic reading

According to Egorov, the child immediately moves on to reading in syllables. But there is an intermediate option: squirrel - the child will read it as squirrel. This is reading with fusions and sounds outside the fusion. Reading by syllables is more difficult, because... a larger number of characters are visually covered. This is productive reading, it allows you to read words faster, and allows you to merge the read syllables into short and long words. Syllables at this stage are quickly recognized by the reader. At this stage, the unit of reading becomes the syllable. The child reads the syllable, correlates it with the mental lexicon, remembers, the same operation with the next syllable, then the syllables are combined in memory, they are synthesized and the resulting word must be correlated with the existing standard of the word. Children at this stage begin to form a semantic guess. Most often it occurs at the end of the word being read. If you do not pay attention to the presence of this guess at this stage, then at the next stage you can find a guessing reading. At this stage, children still have difficulties synthesizing syllables into a whole word; this will apply to complex words. This stage in one case will indicate that the formation is going well, in another case it will indicate dyslexia. If syllabic reading remains choppy for a long time and the child does not improve his performance, then the child may later show dyslexia. If a child reads syllables slowly, but consistently, then this will indicate that the child will not suffer from dyslexia. Productive reading – continuous, smooth reading, unproductive reading – jerky, unsmooth reading. Frequent repetitions when reading complex unfamiliar words, difficulties in establishing grammatical connections between words in a sentence. Because reading technique is imperfect.

3rd stage: the formation of holistic reading techniques.

The different ways of reading are clearly visible here. If the word is frequent, then it is read in its entirety. Long and complex words are read at this level syllable by syllable. When long words appear in texts, children have a semantic guess, which in reading is usually expressed in the appearance of agrammatisms. If it appears, it usually causes regressive eye movements along the line; rereading and reading speed do not increase because of this. Relatively formed at this stage is the synthesis of words in a sentence - the child can combine words into whole sentences.

4th stage: synthetic reading techniques.

Reading of the text is observed, which will be carried out in whole words, phrases and short sentences. The main focus of reading will not be on letter recognition. Reading will mainly be associated with comprehending the content of what you read. We will rarely encounter reading errors here, because... guessing while reading will be controlled by developed holistic perception. At this stage, a peculiarity in understanding the text read may be observed. It will be caused by the following reasons: 1. Different children will have different levels of cognitive activity. 2. Different children will have different amounts of vocabulary and grammatical structure of speech. The more developed a child is in terms of speech, the better he will understand the text he reads.

There is another reading option - holistic = viewing reading. This is a quick read. This is a special reading where the eye moves across the page in an S shape (from left to right). The plot, characters and some other small things come into view.

For the technical side of reading, an important point is the accuracy of reading - how correctly the text being read is conveyed to the child. There are often omissions, confusion, replacement of endings, and repetitions of words when reading.

Reading to yourself.

The main amount of information is mastered through “silent reading”/reading with the eyes/reading silently. It exists only for itself. It is mastered by children only after reading aloud has been mastered (usually in the first year of schooling). At the end of the first year, children learn to buzz read.

1. Formative reading to yourself. During buzzing reading, students .. auditory analyzer.

2. Quiet whisper reading. The activity of the speech motor and auditory analyzers is observed.

3. Silent reading. Accompanied by buzzy articulation. The work of the vocal system and auditory perception is completely hidden from the observer, but the activity of the speech motor analyzer is noted

4. Silent reading. Completely invisible or hidden mode of the speech motor analyzer

5. Automated reading. Silent reading, in which children read not only silently, but also at a high speed, several times higher than the speed of loud reading. Individually for everyone.