Quick reading and memorization technique for children. The best speed reading technique for adults

Technique quick reading– this means easier reading comprehension, more free time, broadening your horizons, developing your intellect, improving your memory and many other pleasant effects. Even if you don’t like to read, once you have mastered the technique, you are unlikely to be indifferent to the eternal source of knowledge, because you can read one or even several books a day.

Why improve your reading speed?

In the age of Internet technology, a huge flow of information flows together, both necessary and uninteresting, pleasant and poisonous to the minds. To be able to quickly find important information in a huge stream, filter out false information and not be vulnerable to smart and cunning people, you need to read. After all, reading, like reading, improves mental activity, increases intelligence, broadens horizons, trains memory and develops imagination.

Now imagine that during quick reading, all this happens in three or even five times faster. What knowledge will you have in six months? And what knowledge can you pass on to your children?

In physical terms, by increasing the speed of reading, a person strains his eye muscles less, forgets about headaches and does not get tired of work, since high concentration allows him to quickly solve work issues.

Famous people and their records

The technique of fast reading appeared a long time ago, many famous people owned and actively used it:

• Vladimir Ilyich Lenin read 2500 words per minute. Many people were amazed by such speed; some did not believe that it was possible. But despite his speed, he always understood and remembered what he read.
• Joseph Vissarionovich Stalin had his own huge library. His daily norm was at least 500 pages.
• Maxim Gorky had his own speed reading technique. He read texts in magazines, “drawing” a zigzag with his eyes: 1 text - 1 zigzag. Its speed reached 4000 words per minute.
• Alexander Sergeevich Pushkin had an exceptional memory. And he used the speed reading technique, which he learned from the notes of the monk Raymond Lull.
• Napoleon Bonaparte read at a speed of 2000 words per minute.
• The writer Honore de Balzac read with great speed. And he wrote a work about his abilities, but with a fictional character: “The absorption of thoughts in the process of reading reached him with a phenomenal ability. His gaze covered 7-8 lines at once, and his mind comprehended the meaning at a speed corresponding to the speed of his eye. Often just one word allowed him to grasp the meaning of an entire phrase.”
• Evgenia Alekseenko, she read 416250 words per minute, it’s even hard to believe, but it’s a fact.

Fast Reading Techniques

There are a huge number of methods for teaching speed reading techniques, but it is worth highlighting the most effective and frequently used among fans of this method of perceiving information.

Regression is the main enemy of speed

First of all, you should get rid of habit of returning with your eyes back to the text already read - regression. With slow reading, there are more returns. What does this have to do with? Habit, complex text, lack of attention.

Our parents and teachers always told us, if you don’t understand, read it again. But it turns out that this is the first and most annoying reason for slow reading; with regression, speed decreases by half, and understanding of meaning decreases by three times. We need to get rid of this habit. This will help integral reading algorithm.

Many people read books randomly, read at the end, open the middle, they don’t have any algorithm, so the meaning is lost. This way, the information received does not stay in the head for long; the next day the person will not even remember the title of the book.

For better assimilation, a figurative representation is necessary. You can come up with your own scheme or take an existing one. The diagram consists of blocks and looks like this:

1. Title (books, articles).
2. Author.
3. Source and its data (year, no.).
4. Main content, topic, factual data.
5. Features of the material presented that seem controversial, criticism.
6. The novelty of the material presented.

You need to remember this diagram. And mentally, from the information you are reading, highlight the main thing and break it down into appropriate blocks. Integral algorithm promotes suppression bad habit – regression.

When using this scheme, the dynamics of mental processes will not leave time for recurrent eye movements. Remember, it is important to read the text to the end without backtracking. Only after reading it completely, if necessary, can you read it again, which is unlikely to be necessary using this scheme.

How to Achieve Reading Comprehension

Another important factor– understanding of the essence. There are three methods:

• highlighting semantic reference points;
• anticipation;
• reception.

Identification of semantic reference points implies dividing the text into parts and highlighting the main idea, which contributes to better assimilation of information. Any association that arises can be a support. It is necessary to reduce the content to short, concise sentences that highlight the main idea of ​​​​the work.

Anticipation- a semantic guess. That is, the reader guesses a phrase from a few words, and understands the meaning of entire paragraphs from a few phrases. With this speed reading technique, the reader relies on the meaning of the entire text, rather than individual words. This method of understanding is developed through the accumulation of a dictionary of text cliches and semantic stereotypes. Then the processing of what you read reaches automaticity.

Reception is a mental return to what has been read. It is mental reflection on what you read, not to be confused with regression. This method helps to understand the deep meaning of the material or work.

Methods to combat articulation

Articulation during reading slows down the speed very much, so it needs to be suppressed. Reading speed depends on how speech processes work, that is, how quickly you can process and assimilate text.

There are three types of reading:

• with speaking out loud or whispering (slow);
• with talking to yourself (more quickly, but still not effective);
• silently, but the main internal dialogue is suppressed and only key and meaningful phrases pop up in the head.

For example, psychologist E. Meiman suppressed articulation with the help of counting. While reading, he counted “One, two, three” and this greatly helped him in increasing his speed.

Researchers have developed three methods suppression of articulation:

1. Mechanical delay information (or forced) - clamping the tongue between the teeth while reading. But this method has a disadvantage: it inhibits only the peripheral speech-motor system, leaving the central (brain) system to work. Therefore, this method is not very effective.
2. Speaking foreign text out loud when reading to yourself. This method is better than the previous one, but still not ideal. Since a lot of attention and energy is spent on pronunciation of other words, they could improve the quality of information perception.
3. Central speech interference method, or the method of arrhythmic tapping was developed by N. I. Zhinkin. When reading to yourself, you must use your hand, beating out a special rhythm with your fingers. One of them is push-pull tapping with four percussion elements in the first beat and two in the second, with an increase in the beat in the first stage of each beat.

The peculiarity of this technique is that there is no effect on the speech organs, but at the same time, from tapping the hand, a zone of inductive inhibition appears in the brain, which makes it impossible to pronounce readable words.

Memory and attention training

Attention- this is a person’s concentration on the task he is doing at the moment. Without attention, understanding of work decreases by 90%. Only if the concentration is on specific occupation will be maximum, then work, study of material, any activity will not be in vain. And therefore, when interested in speed reading techniques, it is very important to develop concentration skills.

Scientists give good advice: To develop concentration, read words and sentences backwards. You can recite the alphabet in reverse.

Memory. How often, after reading a work, a week later it is impossible to remember either the author or the title, not to mention the content. For better memorization, after reading it completely, you need to retell the content in your own words, and for better assimilation, translate the material into the language of your own thoughts. The task is to find the meaningful and semantic part of the text.

Where to start self-study

The speed reading technique does not require any material costs. You don’t have to go shopping, choose unknown materials, be surprised at prices and waste your valuable time. All you need is your desire and perseverance, this is the key to successfully achieving your goal.

You will also need books, many books. There is no need to run and buy bookstores, every person has at least a few good books in their home, start with them, and then turn to your friends, they will definitely find something interesting for you. In the end, this is the 21st century, interactive technologies and e-books will adequately replace paper publications.

1. One of the popular and very effective books by O. A. Kuznetsov and L. N. Khromov is “Fast Reading Technique.” The techniques are described in a very accessible and interesting way. At the end of the book there are lessons where accessible language All stages are covered.
2. S. N. Ustinova “Development of oral and writing». Good book, a lot of interesting tricks and tips.
3. Mortier Adler "How to read books." He writes not only about speed reading techniques, but also about reading in general. Gives interesting recommendations, this book is worth reading.
4. There are also new programs that allow you to increase your reading speed, for example, Spritz.
5. Online speed reading trainers from Sergei Mikhailov: Flasch – speed reading training.

If you don't want to study on your own, sign up for online courses. Take a free trial lesson at the Eshko school right now.

Feel free to be smart. This will improve your self-esteem and quality of life. Love reading, it will give you great benefits and make you happier. Reading can be considered one of the best ways to maintain a sound mind and interest in life.

Often, younger schoolchildren's studies are not going well because they read very slowly. The low speed of obtaining information affects the speed of completion of all work as a whole. As a result, the child sits for a long time over the textbook, and his academic performance is at the “satisfactory” mark.

How to teach a child to read quickly and at the same time comprehend what he read (more details in the article:)? Is it possible to ensure that reading becomes cognitive process, providing a lot of new information and will not become a “dumb” reading of letters and syllables? We will tell you how to teach a schoolchild to speed read and not lose true meaning classes. We read quickly, but efficiently and thoughtfully.

Where to start learning speed reading?

Talking about classical technique speed reading, we emphasize that the basis in it is a complete rejection of internal pronunciation. This technique is not suitable for younger students. It should start no earlier than 10-12 years. Until this age, children better assimilate information that is read at the same speed as when speaking.

Parents and teachers can still learn a number of things useful principles and techniques that are included in this technique. A child’s brain at the age of 5-7 years has every opportunity for full development and improvement - many teachers of venerable schools say this: Zaitseva, Montessori and Glen Doman. All of these schools begin teaching children to read at this age (about 6 years), only one world-famous Waldorf school begins the process a little later.

All teachers agree on one fact: learning to read is a voluntary process. You cannot force a child to read against his will. Parents can help their child find the inner strength to master a new skill by using games.

Preparing preschoolers to read

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Today on store shelves there is a huge assortment of reading aids. Moms and dads, of course, begin this process by studying letters, for which they buy alphabet books in a variety of forms: talking books and posters, cubes, puzzles and much more.

The ABC comes to the aid of the youngest children

The goal of all parents is extremely important, but you should remember that you need to teach right away so that you don’t have to re-teach later. Often, without knowing it, adults teach using the wrong methods, which ultimately creates confusion in the child’s head, which leads to mistakes.

The most common mistakes parents make

• Pronouncing letters, not sounds. It is a mistake to name the alphabetical variants of the letters: PE, ER, KA. Correct learning requires a brief pronunciation of them: P, R, K. An incorrect beginning will lead to the fact that later, when composing words, the child will have a problem in forming syllables. So, for example, he will not be able to identify the word: PEAPEA. Thus, the baby cannot see the miracle of reading and understanding, which means that the process itself will become absolutely uninteresting for him.
• Erroneous learning to connect letters into syllables and read words. The following approach will be incorrect:
  • we say: P and A will be PA;
  • spelling: B, A, B, A;
  • analyzing a word only with a glance and reproducing it without taking into account the text.

Learn to read correctly

The baby should be taught to draw out the first sound before pronouncing the second - for example, MMMO-RRRE, LLLUUUK, VVVO-DDDA. By teaching your child this way, you will see positive changes in learning much faster.

Reading skill is closely related to the correct pronunciation of sounds

Very often, reading and writing disorders take their basis in the child’s pronunciation base. The baby pronounces sounds incorrectly, which subsequently affects reading. We advise you to start visiting a speech therapist starting at the age of 5 and not wait for speech to develop on your own.

First grade classes

Famous professor I.P. Fedorenko has developed his own method of teaching reading, the main principle of which is that it is not how much time you spend on a book that matters, but how often and regularly you study.

You can learn to do something at the level of automaticity even without grueling long sessions. All exercises should be short-term, but carried out with regular frequency.

Many parents, unwittingly, put a spoke in the wheels of their child’s desire to learn to read. In many families, the situation is the same: “Sit down at the table, here’s a book for you, read the first fairy tale and don’t leave the table until you finish.” The reading speed of a child studying in the first grade is very low and therefore it takes only one short story it will take him at least an hour. During this time he will become very tired from mental hard work. Parents with this approach kill the child’s desire to read. A more gentle and effective way to work through the same text is to work on it in portions, for 5-10 minutes. Then these attempts are repeated two more times during the day.

Children who are forced to read usually lose interest in literature completely.

When a child sits down to a book without pleasure, it is important to use a gentle reading mode in this case. With this method, the baby gets a short break between reading one or two lines.

For comparison, you can imagine viewing slides from a filmstrip. In the first frame, the child reads 2 lines, then studies the picture and rests. Then we switch to the next slide and repeat the work.

Extensive teaching experience allowed teachers to use various effective methods for teaching reading, which can be used at home. Below are examples of some of them.

Exercises

Syllable speed reading table

This set contains a list of syllables that are repeated many times in one reading session. This method of practicing syllables trains the articulatory apparatus. First, children read one line of the table slowly (in unison), then at a slightly faster pace, and then last time- like a tongue twister. During one lesson, from one to three lines are practiced.

The use of syllabic tablets helps the child to quickly remember combinations of sounds

By studying such syllable tables, children begin to understand the principle by which they are built, it is easier for them to navigate and find the required syllable. Over time, children understand how to quickly find a syllable at the intersection of vertical and horizontal lines. The combination of vowels and consonants becomes clear to them from the point of view of the sound-letter system, and in the future it becomes easier to perceive words as a single whole.

Open syllables need to be read both horizontally and vertically (more details in the article:). The principle of reading in the table is twofold. Horizontal lines represent the same consonant sound with different vowel variations. The consonant is read drawn out with a smooth transition into a vowel sound. In vertical lines, the vowel remains the same, but the consonant sounds change.

Choral recitation of the text

They train the articulatory apparatus at the beginning of the lesson, and relieve excessive fatigue in the middle. On the sheet that is given to each student, a number of tongue twisters are proposed. First graders can choose to practice a tongue twister they like or that is related to the topic of the lesson. Pronouncing tongue twisters in a whisper is also excellent training for the articulation apparatus.

Performing articulation exercises improves speech clarity and helps speed reading

Comprehensive reading program

• repeated repetition of what has been written;
• reading tongue twisters at a fast pace;
• Continue reading an unfamiliar text with expression.

Joint implementation of all points of the program, pronouncing in a not very loud voice. Everyone has their own pace. The schedule is as follows:

The read and conscious content of the first part of the fairy tale/story continues with a choral reading in a low voice of the next part. The task lasts 1 minute, after which each student makes a mark to what point he has read. Then the task is repeated with the same passage, the new word is also marked and the results are compared. In most cases, the second time shows that the number of words read has increased. Increasing this number creates a positive attitude in children and they want to achieve more and more success. We advise you to change the pace of reading and read it as a tongue twister, which will develop the articulatory apparatus.

The third part of the exercise is as follows: a familiar text is read at a slow pace with expression. When children reach an unfamiliar part, the pace of reading increases. You will need to read one or two lines. Over time, the number of lines needs to be increased. You will notice that after a few weeks of systematic training, the child will show clear progress.

Consistency and ease of exercises for a child are very important in learning.

Exercise options

1. Task "Throw-notch". When performing the exercise, students' palms are on their knees. It begins with the words of the teacher: “Throw!” Having heard this command, children begin to read the text from the book. Then the teacher says: “Notice!” It's time to relax. Children close their eyes, but their hands remain on their knees all the time. Having heard the “Throw” command again, students look for the line where they stopped and continue reading. The duration of the exercise is about 5 minutes. Thanks to this training, children learn to visually navigate text.
2. Task "Tug". The purpose of this exercise is to control the ability to change the pace of reading. First graders read the text together with the teacher. The teacher chooses a pace that is comfortable for the students, and the students should try to keep up. Then the teacher proceeds to read “to himself,” which the children also repeat. After a short period of time, the teacher begins reading aloud again, and the children, if they catch the pace correctly, should read the same thing with him. You can improve your reading level by doing this exercise in pairs. The better reading student reads “to himself” and at the same time runs his finger along the lines. The neighbor reads aloud, focusing on the partner’s finger. The task of the second student is to keep up with the reading of the stronger partner, which should in the future increase the reading speed.
3. Find the other half. The students’ task will be to search the table for the second half of the word:

Program for children over 8 years old

1. Search for words in the text. In the allotted time, students must find words starting with a specific letter. A more difficult option when teaching technique speed reading– search for a specific line in the text. This activity helps improve vertical visual search. The teacher begins to read the line, and the children must find it in the text and read the continuation.
2. Inserting missing letters. The proposed text is missing some letters. How much? Depends on the children's readiness level. There may be dots or spaces instead of letters. This exercise helps speed up reading and also helps to combine letters into words. The child matches the initial and final letters, analyzes them and composes a whole word. Children learn to read the text a little ahead in order to correctly select the right word, and this skill is usually formed in children who read well. A simpler version of the exercise for children over 8 years of age is a text with missing endings. For example: Veche... came... to the city.... We moved... along the paths... between the garage... and notice... a small... kitten... etc.
3. Game "Hide and Seek". The teacher begins to randomly read some line from the text. Students must quickly find their bearings, find this place and continue reading together.
4. Exercise “Word with a mistake.” While reading, the teacher makes a mistake in a word. Children are always interested in correcting inaccuracies, because this increases their authority, as well as their confidence in their abilities.
5. Self-measurements of reading speed. On average, children should read about 120 words per minute or more. Achieving this goal will be easier and more interesting if they start self-measuring their reading speed once a week. The child himself counts the number of words read and writes the results in a table. This task is relevant in grades 3-4 and allows you to improve your reading technique. You can find other examples of speed reading exercises and videos on the Internet.

Reading speed is important indicator progress and should be monitored regularly

We stimulate with results

Assessing positive dynamics is very important. The child will receive a good incentive for further work if he sees that he has already achieved some success. You can hang a table or graph above your workplace that would display the progress in learning speed reading and improving the reading technique itself.

Kinds special exercises to improve students' reading quality primary classes

COLLECTION

Compiled by: O.V. Misheneva, primary school teacher

Tongue twisters for the sound [G]

There are jackdaws in the yard, and there are pebbles on the shore.
Gregory carried the pie across the threshold. He stood on the peas and fell on the threshold.
Our head over-headed your head, out-headed.

Tongue twisters for the sound [Ш]

Funny jokes from Sasha and Mishutka.
Stesha was in a hurry, she sewed the shirt, but she was in a hurry - she didn’t finish the sleeve.
The jackal walked, the jackal galloped. Checkers on the table, cones on the pine tree.
Six little mice rustle in a hut.
They spank the gander with the gander and the gander.

Tongue twisters for the sound [Zh]

The train rushes by grinding: je, che, sha, sha.

I walk and repeat, I sit and repeat, I lie and repeat:
Zhi, zha, zha, zhu. The hedgehog has a hedgehog, the snake has a squeeze.

The snake was bitten by the snake.
I can't get along with the snake.
I've already become terrified -
The snake will eat it for dinner.

Tongue twisters for the sound [Ч and Ш]

The bristles of a pig, the scales of a pike.
The thicket in our forest is cleaner, the thicket is thicker in our forest.

In a suitcase by a tap dancer
Brushes, rosary beads, abacus - for my aunt.
Rosaries, abacus, brushes - for the guy,
Abacus, brushes, rosary - for the nanny.
Only tap dancing - for myself.
A clear family is dancing.

Tongue twisters for the sound [H]

Four turtles have four turtles.
Four little black little imps were drawing a drawing in black ink. Extremely clean.
The bird was stuffed with matches.
Our daughter is eloquent, her speech is clear.

Tongue twisters for the sound [Ш]

Two puppies are nipping cheek to cheek at a brush in the corner.
The pike tries in vain to pinch the bream.

Tongue twisters for the sound [R]

In the forest, the beaver and the beaver's brother work without an axe.
During a thunderstorm, the body collapsed from the load of watermelons.
There are tomatoes in Fedora's garden. Behind Fedora's fence are fly agaric mushrooms.
Millet flies into Frosya's field, Frosya takes out the weeds.
Makar gave Roman a caramel, and Roman gave Makar a pencil.
They gave the little one corn, and the little one asks for a watermelon.
The sparrows are waiting at the feeder for food, Markushka is bringing them cloudberries in her pocket.
Behind the cockroach with a drum, behind the mosquito with an axe.
The queen's gentlemen sailed to her on a caravel.
Charles stole half a crucian carp and half a carp from Polycarp.
The wise raven quickly picked fly agaric mushrooms from the ditch.
A crab crept onto the ship, crucian carp stole the gangplank.
One swarm of mosquitoes is behind the mountain, and the second swarm is under the mountain.
Open the gates, Uvar, we are carrying loads of wood.
The path is trodden along the grass.
Tongue twisters jump like crucian carp in a frying pan.
Early in the morning two rams drum on drums.
Roma Masha picked daisies.
The pig dug and dug, dug half a snout.
From the mountain - not uphill, uphill - not from the mountain.
The pig was stupid, dug up the whole yard, dug half a snout, but didn’t get to the hole.
The gray rams beat the drums, beat them indiscriminately - they broke their foreheads.
Timoshka Troshke crumbles crumbs into okroshka.
Three trumpeters blow their trumpets.
The nimble mink darted into the hole.

Tongue twisters for the sound [R and L]

I was at Frol’s, I lied to Frol about Lavra, I’ll go to Lavra, I lie to Lavra about Frol.
There are three crucian carp and three carp in Polycarp's pond.
All beavers are kind to their beavers.
Karl stole corals from Clara, Clara stole a clarinet from Karl.
Valya's Clara is playing the piano.
The Queen gave the gentleman a caravel.
The quail flew before the quail, before the quails.
On Mount Ararat Varvara was picking grapes.
Eagle on the mountain, feather on the eagle.
The fellow ate thirty-three pies, all with cottage cheese.
Thirty-three ships tacked, tacked, tacked, but did not tack.

The crow missed the crow.
Get up, Arkhip, the rooster is hoarse.

1. Exercises aimed at developing clarity of pronunciation

Many students do not know how to regulate their breathing while reading. Breathing exercises are used to correct this deficiency.
1) Inhale through your nose - exhale through your mouth. Inhale – hold your breath – exhale. Inhale and exhale in portions.
2) “The beep is approaching and moving away”: inhale - while exhaling we say mm-mm-mm, n-n-n-n-n.
3) “Dog growl”: inhale - exhale r-r-r-r-r.
4) “Air coming out of a punctured bicycle tire”: s-s-s-s-s.
5) “Candle”: Taking a deep breath, exhale evenly and slowly, then take a deep breath, stop and slowly blow on the flame of an imaginary candle.
6) “Put out the candle”: intense intermittent exhalation, then inhale, hold your breath for a second, then exhale three times in short bursts: ugh! Ugh! Ugh!
7) A fly flew near my ear: w-w-w.

A wasp flew near my nose: ssss.
A mosquito flew and rang: z-z-z.
He sat on his forehead, we slammed him -
And they caught it: s-z-z.
Let it fly!

2. Exercises to develop the mobility of the speech apparatus: “Sound warm-up”

1) Read quickly, look carefully:

OIE AOEA EAIOIO
YAOYU AYOOE EYYUYAU
YYYYYUYYYYYYYYYYYYYYYYYU

2) We read vowels with emphasis on one of them:

EAOEUYIE, EAOEUYIE, EAOEUYIE, etc.

You can diversify this exercise by pronouncing the syllables first with emphasis on the 1st syllable, then on the 2nd and 3rd:

YES-YES-YES, YES-YES-YES, YES-YES-YES

3) Taking a deep breath, as you exhale, read 15 consonants of one row (with sounds):

B K Z S T R M N V Z R Sh L N X

4) Read the chain of syllables:

Use these colorful three-letter word cards to teach your child how to read.

5) Read words with build-up:

Po - cook, heat, dare, drink, walked, led.

3. Exercises that develop lateral vision and practice direct gaze

1) In order for children to be able to understand the essence of the terms “lateral vision” and “right angle”, they are asked, without taking their eyes off one line, to list the objects that fall into the field of vision on the right, left, above, below.

2) Handout– Schulte table (size 20x20cm)

Usage algorithm:

As quickly as possible, name all the numbers in order from 10 to 25, pointing with a pencil or finger;

Try to remember the location of two or three consecutive numbers at once.

Remember! The eyes look at the center of the table, at the number 10, but see it all as a whole.\

This card can be given to students to gradually fill in the letters and sounds they have learned.

A a O o U y y I and E e

E e E e Yu yu I I

B b C c D g F f Z h D d

P p F f K k W w S s T t

L l M m N n R r X x C c

Th

4. Exercises that develop attention to the word and its parts and are a prerequisite for correct and speed reading

Children have a poorly developed articulatory apparatus, which inhibits rapid reading, so the following exercises are relevant in 1st and 2nd grades:

1) Reading combinations of two or three consonants with vowels:

2) Read, slowly, at a moderate pace: speeding up the pace:

ZhZI TNO KTRI

DRU ZBI SRU

The sparrow_ sat_ on a branch_ and chirped.

Tongue Twisters

Lena was looking for a pin.
The pin fell under the bench.
I was too lazy to crawl under the bench,
I was looking for a pin all day.

a) Read the tongue twisters orthographically.
b) Read the tongue twisters spellingly.
c) Working with tablets: children read the tongue twister in accordance with the assignment:

quiet

loud

in a whisper

silent film (silent)

"The house that Jack built"

Children speak in maximum speed the first phrase several times until they succeed. Then 1-2 more words are added, which are read at the same speed. And so on until the end of the passage, repeating everything from the beginning each time, as in the famous poem “The House That Jack Built.” For example:

In some kingdom... In some kingdom, in some state... In a certain kingdom, in a certain state, there lived... In a certain kingdom, in a certain state, there lived a rich merchant...

5. Developmental exercises RAM, stability of attention.

"Find the extra letter"

O I B I U

You can cut out any texts from old newspapers and distribute them to children.

Exercise: today we cross out only the letter I. Tomorrow – another, etc.

"Find the extra word"

Read it. Justify your choice.

ELEPHANT BEAR TIGER
LION BUTTERFLY CAT

"Photo Eye"

In 20 seconds, children must “photograph” the words with their eyes and answer the question “Are among these words...?” For example:

WALNUT STREAM FEATHERS ACCELERATED TROPICAL STUNNED

"Yes or no?"

Children listen to the sentences and determine whether it can be. If yes, when, where, why? If not, then this needs to be explained with evidence.

Snow fell, Alyosha went out to sunbathe. The car whistled at the same speed and moved forward.

This exercise is aimed at attention to the text, its conscious mastery, the ability to quickly grasp the meaning of what is being read, and accurately construct a statement.

“Add sentence”

The cat meowed...

6. Exercises that develop flexibility and speed of reading silently and aloud

"Peekaboo"

The textbook page (any) is indicated, and then the text is read. Children must find the page, look for the right line with their eyes and adapt to the teacher’s reading.

Reading with word counting

Memo:

1) clench your lips and teeth tightly;
2) read only with your eyes;
3) read as quickly as possible, while counting the words of the text to yourself;
4) answer the question about the text (given before reading).

Reading with a sound guide

The text is read into the tape recorder at a certain speed. Children must follow the voice of the book and have time to voice the text synchronously with the tape recorder. The check is carried out individually: touching the child’s shoulder with your hand means read aloud. It is advisable to carry out such work systematically. At the same time, the sound speed of the “sound reference” gradually increases. If there is no tape recorder in the class, you can use the game exercise “Catch up.” Children read a passage of text in chorus, in a low voice, listening to the voice of the teacher, who reads loudly, at a fairly high speed, and “reach out” for him, trying to “catch up.”

7. Exercises that promote the synthesis of perception and understanding

1) Help vowels and consonants make friends. Combine them to make the words:

2) Take out one letter from each word. Do this so that from the remaining ones you get a new word:

regiment paint slope screen trouble heat (count) (helmet) (elephant) (crane) (food) (field)

3) Add a letter to the beginning or end of a word to make a new word. What sounds are represented by these letters?

4) Connect the words of the right and left columns so that new words are formed:

"Tasty words"

Imagine it's your birthday. You need to set the table. But when choosing treats, remember that their names should consist of two or three syllables:

halva bagels tea lemonade waffles grapes cherry tangerine

8. Developmental exercises logical thinking

These exercises help develop the speed of thinking in the reading process and its awareness.

1) Perform a mathematical operation and read the word:

LOD + IM – MO + VAN – L = ? (sofa)
VER + FOX + TU – US + 0 – IL + YEARS = ? (helicopter)

2) Rearrange the letters:

A calf is sitting on a pine tree in the forest. The tail rests against the rest of the area. He knocks on the trunk with his nose, he works, he looks for insects.

(In the forest, a woodpecker sits on a pine tree. Its tail rests against the tree trunk. It knocks on the trunk with its nose, gouges the bark, and looks for insects).

3) "Search"

Can you find a connection between two seemingly unrelated events? Explain how everything happened.

The dog chased the chicken. The schoolchildren were unable to go on the excursion.

4) Learn to express thoughts in other words.
The exercise is aimed at teaching the child to use words.

This winter will be very cold.

It is necessary to convey the same idea without distortion, but in different words. None of the words this proposal should not be used in new sentences.

5) Compiling sentences with three words that are not related to each other in meaning:

lake bear pencil

For example:

We drew with a pencil how a bear catches a fish on a forest lake.

The exercise develops the ability to establish connections between objects and phenomena, think creatively, and create new holistic images from disparate objects.

9. Exercises to develop conscious reading skills

9.1. Logic exercises

1) What do these words have in common and how do they differ?

Chalk is shallow, small is crumpled, soap is sweet.

2) Name it in one word.

Siskin, swallow, rook, owl, swift. Scissors, pliers, hammer, saw, rake. Scarf, mittens, coat, jacket. TV, iron, vacuum cleaner, refrigerator. Potatoes, beets, onions, cabbage. Horse, cow, pig, sheep. Shoes, boots, slippers, sneakers. Linden, birch, spruce, pine.

3) Which word is missing?

Beautiful, blue, red, yellow. Minute, time, hour, second. Road, highway, path, path. Milk, sour cream, curdled milk, meat.

4) How are the following words similar?

Iron, blizzard, stick, clock, lamp, glass.

5) Make up a new word by taking the first syllable from each of the given words.

Ear, mouth, vase. Cora, lotto, boxer. Milk, spawning, plate.

6) Three words are given. The first two are in a certain connection. There is the same connection between the third and one of the five proposed words in brackets. Find the fourth word.

a) Song - composer, plane - ... (airfield, fuel, designer, pilot, fighter). b) School - training, hospital - ... (doctor, student, treatment, patient). c) Knife - steel, chair - ... (fork, wood, table, food, tablecloth).

7) Divide the words into groups.

Hare, peas, hedgehog, bear, cabbage, wolf, cucumber. Cow, wardrobe, chair. Sofa. Goat, sheep, table. Poppy, linden, maple, chamomile, birch, lily of the valley, oak.

9.2. Word making games

1) Find the word in the word.

thunderstorm newspaper bush
joke tray chocolate
watchmaker sliver fair

2) Complete the sentence.

In the mornings, Dr. Aibolit treats the teeth of animals: zbrey, itgyr, vdryy, ybbr .

3) Charades.

The beginning is the voice of a bird, The end is at the bottom of the pond, And the whole thing is in the museum It will be found without difficulty.

(Painting).

With the letter K I live in the forest. With the letter CH, I herd sheep.

(Boar - shepherd).

4) Find the name of the animals among the lines.

The pump sucks the river water,
And the hose will be extended to the garden.
There is peace among the bushes,
It's good to wander here alone.

10. Exercises to develop correct reading skills

1) Describe the object (the teacher shows it and quickly puts it away).

2) Repeat what the teacher said:

A barrel is a dot, a grandmother is a butterfly, a cat is a spoon.

3) Choose words for a given sound (from a read quatrain, sentence, text).

4) Reading words that differ by one letter.

Chalk - stranded - soap - small - crumpled; mouse - midge - bear - bowl.

5) Reading words that have the same prefixes and endings.

Came, came, sewed, brought, chorus; red, white, blue, black. yellow; doll, mom, dad, paw, spoon.

6) Reading “reversals”.

The lion ate the oxen. Go find a taxi, go.

11. Exercises to develop expressive reading

1) Reading sentences with different intonations.

2) Reading a text with the transmission of emotions (joy, indignation, sadness, pride, etc.) depending on the content.

3) Dictionary of moods.

In the works expressive reading A mood dictionary helps a lot. Every student has one. After the teacher has read the work expressively, the children place cards on their desks with words that indicate the mood they felt while reading the work. For example, children receive cards with the words:"cheerful", "joyful". Analyzing the work, we come closer to the question: what feelings did the author himself experience? And we write down other words on the board that reflect the author’s mood: (cheerful, joyful, happy, surprise, excitement ).

After such work, children read the text much more expressively, trying to convey both their personal mood and the mood of the author through reading.

"Dictionary of moods and states"

Restless, combative

Friendly, joyful

Cheerful, fearful

Whimsical, timid

Stormy. funny

Light, angry

Excited

Serious

Indignant

Mournful

Magic

funny

Heroic

Sleepy, sunny

good-natured

Sympathizers

Creepy

Calm

Mysterious

Mysterious

Jubilant

Dreary

Sad

Playful

mocking

Boastful

FRIENDS

Ni-ki-ta and Le-sha are friends. They go to kindergarten together. Le-shi has a sa-mo-kat. And Nik-ki-you has a gun. Not real, but toy. These boys are great guys. O-ni always do-la-tsya ig-rush-ka-mi. And they never quarrel. The two of them play and laugh. It's good to be friends!

HORSE

Peti and Misha had a horse. They began to argue: whose horse is it? Did they start tearing each other's horses?

Give it to me, this is my horse.

No, give it to me, the horse is not yours, but mine.

The mother came, took the horse, and the horse became no one’s.

CAT AND BUG

There was a fight between Zhuch-koy and Kosh-koy.

The cat started eating, and the bug came. Cat-ka Zhuch-ku la-sing for the nose.

Bug, grab the cat by the tail.

Cat-bug in the eye. Bug the cat behind the neck.

Te-cha walked by, carried a bucket of water and began to pour water on Kosh-ku and Zhuch-ku.

GAL-KA

I want to drink something.

There was a jug of water in the yard, but there was no water in the jug, only at the bottom. It would be impossible for Gal-ka to get it.

She began to throw ka-mush-ki into the jug and so much so that the water became taller and could be drunk

SPRING

The spring came, the water flowed. The children took it up to the cheeks, made a boat, put a boat in the water. The little girl swam, and the children ran after her, screaming, and couldn’t see anything ahead of themselves and in the blue I'm sorry I fell.

PUPPY
Ta-nya was coming from school. On the do-ro-ge o-na u-vi-de-la ma-lazy puppy. He sat by the fence and howled. Ta-nya po-gla-di-la puppy. He began to lick Ta-not's hand. Ta-nya took the puppy home. Do-ma Ta-nya give e-moo-lo-ka. That's why Ta-nya let the puppy sleep by the stove. The puppy got used to Ta-na. Ta-nya was worried about him.

SLY FOX
Li-sa would be hungry. O-la lay down on the snow and closed her eyes. Are the vor-ny and not far from the li-sa. O-they wanted to peck at the li-su, but I was afraid. Li-sa lies as if dead. Then they are very close. One of them wanted to peck the fox in the tail, the other wanted to peck it in the nose. Li-sa jumped up and grabbed the stupid thing.

BY SKI
Misha was seven years old. Pa-pa ku-drank e-skis. Mi-sha grabbed his skis and went up the mountain. But the skis did not go up the mountain. Mi-sha took the skis in his hands and went up the mountain. You were skiing down the mountain. O-ni u-chi-li Mi-shu. Mi-sha got on his skis and began to walk. He immediately fell. The second time Mi-sha fell the same way. That's why Mi-sha na-u-chil-sya. Mi-sha came home on skis and was so excited that he learned to ski.

TITmouse
It was cold in winter. To the window, pri-le-te-la si-nich-ka. She would be cold. At the window at the hundred-I-de-ti. They felt sorry for the si-nich-ku. O-never opened the for-point. Si-nich-ka l-te-la in the room. The bird was hungry. Oh, I started pecking the bread crumbs on the table. All winter she lived with the children. In the spring, you were allowed to go free.

BABIES
It was in winter. The mother burned the stove and went into the store.
The house was the only one left. Little Ko-lya opened the stove and stuck it in there. She smacked and fell on the floor. And there were chips on the floor. The fire glowed brightly. The children were frantic, screaming and screaming. The neighbor came running and started firing.

DOG ORDER
Odin the soldier was wounded in the arm and leg. He fell. To-va-ri-shchi-li-da-le-ko. The patient lay in bed for two days. Suddenly he hears: a snorting so-ba-ka. That would be sa-ni-tar-na-ya so-ba-ka. On her back there was a bag with a red cross: there were bandages and medicines. The ra-ne-ny per-vtvya-hall itself. So-ba-ka-be-zha-la and soon pri-ve-la sa-ni-ta-rov.
There was a spa in the past.

Literature:

How to overcome difficulties in learning to read. S.N. Kostromina, L.G. Nagaeva. – M.: Axis – 89, 1999.

Primary school plus before and after. No. 7 2010.

Primary school plus before and after. No. 6 2009.

Primary school plus before and after. No. 11 2008.

Primary school plus before and after. No. 11 2007.

Primary school plus before and after. No. 8 2007.

Elementary School. No. 6 2001.

We read after “The ABC with large letters”: textbook / N.N. Pavlova; ill.A.V.Kardashuk. – M.: OLISS: Eksmo, 2011.– 64 p.: ill.

According to Google estimates, today there are more than 130 million books in the world. Not all of them really deserve attention, however, there is not enough time to read only the masterpieces of world literature, not to mention scientific, educational and other printed materials human life. Those who want to read more learn speed reading. T&P have put together 5 exercises and programs that will help you learn to read books in a day.

Development of peripheral vision

One of the main tools for speed reading is peripheral, or lateral vision. It is carried out by the peripheral areas of the retina and allows, instead of several letters, to see and perceive a word or even a whole line.

The classic way to train peripheral vision is to work with the Schulte table. Such a table is a field divided into 25 squares: five horizontally and five vertically. Each square contains a number, from 1 to 25 in total, in random order. The student’s task is to sequentially find all the numbers in ascending or descending order, while looking exclusively at the central square.

The Schulte table can be printed on paper, but today there are dynamic online generators and downloadable computer and mobile trainings, including those with a built-in timer. Those who use extensive speed reading training programs are advised to “warm up” with the Schulte table before training. If desired, you can switch from black and white 5x5 tables to more complex versions: for example, with colored fields.

Suppression of subvocalization

Another of the cornerstone principles of learning speed reading is the rejection of subvocalization: pronouncing words in the head and micro-movements of the tongue and lips. A person is able to pronounce on average no more than 180 words per minute - and it is no coincidence that this is the maximum number for ordinary reading. However, as text comprehension speed increases, words become more difficult to pronounce, and subvocalization begins to interfere with the development of a new skill.

There are several simple exercises to suppress mental recitation. For example, while reading, you can press your tongue to the roof of your mouth, hold the tip of a pencil between your teeth, or even simply put your finger to your lips, as if telling yourself: “Quiet.” There are also techniques in which the pronunciation of words is “confused” by chaotic tapping, the sound of a metronome, or music.

Refusal of regressions

Regressions in speed reading are called returns to already read parts of the text. They occur when the reader is distracted by extraneous thoughts, or if the speed of assimilation of information is too high for the brain to be able to perceive all the information.

In particular, the Best Reader training program helps to cope with regressions. It is based on dynamically highlighting parts of text on a page in black. It is difficult for human eyes to make orderly movements without observing anything, and this feature allows you to better focus your gaze on the desired fragments. When reading a regular book or document on the screen of an electronic device, you can also use a simple trick that we all know since preschool preparation: Slide your finger across the page. Understanding that further text often makes it possible to fill in all short information gaps that arose during the reading process.

Concentration of attention

Reading quickly requires high concentration. To develop it and not read texts superficially, there are several exercises. For example, you can use a sheet on which the names of the colors will be printed in colored font, but in such a way as to confuse the reader. The word “yellow” will be written in red letters, the word “red” in blue, etc. To practice, you need to name the color of the ink, and not the word that is written on the sheet, and at first it is quite difficult to do this.

For another exercise you will only need Blank sheet paper and pen. You need to focus your attention on some subject and not be distracted from it by extraneous thoughts for two or three minutes. Every time extraneous thoughts arise, you need to make a note on the sheet. Over time, there should be fewer such marks, and then they will disappear altogether.

You can also train your concentration while reading: just count the words in the text. It is important to carry out calculations exclusively in your head, without helping yourself with your fingers, tapping your feet, etc. After two or three minutes you need to stop and check yourself by counting the words without reading them. At first, the first result will differ from the second, but when regular training the differences between them will quickly become minimal.

Reading whole words

The Spritz app also aims to develop peripheral vision. For training, only one line is used here, on which with at different speeds Words with a red highlighted letter in the middle appear. In this way, you can learn to perceive words without reading them from beginning to end, but all at once. This allows you to save up to 80% of the time that would normally be spent on eye movements and increase your reading speed to 500–1000 words per minute.

On the official website of the application there is a demo version of Spritz, including in Russian. You can choose a speed from 250 to 600 words per minute and other languages: English, German, Spanish and French. In the future, the developers plan to create not only a version for websites and smartphones, but also an option for use within the interface of electronic glasses, smart watches and other compact devices, because the application requires only one line to work.

For a long time, I was deeply fascinated by the idea of ​​​​teaching Lisa to read, any way she wanted, even this way, even that way, even standing on her head - as long as she read. But Doman’s method has another bonus - speed reading. It turned out that this bonus passed us by. Lisa began reading Doman at the age of 1 year and 8 months. But at two and a half years, after long period giving up independent reading in principle, Lisa suddenly became interested in spelling. And he’s been reading this way ever since.
And now it’s time for me to think about developing this particular skill. Below I will talk about the exercises that I have so far managed to find and adapt to our age, and I will also write short notes about the Doman method (because studying the issue of speed reading allowed me to take a fresh look at some aspects of Doman reading)

So, to begin with, I tried to understand the term speed reading itself in order to make sure that my purely personal ideas correspond to reality. And then a surprise awaited me:

Speed ​​reading (or fast reading) is the ability to quickly perceive text information using special reading methods. Fast reading is significantly faster than normal reading by 3-4 times. (Wikipedia).

Firstly, the phrase “using special reading methods” caught my eye. That is, it turns out that the whole “trick” is not to activate any special areas of the brain ( right hemisphere, for example, they often remember), to learn not to pronounce the text to oneself, to photograph the entire page with one’s gaze, and something like that, as I imagined it, but to know and be able to qualitatively apply certain techniques.

As it turns out, to successfully master speed reading, you need to develop 5 skills:
1. Concentration skill
2. The skill of suppressing articulation (pronouncing text)
3. Visual skill
4. Information management skill (highlighting the most important thing in the text)
5. The skill of memorizing large amounts of information

The problem, as usual, is that the exercises offered by various sources are aimed at adults and/or older children school age. But we manage to apply something, adapt something, replace something and come up with our own.

1. Concentration skill necessary so that when reading you do not have to return again and again to what you have already read in order to understand the meaning of the text. I think everyone has experienced this, you read a book, but your thoughts are elsewhere. And the same paragraph has to be read again and again. This is incredibly annoying and time consuming. Managing the concentration skill allows you to avoid this.

If we are talking about preschoolers, then I think we can say with confidence that any logic puzzles from notebooks, for example, in the well-known “Playing Game” by Peterson or “Tests” by Zemtsova. For myself, from all these tasks I selected the following:
- Find differences
- continue the pattern
- lay out according to the sample (including a complicated version, when the sample is given for memorization on a short time and then closes)
- correct mistakes
- find the missing element
- find the extra element
- do it equally
- find a couple
- find an element that matches certain characteristics
etc. and so on.

The ability to concentrate also helps the ability do not respond to external stimuli such as noise, music, increased attention strangers. Accordingly, if a child is used to working in complete silence, then you need to gradually create a noise curtain for him. I believe that TV, which for some reason comes first, is too much of a distraction, but classical or children’s music while the child is drawing is quite suitable. For now, I don’t risk distracting Lizaveta directly while performing complex logical problems, but I try to have a casual conversation on abstract topics while she, for example, cuts out something with scissors or glues stickers (she doesn’t draw an artistic masterpiece, but does something pleasant, but not significantly significant). And at the same time I try to control that moment so that she does not interrupt what she is doing to talk, but does it in parallel. At first it was difficult for her. She stopped what she was doing every time she wanted to tell me something. But in just two weeks of irregular practice, she made great progress in this matter.

Also, one of the popular tips that I managed to find is motivation. For example, if you have to read a boring textbook for an exam, you are advised to imagine how happy your parents will be for a good grade. But I think that with this kind of motivation for young children, you need to be extremely careful so as not to form the habit of reading only to achieve some goal. Still, at this age, independent reading should be solely for pleasure, and not for the praise of an adult.

Remark on Doman. In the theory of the Doman technique (according to my understanding), concentration is ensured by quick display (flipping), frequent updating of sets, etc. and so on. what is written in the manual. But in fact, concentration is achieved through interest: when the baby is interested, he looks (concentrates), when he’s bored, he doesn’t look (doesn’t concentrate). Therefore, I still think that for success it is necessary to achieve the baby’s attention in every possible way during shows.

2. Articulation suppression skill.

Articulation helps give sound to the words you read. It allows us to improve our speech and understand how words sound. Very important when reading poetry and fiction. But articulation greatly slows down reading, and to a lesser extent helps to quickly understand the meaning of what is read and isolate the necessary information from the text.

You don’t need to completely get rid of articulation; it’s just important to be able to suppress it at the right time to speed up your reading.

You, most likely, also sometimes read with minimal articulation. Remember, for example, when you read interesting book with an exciting plot. You read the text and at the same time imagined what was happening, built pictures in your imagination, as if you were watching a film of your own production. If at a certain stage of reading a book your attention was occupied precisely by the creation of images, the play of imagination, then at that moment, most likely, you read faster than usual.
(based on materials from the site 4brain.ru)

I think it is extremely difficult to control another person's articulation. It is even more difficult to do this with a child who is still learning to read. But the paragraph above captures one idea - articulation is absent when “you read in images.” From this, I think, we can conclude that firstly, no matter how strange it may sound, in order to quickly read independently, a child needs adults to actively read to him. And secondly, read something that will be truly interesting and exciting.

An articulation suppression exercise that can be used with children is read while listening to quiet music.

Remark on Doman. Doman “rules” in this matter, because the technique involves reading silently, and not out loud, that is, it does not initially contribute to articulation. However, we, parents, really crave reading aloud, that is, with that very articulation.
If someone is studying according to the method with the goal of developing speech, then perhaps it is worth paying special attention to the child’s articulation in everyday speech, because it (articulation) will not directly develop using the Doman method.

3. Visual skill.

In speed reading, it is important to be able to see the entire sheet or at least big piece text, and read it not line by line from top to bottom, but diagonally.

To develop a “wide reading field,” specialists use special Schulte tables. The essence of this table is that the numbers are arranged in a special order. The trainee’s task is to find all the numbers in a row (for example, from 1 to 9) within a certain period of time. Tables should be designed in such a way as to minimize horizontal and vertical eye movement. In this exercise, the eye should move diagonally as much as possible.

Download tables different levels difficulties, including those for children, can be found, for example, here. Typically, these tables are performed under a stopwatch, within two to three minutes.

Lisa and I do not study using these tables at home, since this is one of the mandatory exercises in classes at our “development center”. Our teacher compiled these tables herself, and in her case they look a little different - each subsequent table contains one more number than the previous one. In this way, she tracks the child’s progress: “At the last lesson, Lisa only managed to reach the table with the number 11, and this time she reached the number 13.”

But while I was looking for information about the Schulte method, I managed to find a wonderful children's training “Successful Self”, which is based on this method. The assignments are written in compliance with all the rules, but do not contain those boring tables. At the end of this page you can view and download 24 lessons for free. I don’t like to do advertising like this, but I’m really delighted with the content of these trainings, since they combine tasks for concentration (logical problems) and exercises for developing vision.

Another exercise is to minimize reading line by line. This is how it is described on the website 4brain.ru:

In order to learn to read texts with vertical eye movement (from top to bottom or reading diagonally), start with something simple. Try reading newspapers and magazines with narrow columns of text from top to bottom, without using left to right eye movements.

Regarding Lisa, I will say that since I have not glued or printed any phrases and sentences for her for a long time, and for reading we use mainly ready-made printed products, we practically do not practice “column” reading. We can say that at this moment we have a deep gap. Now I'm putting a little emphasis on the columns. If anyone is interested, right now we are training reading according to Bakhtin’s Primer.

Also, for the development of visual skills, the simplest and most well-known exercises for the eyes:
- look into the distance, and then at an object nearby - and vice versa;
- close (strain) your eyes and relax;
- look down, up, left, right and around;
- blink frequently for several seconds
and similar.

Remark regarding Doman. I think everyone understands that classes on the ChSP, BsP sets and book warm-up already contain an element of development of peripheral vision, if you directly follow the methodology.
However, some time ago on the forum it was very popular to run your finger along the lines of books while reading. It seems that there is even such a method of teaching reading (I don’t remember the exact name), the essence of which is that the child reads texts written in large print and moves a finger under the word being read. Reading programs for English language, such as Your baby can read and Little reader also contain a “scrolling” pointer under the word. Of course, I also moved my finger in book warm-ups, for example, or in ordinary books with large print. However, I think it’s worth keeping in mind that this technique “kills” speed reading to a certain extent.

4. Information Management Skill.

To read quickly, but at the same time not lose efficiency, you need to highlight and catch the very essence from the text. To do this, it is proposed to learn how to structure information: visualize it, make notes, build flowcharts and mind maps.

Of course, it is absurd to take notes with a small child. However, I believe that discussion of the text after reading or even a child’s retelling of the text (although I personally am against retellings) - to a certain extent, can be equated to a note.

There is also one very interesting an exercise that allows you to learn how to find the necessary information in the text, which can be done with children.

To complete it, you need to take a word, phrase or sentence - depending on the child’s abilities, and close the first and last letters in the words (or several letters in long words), and then try to guess the meaning of these words. It will look something like this

Adults are asked to close a page of text at both ends, so that a certain number of words on the page are “unreadable.”

Remark on Doman. Now comes the fun part. Take another look at the previous exercise, and now raise your hands everyone who complained:
- “He reads inattentively, looks at the word, but does not read it, but tries to guess.”
- “Instead of “scooter” I read “plane”
- “Names by first letters”
We all think that this is a problem, a lack of skill development, a flaw. But think about it, maybe this is the same exercise? Maybe it is precisely this element of “inattention” that is needed for the development of speed reading?

5. The ability to memorize large amounts of information

Developing memory through speed reading is essentially a necessary skill because if you read quickly and are unable to retain information, the process is pointless.

As you know, there are two types of memory: short-term and long-term. Depending on the goal - to remember for a long time or for a short period of time - different techniques are used.

It is believed that promotes short-term memory:
- concentration and ability to abstract from extraneous stimuli;
- visualization of what you read (that is, you try to remember not the text, but the visual image associated with the text);
- emotionality in relation to what you read. People remember emotions better than facts. Some vivid emotions early childhood a person remembers all his life.
(Try to remember what you were taught in the first grade? And in the second? And probably everyone has bright “flashes” from childhood)

Pay attention to this once again for everyone who teaches children anything - emotions are remembered first of all, and only then facts. Facts associated with emotion are best remembered.

Long-term memorization works a little differently.

Research conducted by scientists shows that long-term memorization of a text occurs not so much through its comprehension and visualization, but through repeated repetition. Moreover, what is most important is not the number of repetitions (retellings or memory sessions) of what was read, but the correct intervals between them.

According to modern experts, there are 2 popular modes of rational repetition of studied material.

1. If you have two days to remember what you read, it is better to repeat the material as follows:

second repetition - 20 minutes after the first repetition;
third repetition - 8 hours after the second;
the fourth repetition - 24 hours after the third.
2. If your time is not limited and you want to remember information very quickly for a long time, then the following sessions of repeating information are considered optimal:
first repetition - immediately after finishing reading;
second repetition - 20-30 minutes after the first repetition;
third repetition - 1 day after the second;
fourth repetition - 2-3 weeks after the third;
fifth repetition - 2-3 months after the fourth repetition.

One of effective ways memorization is a mnemonic technique. Mnemonics has many different techniques, which are differentiated depending on the situation: you need to remember a number, a person’s name, a word in a foreign language, etc. and so on. Today Lisa and I have tried one mnemonic technique called association in two ways.

The first option is classic. We needed to learn the lyrics to the song.

We divide the sheet of paper into sectors (cells, squares) according to the number of lines in the poem. In each cell we draw pictures, signs or symbols according to the content of the line. Then - very important - without looking at the text we try to tell the poem based on the drawings. In those places where difficulties arise, we correct the drawings, complete the drawing, etc.
(Why is it so important to test yourself and complete the drawing? Because no matter how much I tried to figure out mnemonics, I couldn’t until one person suggested this technique to me. And then, when I actually succeeded once, I realized how much this method brilliant!)

So, the lines of our song:

Golden leaves are falling and flying.
Golden leaves cover the garden...

It's noticeable that I draw a picture for every word of the song. It’s easier for me, although over time you need to strive to keep the number of images to a minimum.

The second option is adapted for children. I spotted this game during Lisa’s classes at the center.
On a sheet of paper we place pictures or figures, some small objects. Then there are two options. The simplest and most suitable for the little ones is to roughly sketch these objects: then close the original source and try to name, based on the pictures, what was on the table. The second option is to ask the child to remember, close the source, then sketch and test himself.

If a child is not able to draw on his own, his mother can do it for him, just let him name the images himself. The photo shows that the letter M, denoting big bear Lisa was about to draw a really big one, and I had to intervene

There is also a very well-known mnemonic method of memorization, which we have not yet tried, because a convenient opportunity did not turn up - rhyming.

For example:
Every hunter wants to know where the pheasant sits - the colors of the rainbow.
Ivan gave birth to a girl and ordered her to drag the diaper - cases of the Russian language.

If you know any other ones that are as child-friendly as possible, please write in the comments.

And the last mnemonic technique that I would like to talk about is called letter code. Unfortunately, the only example that I have managed to pull out from my memory so far is not the most pedagogical:

D - fools
U - with us
N – no
I - ?

The request is the same: if anyone remembers anything, write it down!

Remark on Doman. When the Doman method is discussed, the question often comes up: do children remember or read? Did he say it because he recognized it and remembered it, or because he read it? And we all suffer from the need to prepare large amounts of new information: books, proposals, presentations - because after one or two times the child learns it by heart. If you analyze the technique from the point of view of quick reading, it turns out that you didn’t fundamentally read or remember it, because both are equally necessary and important processes.

That's all I'm ready to tell you for today. In conclusion, I would like to point out the sources of my thoughts, in case anyone might be interested in reading them. There are three in total:

Website 4brain.ru
- Oleg Andreev’s book “Fast Reading Techniques”
- communication with teacher Liza, lesson experience and materials from the School of Speed ​​Reading and Information Management using the methods of L.L. Vasilyeva http://sunchild.ru/

P.S. Lisa is watching the Emergency Situations set again, in company with Miron. And she is already making great progress. But still, I won’t rush to conclusions just yet.

Recording date: 07.11.2013 00:07

Comments

I read it. Well organized on shelves. But probably, non-Domanov children should first learn to read at least some and not get confused about the letters before starting all this. I'm right?
I myself know how to speed read, I read diagonally, but no one taught me, work taught me, I have enormous amounts of information, if I don’t read them very quickly, I’ll just die.
And I can say that everything that is written above - all these techniques, they all work for me

Zhenya, of course, you understood everything correctly, these are exercises for children who read. I don’t think it’s important to read letters, syllables or whole words, but you already need to be able to read.

Quote:

I myself can speed read, I read diagonally, but no one taught me, work taught me

As it turns out, me too. But this skill is poorly developed for me. I can do a lot of things that I read about in books, but not in such a way that it becomes automatic. And I can’t read diagonally; I still move my eyes from top to bottom approximately in the middle of the page, and I capture everything from the sides with my peripheral vision.

“The cheapest trip is to go on a book trip.” Nadeya Yasminska

The most current things about us on Instagram - a_verx

I knew for a long time that speed reading needed to be learned. Doman’s method also attracted me because you catch two birds with one stone: reading and, on top of that, speed reading.
On the other hand, it’s good that Lisa agrees to such games now, in early age, looking at Fedosey, may God grant that he will at least mature by the age of seven, or even longer)
I also realized that if you don’t get to speed reading before three, it’s not the end of the world, and you can always learn.

Nastya, thank you very much for such a voluminous information, incredibly necessary, in one post. It was interesting to read)