Speed reading for children. Speed Reading for Children: Exercises, When to Start, Mistakes, Recommendations Speed Reading Tasks for Children

It is not uncommon for younger schoolchildren to study either shaky or roll, because they read very slowly. The low speed of obtaining information affects the speed of the entire work as a whole. As a result, the child sits over a textbook for a long time, and academic performance is at the “satisfactory” mark.

How to teach a child to read quickly and at the same time be aware of what they read (more in the article:)? Is it possible to ensure that reading becomes a cognitive process that provides a lot of new information and does not become a "stupid" reading of letters and syllables? We will tell you how to teach a student to speed reading and not lose the true meaning of the lesson. We read quickly, but qualitatively and thoughtfully.

It is extremely important to teach a child not only to read, but also to be aware of what he has read.

How to start teaching short reading?

Speaking about the classic method of 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. Before this age, children better absorb information that is read at the same speed as when speaking.

Parents and educators can still learn for themselves a number of useful principles and techniques that are included in this methodology. A child's brain at the age of 5-7 years has all the possibilities for full disclosure and improvement - many teachers of venerable schools say this: Zaitsev, Montessori and Glen Doman. All these schools begin to teach children to read at this age (about 6 years old), only one Waldorf school known to the whole world begins the process a little later.

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

Ready for preschoolers to read

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Today on the shelves of stores there is a huge range of manuals for learning to read. Moms and dads, of course, begin this process by learning letters, for which they buy alphabets in a variety of forms: talking books and posters, cubes, puzzles and much more.

The alphabet comes to the aid of the youngest children
The goal for all parents is extremely important, but it should be remembered that you need to teach right away so that you don’t have to relearn 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 parenting mistakes
Pronunciation of letters, not sounds. It is a mistake to name alphabetic variants of letters: PE, ER, KA. For correct learning, their short pronunciation is required: P, R, K. An incorrect beginning will lead to the fact that later, when compounding, the child will have a problem in the formation of 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 combine letters into syllables and read words. The following approach would be incorrect:
we say: P and A will be PA;
spelling: B, A, B, A;
analysis of the word only with a glance and its reproduction without taking into account the text.

Learning to read correctly
You should teach your baby to pull the first sound before pronouncing the second - for example, MMMO-RRPE, LLLUUUK, VVVO-DDDA. By teaching your child in 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 pronunciation base of the child. The kid pronounces sounds incorrectly, which affects reading in the future. We advise you to start visiting a speech therapist from the age of 5 and not wait until speech is established on its own.
Classes in first grade
The famous professor I.P. Fedorenko developed his own method of teaching reading, the main principle of which is that it is important not how much time you spend on a book, but how often and regularly you study.
You can learn to do something at the level of automatism even without exhausting long sessions. All exercises should be short-term, but carried out with a regular frequency.
Many parents, unwittingly, put a spoke in the wheel of the 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 until you're done, don't leave the table." The reading speed of a toddler in the first grade is very low and therefore it will take him at least an hour to read one short story. During this time, he will be very tired from mental hard work. Parents use this approach to 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 at a book without pleasure, it is important to use a gentle reading regimen in this case. With this method, between reading one or two lines, the baby gets a short break.
For comparison, one can imagine viewing slides from a filmstrip. On 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.
Great pedagogical experience has allowed teachers to apply various effective methods for teaching reading, which can be used at home. Below are examples of some of them.
Exercises
Syllabary speed reading table
This set contains a list of syllables that are repeated many times in one reading session. This way of practicing syllables trains the articulatory apparatus. First, the children read one line of the table slowly (in chorus), then at a slightly faster pace, and for the last time - like a tongue twister. During one lesson, one to three lines are worked out.

The use of syllabic tablets helps the child remember combinations of sounds more quickly.
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, in the future it becomes easier to perceive words as a whole.
Open syllables must be read both horizontally and vertically (more details in the article:). The principle of reading in the table is twofold. The horizontal lines display the same consonant with different vowel variations. The consonant is read lingeringly with a smooth transition into a vowel sound. In vertical lines, the vowel remains the same, but the consonants change.
Choral pronunciation of the text
They train the articulatory apparatus at the beginning of the lesson, and in the middle they relieve excessive fatigue. On the sheet, which is issued to each student, a number of tongue twisters are offered. First-graders can choose to work out a tongue twister they like or related to the topic of the lesson. Whispering tongue twisters is also an excellent exercise for the articulatory apparatus.

Performing articulation exercises improves the clarity of speech and helps speed reading.
Comprehensive Reading Program
repeated repetition of what was written;
reading in a fast rhythm tongue twisters;
continuation of reading unfamiliar text with expression.

Joint implementation of all points of the program, pronunciation in a not very loud voice. Everyone has their own pace. The scheme of conduct is as follows:
The read and conscious content of the first part of the tale / story continues with choral reading in an undertone of the next part. The task lasts 1 minute, after which each student makes a mark to which place he has read. Then the task is repeated with the same passage, the new word is also noted and the results are compared. In most cases, the second time shows that the number of words read has increased. An increase in this number creates a positive attitude in children and they want to achieve new successes. 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 notice a clear progress.

In training, the sequence and ease of exercises for the child is very important.
Exercise Options
Task "Throw-serif". When performing the exercise, the palms of the students are on their knees. It begins with the words of the teacher: “Throw!” Having heard this command, the children begin to read the text from the book. Then the teacher says, "Serif!" It's time for rest. Children close their eyes, but their hands remain on their knees all the time. Having heard the “Throw” command again, the 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 visual orientation in the text.
Task "Tugboat". 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 convenient for the students, and students should try to keep up. Then the teacher moves on to reading “to himself”, which is also repeated by the children. After a short period of time, the teacher starts reading aloud again, and the children, with the right tempo, should read the same thing with him. You can increase your reading level by doing this exercise in pairs. A 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 a stronger partner, which should increase the speed of reading in the future.
Find a soul mate. The task of schoolchildren will be to search in the table for the second half of the word:

Program for children over 8 years old
Search for words in the text. In the allotted time, students must find words that begin with a certain letter. A more difficult option when teaching the technique of speed reading is to search for a specific line in the text. Such an activity helps to improve the visual search in the vertical direction. The teacher begins to read the line, and the children must find it in the text and read the continuation.
Insert missing letters. The proposed text is missing some letters. How much? Depends on the readiness level of the children. Instead of letters, there may be periods or spaces. Such an exercise helps speed up reading, as well as help combine letters into words. The child correlates the initial and final letters, analyzes them and makes up 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 already 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 ... step ... into the city .... We moved… along the paths… between the garage… and mind you… little… kitty… etc.
The game "Hide and Seek". The teacher begins to randomly read a line from the text. Students must quickly orient themselves, find this place and continue reading together.
Exercise "Word with an error." While reading, the teacher makes a mistake in the word. It is always interesting for children to correct inaccuracies, because in this way their authority increases, as well as self-confidence.
Self-measurement of reading speed. Children, on average, should read about 120 words per minute and even more. It will be easier and more interesting to achieve this goal if they begin to independently measure their reading speed once a week. The child himself counts the number of words read and puts the results on a tablet. Such a 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 an important indicator of progress and should be monitored regularly
We stimulate results
Evaluation of positive dynamics is very important. The child will receive a good incentive to further work if he sees that he has already achieved some success. Above the workplace, you can hang a table or graph that would display progress in learning to speed reading and improving the reading technique itself.
It is especially important to pull up reading by the end of the third grade. At this age, the child should read at least 120 words per minute. Speed reading for children is a great option to teach your child to speed up the pace of reading and at the same time understand what they read by reading "silently".

Speed reading is possible without performing a series of special exercises if you already have the skills of high concentration of attention, high-quality perception and assimilation of what you read and have an excellent memory.

Exercises for mastering the technique of speed reading will be most useful to those who are dissatisfied with their speed of understanding and remembering information when reading texts of various types and levels of complexity.

At what age can you practice speed reading?

For an adult, it is extremely important not only to be able to demonstrate the ability to read a piece of text “on a stopwatch” as quickly as possible, but the ability to save time thanks to speed reading is really necessary. Therefore, when reading a text on a particular topic, an adult simply must be able to “skip past” unnecessary, non-informative parts of the text, while catching with a glance the key words that reflect the main idea of the author.

The most common recommendation for children is that you should not teach your child to speed read before the age of 14. We agree that superficial reading “diagonally” is not the best option for schoolchildren who, first of all, need to master the curriculum well and learn how to enjoy works of fiction.

Of course, each child and his abilities are unique, so it would be wise to focus on the key points of children's readiness to master the speed reading technique. So, if your child already knows how to read aloud, easily reads a page in a couple of minutes and understands the meaning of what he read (he can retell the essence in his own words), you can set the task of increasing the reading speed using a set of exercises for speed reading.

5 Key Skills for High Speed Reading

When learning speed reading, it is important to constantly train the following skills:

concentration of attention;
suppression of articulation (habits to pronounce the text);
improved visual skill - a wide field of peripheral vision;
the ability to quickly highlight valuable, useful information in the text and not waste attention on “water”;
good memory - the assimilation of valuable information from the material read;
increasing the speed of thinking.

The secret to mastering the speed reading technique is regular exercises in developing memory, attention and mastering other speed reading skills.

What exercises to improve reading speed will be useful at any age?

The greatest benefits are those exercises that eliminate the cause of the low speed of perception and processing of visual information.

The main mistakes that create a barrier in reading speed in both children and adults are considered to be involuntary recurrent eye movements (regression) and unnecessary articulation, which we learned just in childhood.

The main disadvantages that impede the effective and rapid perception of information:

problems with concentration;
a small angle (field) of visual coverage of textual information.

So, exercises for speed reading in grade 1 should be aimed primarily at developing the ability to concentrate attention and expanding the scope of information. The "small field of view" is perhaps the most important reason why children are taught to read first by letter, by syllables, then by whole words, phrases and sentences with an expression confirming the reader's understanding of the meaning of what is written.

Not every adult can boast of the ability to perceive long phrases and entire sentences “at a glance”. This is where the development of visual reading skills in most people stops.

Expanding the field of view

"Development of peripheral vision according to Schulte tables"

Regular training with the help of Schulte tables will allow your child not only to have an interesting time, but also help to increase concentration, expand peripheral vision and develop memory.

"Defocused look". The main task of training is to use a dispersed gaze to perceive a larger area of \u200b\u200bthe page or screen. The exercise can be performed in various ways, for example, to search for identical elements using diffuse vision or to memorize more elements that could be covered without moving your eyes from the central object of attention.

Improving concentration

“Activation of both hemispheres”. Take the text of a topic familiar to you and read the paragraph alternately with your right and left eyes. Thanks to this simple technique, you activate both hemispheres of the brain in turn.

"Isolation of the main". Many outstanding personalities used this technique. Just take a marker or pencil and highlight the 2-3 most important thoughts from the page. It is even better to improve this exercise and not just highlight the main thing, but mark your critical remarks with signs: very important information - “!” or “NB”, agree - put “+”, disagree - “-”, etc.

"Name a Color". Call out loud as you read the following colored word color text. It is the colors, not what is written.

Red . Green. Blue. Yellow. Violet. Orange. Brown. Blue .

Red . Blue. Green. Violet. Yellow. Brown. Blue. Green. Blue.

Don't rush to do it at incredible speed. Well, if after training you, in principle, managed to complete the exercise without errors.

"Find the word". Exercise options:

Search the page for all words starting with a certain letter.
Search the page for all occurrences of a particular word or phrase.

Riddles- a simple and very effective way to train concentration skills at any age. Best of all, if it is or.

Getting rid of regression

“Cutting half a line”. When reading the text, cover half of the line (upper part) with a piece of paper. Thus, you will force the brain to guess what is written and at the same time, in such a situation, it is natural to want to see the next line even before you “cut off” part of it. This exercise will teach you to jump ahead while reading and at the same time not to return to what you have read.

"Pointer". To break the habit of looking back at what you have already read, let your eyes constantly follow the pen, pencil or finger that will lead you forward all the time.

"Speed Reading". Recall the reading speed test in elementary school. We take a timer and measure our current result by reading one page, chapter or article.

Suppressing articulation

“alternate text”. In parallel with reading, we say something that is not related to the subject of attention. For example, we hum the motive of the song (“la-la-la, true-lal-la”) or say another text in our mind, for example, proverbs, tongue twisters, or keep count in order, regardless of the number of words or lines read. The main thing is not to lose concentration.

“With your mouth closed!” If your lips move or your tongue moves while reading, you need to keep them busy. This error is often present in children after constant reading aloud in the lower grades. Try simultaneously chewing on a pencil or crackers or chewing gum.

"Drumroll". We tap some kind of rhythm on the table with our fingers, the more difficult it is, the better. If the fingers are busy, the speech center of the brain will be automatically at least partially blocked.

“Reading with distracting music”. A great way to suppress the desire to pronounce readable text is to listen to music that does not have a constant rhythm. Jazz is best suited for this purpose.

We develop memory

“Non-Standard Reading”. Reading text rotated 90 degrees away from you, 180, 45, etc. An example of the exercise: turn the page upside down and set the task of reading the text backwards (i.e. from right to left). Such training is especially useful for children in order to form in memory standards of integral letters, regardless of how they are located.

"Fix the missing letters." An excellent exercise for the development of verbal-logical memory. While reading a text with missing letters, stops for “guessing” the next word are forced to keep in mind the words and the meaning of what was read earlier. A good workout not only for memory, but also for eliminating such fast reading obstacles as recurrent eye movements and articulation.

Development of the speed of thinking

One of the main reasons why it is possible to significantly improve the reading speed of any person is the redundancy of information at all levels of texts (especially those posted on the Internet), from headlines and introductory structures designed to attract attention, to individual words with a weak or completely absent semantic load.

The regular solution of logical problems develops the ability to separate the main from the secondary, develops the skill of "turning on blindness" in relation to redundant information and "instantaneous" perception of important thoughts. This is achieved, first of all, thanks to regular exercises in the speed of perception of the conditions of the problem and understanding the essence of the question being asked. A conscious analysis of the structure of tasks develops the skill of splitting tasks into conditions and groups of conditions, highlighting one or more questions, understanding the optimal order for solving subtasks, and searching for solutions.

Completing tasks from LogicLike will help at any age:

improve concentration;
develop the speed of thinking;
and as a result, significantly increase the speed of reading.

The classic Schulte table is a square of 25 cells (5 x 5), in the center of each of which numbers from 1 to 25 are drawn. The length of one of its sides is approximately equal to a standard book sheet. There are also complicated (6 x 6, 7 x 7, colored, with letters, etc.) and simplified (children's, 3 x 3) versions of the Schulte table.

Variant of the Schulte table for children and beginners

It looks like a classic Schulte table

Complicated version: the same 25 numbers, but on a colored background

And this is not the easiest puzzle based on the Schulte table.
It is required for speed to find numbers from 1 to 90.
Check if you are up to the task.

The task of the trainee is to direct his gaze to the center of the Schulte table and see all the numbers in order, while the eyes must remain motionless. Schulte's table is placed at a comfortable reading distance (usually 30-40 cm). The numbers do not need to be said either aloud or to yourself: strive to perceive them directly, without dressing in the usual verbal or mental form.

There are both paper and electronic versions of the Schulte table. The first is preferable, but in the second case, you can train between times, for example, on the way to work or school. They start training with the classic Schulte table, while it is important to follow so that the eyes do not get tired. If you experience discomfort, be sure to take a break. You need to do 2-3 times a week, gradually increasing the complexity of the tasks. It is not recommended to view more than 10 Schulte tables per day.

Schulte table in the colors of the calendar - also a complicated option

You will see the effect of such exercises after a few days of training - it will be easier for you to abstract and see the entire table at once, and not try to automatically read the information in the usual way; you will expand the area of perceived text. The purpose of the classes is to increase the speed of completing each task. Thus, you train to find the information you need by simply looking at the text, and not looking for every word in it.

For those who want to master speed reading, the Schulte table with letters will be useful

Another area of application of tables is NLP (neuro-linguistic programming), where they help you relax and learn to perceive information as it is, and not through the prism of your own critical perception. This skill also helps with reading, so we can say that these exercises are doubly useful. for those who want to learn speed reading.

If you have serious problems remembering information, try combining classes with a special course.

Poor reading technique is quite common today and is an unpleasant and serious problem. It takes a lot of time for the child to do homework, which leads to a decrease in the effectiveness of classes, school performance is reduced.

The solution to the problem is to teach the child to read quickly.

Speed reading or speed reading in children is the ability to quickly capture the essence of what is read using special reading methods. Fast reading at maximum speed is possible up to six hundred words per minute. The average reading speed is 200 words per minute. It has been experimentally proven that the higher the speed, the less the meaning of what is read is understood. Regardless of what method and technique is used for this.

The elementary school serves as a place where attention is given to reading. Reading problems throughout life are due to the fact that people read the way they were taught in the first grade. Therefore, there were special courses and exercises designed to teach speed reading to children and adults.

The child tends to make mistakes in reading in the form of stammering, swallowing the endings of words, changing and rearranging letters. To prevent the transfer of such errors into adulthood, speed reading training is used.

Speed reading is also significant because it shortens the period of information processing. This means that much less time is spent on studying the school course, while the effectiveness of classes increases significantly.

The Foundation of Speed Reading

The child has an unusually strong figurative memory. For the perception of information and the activation of cognitive ability, it is necessary to develop the imagination of the student, since vivid images help to better remember the material. A trained imagination is a significant step towards success in school.

Speed reading develops concentration, organization, which contributes to long-term memorization and better perception of the essence of the material.

Speed is achieved through skills:

Word recognition without speaking.
Refusal of mechanical repetition.
Increased visual perception.
Concentration of attention.
Scanning readable text.

Reading problems in children

When reading the text, the child has the following problems:

Articulation while reading the material "to oneself". Eighty percent of children and adults pronounce what they read, move their lips and tongue. The eyes do not scan the complexes, dwelling on the passage for too long.
Articulation complicates and lengthens the way of processing what is read: hearing - speech - analysis. Speed reading for children shortens and simplifies the text processing route: the visual center is speech.
Small field of view. This problem is typical for most children. The human eye tends to pick up information while it is stopped.
The eyes transmit material ten times faster than other sense organs. But many children tend to read based on hearing.
Unjustified automatic repetitions cause loss of time. Speed reading eliminates repetition, which speeds up the reading of the material.

Speed reading is designed to eliminate the above problems. Adults often lack the capacity and desire to use faster reading techniques. For this reason, teaching speed reading is especially important in childhood.

When to start training

Younger students tend to better absorb knowledge given at an average speed of human speech. For this reason, it makes no sense to start classes on getting rid of internal speaking before the age of ten. On this issue, the opinions of experts differ: many believe that speed reading training should not begin before the age of 14.

There are techniques that can be mastered by a six- or seven-year-old child, moreover, first-graders have an unlimited reserve for improving reading technique. For academic performance is the speed of reading in the range from 100 to 170 words per minute.

By attending courses and doing exercises under the guidance of an experienced teacher, the chances that training will start at the right age and be carried out at a high level increase.

How to teach your child to read fast

Professor I.P. Fedorenko argues that in working with a text, the frequency of training is important, and not the duration of reading. Memory is arranged in such a way that it is better to remember something flashing before the eyes from time to time, and not constantly in the field of view. "That is - that is not" causes irritation, the reaction to which will be memorization.

The best way to implement this is a slide show. The child read the phrase, looked at the image - rested. This is a gentle mode that allows you to teach fast reading.

Speed reading training is carried out at intervals of three times a week and the duration of classes is no more than twenty minutes. Lesson elements:

Warm up. This is a reading of a small passage (within a hundred words) followed by answers to questions. It is important to increase vocabulary here.
A square with numbers placed in random order is also called a Schulte table. Working with such a table expands the field of view.
Damaged text helps to train visual memory and attention.
Training of logical thinking.

Self-study at home will help teach speed reading. An acceptable option for training would be a school or courses. On the issue of individual and group classes, experts have not yet come to a consensus on which method is more effective. The approach to which method to choose in order to teach fast reading should be individual for each child.

Mistakes in learning

A huge mistake of parents is the compulsion to read for a long time. With a low reading technique, a six-year-old will spend up to an hour and a half reading a short fairy tale, which will destroy any desire to read.

Lessons in speed reading should be conducted only after the child has mastered regular reading. It is important to teach to read, avoiding mistakes that lead to relearning in the future:

The letters should be named briefly: B, M, R. The alphabetic names of BE, ME, ER complicate reading and confuse the child. Read PEAPEA, instead of PAPA, is not easy to decipher and understand for a child's mind. If the meaning is incomprehensible, there will be no interest in reading.
Merge letters into syllables, and syllables into words. It is more correct to pull the first sound until the turn comes to the next one: RRRAK, PPPA-PPPA. Wrong: P and A will be PA; spelling P, A, P, A; reading followed by pronunciation without looking at the text.
Underdevelopment of speech causes the appearance of errors in reading and writing. For this reason, it is important to contact a speech therapist or defectologist in time in order to eliminate speech defects in time.

Exercises

You can teach your child to read quickly by going through two stages:

At the stage of mastering sound and letter designations, the degree of development of visual and auditory memory is significant, since the main load falls on the processes of transformation of the letter text into oral form.
The stage of reading by syllables imposes requirements on the development of the child's analytical and synthetic skills. The development of erudition, operative memory, speech, attention, stability is important here.

Special techniques, methods and exercises will help training. By attending special speed reading courses, children learn to communicate, while the preparation will be professional.

First grade exercises

Half words. When part of a word is required to guess what the remaining fragment will be.
In tow. The tugboat here is a reading adult, who pronounces the words to be read and runs his finger along the line to be read. The child reads at the same time as the adult, following the finger, and involuntarily adapts to the speed of the adult.
Reading for a while motivates the child. The effectiveness of the exercise lies in the evidence of the result.
The "jump-stop" exercise allows you to fix the ability to navigate in the text with the help of visual memory. On the command "jump" the child reads, "stop" - the reading stops, the child closes his eyes. The next "jump" - starts reading from where it stopped.

Exercises for children 8-10 years old

To teach schoolchildren of this age will help a special technique and exercises:

We exclude articulation. At the command of the adult “lips”, the child puts his finger to his lips while reading and continues reading silently. After the command “out loud”, the child removes his finger and reads aloud.
Conspiracy proposals. Word order changes in sentences. The student removes the "conspiracy" and puts everything in its place.
Fixing letters. In some words of the text, skip letters, syllables or letter combinations that the child inserts in a certain time.
The student as a teacher. The child corrects the mistakes of an adult when reading.
Schulte table. The student temporarily looks for a number from 1 to 30 in the table, adhering to the order and showing.
Dictation helps develop visual memory. Close the entire text, then open the sentence for a few seconds, allowing the child to remember it. Next, the sentence must be written from memory.

When deciding to teach a child on your own, or attending speed reading courses, you need to answer the question of why and for what it is being done, what do you expect to get in the end. At the same time, learning is more effective when the child understands the purpose of the lessons and why it is needed.

The best option is to study with your child. Speed reading is more important for an adult than for a child. At the same time, the scope of the skill in adults is much wider.

For a long time, I was deeply fascinated by the idea of teaching Lisa to read as you like, at least this way, at least that way, at least standing on your head - as long as you read. But the Doman technique has another bonus - it's speed reading. It so happened that this bonus passed us by. Liza started reading Doman at the age of 1 year and 8 months. But at the age of two and a half, after a long period of giving up independent reading in principle, Lisa suddenly became interested in spelling. And has been reading it 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 small 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 deal with 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 textual information using special reading methods. Fast reading is much faster than regular reading 3-4 times. (Wikipedia).

First, the phrase "when using special reading methods" caught my eye. That is, it turns out that the whole “trick” is not to activate some special areas of the brain (the right hemisphere, for example, is often remembered), to learn not to pronounce the text to oneself, to photograph the entire page with a glance, and something like I imagined it, but in knowing and being able to qualitatively apply certain techniques.

As it turned out, in order to successfully master speed reading, it is necessary to develop 5 skills:
1. Concentration skill
2. The skill of suppressing articulation (pronunciation of the text)
3. Visual skill
4. Information management skill (highlighting the most important in the text)
5. The skill of remembering large amounts of information

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

1. Concentration Skill necessary so that when reading, one does not have to return to what has already been read again and again in order to understand the meaning of the text. I think everyone has come across this, you read a book, but your thoughts are elsewhere. And the same paragraph has to be read over and over again. It's terribly annoying and takes a lot of time. Controlling the concentration skill avoids this.

If we are talking about preschoolers, then, I think, we can say with confidence that the development of this skill is facilitated by any logic puzzles from notebooks, for example, in the well-known "Player" 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 model (including a complicated version, when the sample is given for memorization for a short time, and then closed)
- correct mistakes
- find the missing element
- find an extra element
- do the same
- find a couple
- find an element that matches certain characteristics
etc. and so on.

The ability to concentrate also helps do not respond to external stimuli, such as noise, music, increased attention of strangers. Accordingly, if a child is used to working in complete silence, then you need to gradually create a noise screen for him. I believe that the TV, which for some reason is thought of in the first place, is too strong a distraction, but classical or children's music while the kid is drawing is quite suitable. For now, I don’t risk distracting Lizaveta directly while performing complex logical tasks, but I try to have a casual conversation on abstract topics while she, for example, cuts something with scissors or glues stickers (does not draw an artistic masterpiece, but is doing something pleasant, but not significant). And at the same time I try to control that moment so that she does not interrupt her work for a conversation, but does it in parallel. The first time was difficult for her. She stopped what she was doing every time she wanted to tell me something. But literally in two weeks of irregular practice, she made a lot of 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, then it is advised to imagine how happy your parents will be with a good mark. But I think one has to be extremely careful with this kind of motivation in young children, so as not to form the habit of reading just to achieve some goal. Yet 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 method (as I understand it), concentration is ensured by fast display (turning over), frequent updating of sets, etc. and so on. what is written in the manual. But in fact, concentration is achieved by interest: when the baby is interested, he looks (concentrates), when he is bored, he does not look (does not concentrate). Therefore, I still think that for success it is necessary to achieve the attention of the baby in all possible ways during the shows.

2. Articulation suppression skill.

Articulation helps to give the read words a sound design. It allows us to improve our speech, to understand how words sound. It is 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, to extract 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 for you to speed up reading.

You probably read with minimal articulation sometimes too. Recall, for example, when you read an interesting book with a gripping 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 your attention at a certain stage of reading a book was occupied precisely with the creation of images, a game of imagination, then at this moment, most likely, you were reading faster than usual.
(Based on materials from the site 4brain.ru)

To control the articulation of another person, I think, is extremely difficult. It is even more difficult to do this with a child who is just learning to read. But one thought is captured in the above paragraph - articulation is absent when "Reading in images" From this, I think, we can conclude that, firstly, no matter how strange it may sound, for quick independent reading, a child needs to be actively read by adults. And secondly, read something that will be really interesting and exciting.

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

Remark on Doman. Doman “rules” in this matter, because the technique involves reading to oneself, and not aloud, that is, it does not initially contribute to articulation. However, we, parents, are very eager to read aloud, that is, with the same articulation.
If someone is practicing according to the method with the aim of developing speech, then it may be worth paying special attention to the articulation of the child in everyday speech, because it (articulation) will not be directly developed by the Doman method.

3. visual skill.

In speed reading, it is important to be able to see the entire sheet or at least a large piece of 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 task of the trainee is to find all the numbers in a row for a certain period of time (for example, from 1 to 9). Tables should be designed in such a way as to minimize horizontal and vertical eye movement. The eye in this exercise should move diagonally as much as possible.

You can download tables of different levels of complexity, including children's tables, for example, here. Usually, these tables are performed under the stopwatch, for two to three minutes.

Lisa and I do not study these tables at home, as this is one of the mandatory exercises in the classroom in our “development center”. Our teacher herself compiled these tables, they look a little different for her - each next table contains one number more than the previous one. In this way, she tracks the progress of the child: “In the last lesson, Lisa only managed to get to the table with the number 11, and in this one to the number 13.”

But while I was looking for information about the Schulte technique, I managed to find a wonderful children's training "Successful Me", which is based on this technique. The assignments are made in compliance with all the rules, but do not contain these boring tables. At the end of this page you can read and download 24 lessons for free. I don’t like to make such advertisements, but I am really delighted with the content of these trainings, as they combine tasks for concentration of attention (logical puzzles) and exercises for the development of vision.

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

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

Regarding Liza, I’ll say that since I haven’t glued or printed any phrases and sentences for her for a long time, and for reading we mainly use ready-made printed products, we practically don’t practice reading “column”. We can say that at this moment we have a deep gap. Now I'm doing a little emphasis on the columns. If anyone is interested, right now we are practicing reading Bakhtina's Primer.

Also, for the development of visual skill, the most simple and well-known eye exercises:
- look into the distance, and then at the object near - and vice versa;
- close (strain) eyes and relax;
- look down, up, left, right and in a circle;
- blink frequently for a few seconds
and similar.

Remark regarding Doman. I think it is clear to everyone that classes in the FSP, BSP 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 like there is even such a method of teaching reading (I don’t remember the exact name), the essence of which is that they read texts written in large print with the child and move their finger under the word they read. Readers in English such as Your baby can read and Little reader also have a running index below the word. Of course, I also moved my finger in a book workout, for example, or in ordinary books with large print. However, I think it should be borne 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 to lose efficiency, it is necessary to highlight, to catch the essence of the text 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 text discussion after reading or even retelling the text by the child (although personally I am against retelling) - to a certain extent, it can be equated to a synopsis.

There is also one very interesting an exercise that allows you to learn how to find the necessary information in the text, which is quite possible to perform 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 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 invited to close the page of text from both ends, so that a certain number of words on the page are "unreadable".

Remark on Doman. And now the most interesting. Take another look at the previous exercise, and now everyone who complained raise their hands:
- "Reads inattentively, looks at the word, but does not read it carefully, but tries to guess."
- “Instead of “scooter” I read “airplane”
- "Calls by first letters"
It seems to us all that this is a problem, not a skill development, a flaw. But think about it, maybe this is the same exercise? Maybe it is this element of "inattention" that is needed for the development of speed reading?

5. Ability to memorize large amounts of information

The development of memory for speed reading is essentially a necessary skill, because if you read quickly and are not able to remember information, this process does not make sense.

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 has been read (that is, you are trying to remember not the text, but the visual image associated with the text);
- emotionality in relation to the read. Emotions are remembered better than facts. Some vivid emotions of the earliest 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 to everyone who, in principle, teaches children anything - first of all, emotions are remembered, and only then facts. Facts associated with emotion are best remembered.

Long-term memorization works a little differently.

Studies conducted by scientists show that long-term memorization of a text occurs not so much through its comprehension and visualization, but through repeated repetition. And the most important thing is not the number of repetitions (retellings or sessions of memories) read, but the correct intervals between them.

According to modern experts, there are 2 popular modes of rational repetition of the 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;
the 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 for a very long time, then the following information repetition sessions are considered optimal:
the first repetition - immediately after the end of reading;
second repetition - 20-30 minutes after the first repetition;
the 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 the effective ways of remembering is mnemonics. Mnemonics has many different techniques that are differentiated depending on the situation: you need to remember a number, a person's name, a word of a foreign language, etc. and so on. Today, Lisa and I have tested in two ways one technique of mnemonics, which is called associations.

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

We divide a sheet of paper into sectors (cells, cells) according to the number of lines in the poem. In each cell we draw pictures, signs or symbols in accordance with the content of the line. Then - very importantly - 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, finish drawing, etc.
(Why is it very important to test myself and finish drawing? Because no matter how much I tried to deal with mnemonics, I didn’t succeed until one person suggested this technique to me. And then, when I really succeeded once, I realized how much this method ingenious!)

So, the lines of our song:

Golden leaves fall, fly.
Golden leaves cover the garden...

It is noticeable that I draw a picture for each word of the song. It’s easier for me, although over time it is necessary to strive to ensure that the number of images is minimal.

The second option is adapted for children. I spied this game at Liza's classes at the center.
On a piece of paper we place pictures or figures, some small objects. Next are two options. The simplest and most suitable for the smallest is to conditionally sketch these objects: then close the source and try to name what was on the table based on the pictures. The second option is to ask the child to remember, close the source, then draw and check himself.

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

Also a very well-known mnemotechnical memorization technique, which we have not yet tested, because a convenient case did not turn up - rhymes.

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

If you know any other maximally childish ones, please write in the comments.

And the last technique of mnemonics, which I would like to talk about, is called a letter code. Unfortunately, the only example that I have so far been able to pull out of my memory is not the most pedagogical:

D - fools
U - we have
N - no
I - ?

The request is the same: someone remembers something - write!

Remark on Doman. When the Doman method is discussed, the question very often pops up - do children remember or read? Did he say it because he found out and remembered it, or because he read it? And also 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 by heart. If we analyze the methodology from the side of quick reading, it turns out that it is not fundamentally read or memorized, because both of them are equally necessary and important processes.

That's all I have to say for today. In conclusion, I want to point out the sources of my thoughts, in case anyone would be interested to get acquainted with them. There are three in total:

Site 4brain.ru
- Oleg Andreev's book "Quick Reading Technique"
- communication with teacher Lizina, lesson experience and materials of the School of Speed Reading and Information Management according to the methods of L.L. Vasilyeva http://sunchild.ru/

P.S. Liza is watching the set of CHSP again, in company with Miron. And she is already making great strides. However, I won't jump to conclusions just yet.

Recording date: 07.11.2013 00:07

Comments

I read it. Well laid out on shelves. But probably, children of non-Domanovites should first learn to read at least a little and not get confused in letters before starting all this. I'm right?
I myself own speed reading, I read it diagonally, but no one taught me, my work taught me, I have huge 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 tricks, they all work for me

Zhen, of course, you understood everything correctly, these are exercises for reading children. I don’t think that it’s important to spell, syllable or whole words, but you already need to be able to read.

Quote:

I myself own speed reading, I read it diagonally, but no one taught me, my work taught me

Me too, as it turns out. But I have this skill is poorly developed. I can do a lot of things that I read about in books, but not in such a way that it is brought to automatism. 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 peripheral vision.

"The most budget travel is to go to the book." Nadia Yasminska

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I knew for a long time that speed reading needs to be learned. Doman’s technique also attracted me with this, you catch two birds with one stone and reading, plus speed reading.
On the other hand, well, Lisa agrees to such games already now, at an early age, looking at Fedosey, God forbid, she will at least mature by the age of seven, or even longer)
And I also realized that if you didn’t speed up to three, it’s not the end of the world, and you can always learn this.

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