Psychophysiological aspects of reading skill
And
the process of mastering it.
Mastering literacy is an extremely important stage in the mental and speech development of a child. By learning to read, a child masters forms of mental and linguistic activity that are completely new to him.
Reading is a complex psycho physiological process. Visual, speech-motor, and speech-auditory analyzers take part in its act. At the heart of this process, as B.G. writes. Ananyev (1950). “the most complex mechanisms of interaction between analyzers and temporary connections between two signal systems” lie.
Reading as one of the types writing is a later and more complex formation than oral speech. Written speech is formed on the basis of oral speech and represents a higher stage of speech development. Complex conditioned reflex connections of written speech join the already formed connections of the second signal system (oral speech) and develop it.
In the process of writing, new connections are established between the audible word, the spoken word and the visible word. If oral speech is mainly carried out by the activity of the speech-motor and speech-auditory analyzers, then written speech, believes B.G. Ananyev (1950), “is not an auditory-motor, but a visual-auditory-motor formation.”
Written speech is a visual form of the existence of oral speech. In written speech, the sound structure of spoken words and the temporal sequence of graphic images, that is, letters, are modeled—indicated by certain graphic icons.
Thus, in terms of its psychophysiological mechanisms, reading is a more complex process than oral speech, however, it cannot be considered without connection, without the unity of written and oral speech.
Reading starts with visual perception, discrimination and recognition of letters. On this basis, letters are correlated with the corresponding sounds and the sound-pronunciation image of the word is reproduced and read. And finally, due to the correlation of the sound form of a word with its meaning, understanding of what is being read is achieved.
Thus, in the reading process we can conditionally distinguish two sides: technical (correlating the visual image of a written word with its pronunciation) and semantic, which is the main goal of the reading process. Understanding “is carried out on the basis of the sound form of the word with which its meaning is associated” (D.B. Elkonin, 1956). There is a close, inextricable connection between these aspects of the reading process. The progress of understanding what is read is determined by the nature of perception. At the same time, the process of visual perception is influenced by the semantic content of what was previously read.
In the process of reading, an adult is aware of only the task, the meaning of what is being read, and those psychophysiological operations that precede this are carried out as if by themselves, unconsciously, automatically. However, these operations, automated in the process of teaching literacy, are complex and multifaceted.
The complexity of the technical side of the reading process is clearly manifested when analyzing the reader’s eye movements (R.I. Lalaeva, 2002). The eye movements of an experienced reader occur in rapid leaps, from one point of fixation to another. During the reading process, there is a movement not only forward (to the right), but also backward. Returning to what was previously perceived, moving backwards, is called regression.
The perception of the words of what is being read, that is, the process of reading itself, occurs at the moment of fixation, stopping the eyes on the line. In the process of direct eye movement, the perception of what is being read does not occur. The number of stops on a line varies; it does not depend on the number of words or letters in the line, since eye fixations can occur both between words and in the middle of a word. The number of stops varies depending on a number of conditions: the structure of the word, how familiar it is, whether it is used literally or figuratively, etc.
Regressions, that is, going back to clarify a previously perceived word, are relatively rare among experienced readers. The number and duration of regressions vary depending on the degree of difficulty readable text, its importance, from the attitude of the reader.
In the process of reading, an experienced reader simultaneously perceives not a letter, but a word or a group of words. But this does not mean that he ignores the letter composition of the word. The speed of reading and the accuracy of visual perception of a word largely depend on its length, the graphic design of the letters, and the nature of the elements that make up the letter. An experienced reader does not read every letter of a word, but recognizes it entirely. In the process of recognizing a word, the dominant, most characteristic letters, as well as letters whose elements protrude above the line or are located below it, serve as a guide.
In addition, when recognizing a word, the reader relies on the meaning of the previously read part of the text. Thus, the semantic guess facilitates the visual perception of the text. The last phrase has a particularly great influence on word recognition. Of course, when reading the initial word of a sentence, text or unfamiliar words, as well as when perceiving an unusual grammatical structure, the role of semantic guesswork is significantly reduced. Reading in this case relies on direct visual perception of words. Thus, the role of semantic guesswork in reading is determined both by the place of the word in a sentence and by the features of the vocabulary and grammatical structure of the text being read.
Along with the positive meaning, the use of a semantic guess often leads to word substitutions, omissions, and rearrangements of letters in a word, that is, a subjective introduction of meaning is observed in the reading process. This occurs when the semantic guess is not sufficiently controlled by the visual perception of what is being read.
Reading for an adult is a mature action, a skill. Like any skill, reading in the process of its formation goes through a number of stages, qualitatively unique steps. Each of these stages is closely related to the previous and subsequent ones, gradually moving from one quality to another. “In the previous stage, those elements accumulate that determine the transition to the next, higher stage of development” (T.G. Egorov, 2006). The formation of reading skills is carried out in the process of long-term and targeted training.
T.G. Egorov (2006) identifies the following four stages in the development of reading skills:
Mastering sound-letter notations;
Syllabic reading;
The formation of synthetic reading techniques,
Synthetic reading.
Each of these stages is characterized by its originality, qualitative features, a certain psychological structure, its own difficulties, tasks and methods of mastery.
Stage of mastery of sound-letter notations
Mastery of sound-letter notations is carried out throughout the pre-letter and alphabetic periods. At the same time, the psychological structure of this process in the pre-literary period and at the beginning of the alphabetic period will be different than at its end.
At the stage of mastering sound-letter notations, children analyze the speech flow, sentences, and divide them into syllables and sounds. Having isolated a sound from speech, the child correlates it with a specific graphic image, a letter. Then, in the process of reading, he synthesizes letters into syllables and words, and correlates the read word with the word of oral speech.
In the process of reading, first of all, graphic images are visually perceived, letters that correlate with their names are distinguished and recognized. sound meanings. “However, the perception and discrimination of letters is only the external side of the reading process, behind which the most essential and basic actions with the sounds of the language are hidden” (D.B. Elkonin, 1956). The sound is not the name of the letter, but on the contrary, the letter is a sign, a symbol, a designation of a speech sound. Therefore, the complex process of mastering sound-letter notations begins with knowledge of the sound side of speech, with the distinction and isolation of speech sounds. And only then are letters offered, which are visual images of sounds.
Taking into account this aspect of the process of mastering sound-letter notations, it can be argued that the letter will be correctly and successfully mastered primarily in the following cases:
1. When the child differentiates the sounds of speech, that is, when he has a clear image of the sound and when the sound is not mixed with another, either auditorily or articularly. In the case where there is no clear sound image, correlating the sound with the letter becomes difficult. One and the same letter can correspond not to one, but to two or more mixed sounds. And vice versa, different letters can be called the same sound. In this case, the assimilation of a letter occurs slowly; a specific sound is not assigned to the letter.
2. When the child has an idea of the generalized sound of speech, the phoneme. It is known that a sound in a stream of speech and a sound pronounced in isolation are not identical. The sound of speech has certain physical properties, certain features, both significant for a given language and insignificant (I. Baudouin de Courtenay, L.V. Shcherba, 2002, etc.).
Significant are the semantic distinctive features of sound, which serve to convey the meaning of words, that is, when they change, the meaning of the word changes (for example, deafness and voicedness:goat Andbraid , hardness and softness:was Andbeat ). In addition, in each individual case of pronunciation of a sound, it has individual qualities: pitch, timbre. intonation. Its character is also influenced by neighboring sounds, especially subsequent ones. The same sound in a stream of speech sounds differently depending on its position in the word and the nature of neighboring sounds. For example, the sound [s] sounds differently in wordsgarden, mustache headscarf , Sun . But in all these cases, the main features of sound are preserved. The sound [s] remains a voiceless, non-nasal, hard, fricative, front-lingual sound. And these signs of sound, which have a distinctive meaning and taken independently of other, insignificant qualities of sound, constitute a phoneme.
When isolating a sound from speech, the child must, in all the diversity of its sound, which changes depending on the position of the sound in the word, grasp some basic constant quality of the sound variants, regardless of its unstable properties. Thus, the child must distract from the secondary properties of sounds and highlight the phoneme. Only under this condition, in the process of learning to read, is the idea of a grapheme, of the correlation of a letter with a phoneme, formed. In the case when the process of mastering a letter begins with the perception of its visual image, its assimilation and correlation with sound is mechanical in nature.
3. For a child starting to read, a letter is not the simplest graphic element. It is complex in its graphic composition, consisting of several elements located differently in space in relation to each other.
There are only a few elements of printed font in the Russian alphabet:IIWith s (B.G. Ananyev, 1950). As a result, in the Russian alphabet there are groups of graphically similar letters:
a) letters consisting of the same graphic elements, but
differently located in space (N-P-I, L-P, etc.);
b) letters that differ from each other by some element (b-s.
3-B, R-V, etc.).
In order to distinguish the letter being studied from all other letters, including those of similar design, it is necessary, first of all, to carry out an optical analysis of each letter into its constituent elements. Since the difference between many letters lies only in the different spatial arrangement of the same letter elements, the assimilation of the optical image of a letter is possible only with sufficient development of spatial concepts in the child.
The process of assimilation of the optical image of a letter is also carried out on the basis of the ability to remember and reproduce visual images in memory. Recognition of a letter, like any recognition process, occurs by correlating a directly perceived visual image with an idea of it.
Thus, successful and rapid acquisition of letters is possible only if the following functions are sufficiently developed:
a) phonemic perception (differentiation, discrimination of phonemes);
b) phonemic analysis (the ability to isolate sounds from
speech);
c) visual analysis and synthesis (the ability to determine similarities
and difference of letters);
d) spatial representations;
e) visual mnesis (the ability to remember visual
letter image).
Having mastered the letter, the child reads syllables and words with it. However, in the process of reading a syllable, the unit of visual perception at this stage is the letter. The child first perceives the first letter of a syllable, correlates it with the sound, then the second letter, then synthesizes them into a single syllable. Thus, during this period, the reader visually perceives not a whole word or syllable at once, but only a separate letter, that is, visual perception is letter-by-letter. A. Troshin called this stage “sub-syllable reading”.
After visual recognition of the letters of a syllable, the child reads this syllable together and in its entirety. Hence, the main difficulty of this stage, as well as the entire process of mastering reading, is the merging of sounds into syllables. When reading a syllable in the process of merging sounds, the child must move from an isolated generalized sound to the sound that the sound acquires in the flow of speech, that is, pronounce the syllable like this. how it sounds in spoken language. “The main difficulty in merging sounds is the need to overcome the typical sound of individual sounds when combining them into syllables and to translate the typical sound into the sounds of living speech” (T.G. Egorov, 2006). In order to read a syllable together, it is necessary to imagine that syllable of oral speech that consists of the same sounds, and these sounds follow each other in the same sequence in which the letters in the syllable are given. This means that the child must be able to analyze the sound composition of a syllable, a word of oral speech.
Thus, in order to overcome the difficulties of merging sounds into syllables, it is necessary to develop in children not only the ability to distinguish and isolate sounds, but also clear ideas about the sound composition of a syllable, a word of oral speech, that is, a sufficient level of phonemic development is necessary.
The pace of reading at this stage is very slow; it is determined primarily by the nature of the syllables being read. Simple syllables (ma, ra ) are read faster than syllables with consonant clusters (hundred, kra ).
The process of understanding what is read is characterized by certain features. So. understanding of what is being read is distant in time from the visual perception of the word. Awareness of a word occurs only after the word being read is spoken out loud. But a read word is not always immediately recognized, that is, correlated with a familiar word in oral speech. Therefore, in order to recognize a read word, a child often repeats it.
Peculiarities are also observed when reading sentences. So. Each word of a sentence is read in isolation, so understanding the sentence and connecting the individual elements in it occurs with great difficulty.
In the process of reading words and sentences, almost no semantic guesswork is used. At this stage, guessing takes place only when reading the end of the word and is determined not by what was previously read, but only by its previous part.
Syllable reading level
At this stage, recognizing letters and merging sounds into syllables occurs without difficulty. During the reading process, syllables are quickly correlated with the corresponding sound complexes. The unit of reading is thus the syllable.
The pace of reading at this level is quite slow - three and a half times slower than at subsequent levels. This can be explained by the fact that the reading method is still analytical; there is no synthetic reading or holistic perception. The child reads a word by its constituent parts, that is, by syllables, then combines the syllables into a word, and only then comprehends what he has read.
At this stage, a semantic guess already takes place, especially when reading the end of a word. A characteristic feature is the desire to repeat the word just read. Long and difficult words are especially repeated when reading. This is explained by the fact that a word read syllable by syllable is artificially divided into parts and does not resemble the corresponding word in oral speech. Therefore, it is not immediately recognized or comprehended. Through repetition, the child tries to recognize the word he has read and relate it to a certain word of oral speech known to him.
The process of understanding the text still lags behind the process of visual perception of what is being read; it does not merge with the process of perception, but follows it.
Thus, at this stage there still remains the difficulty of synthesis, combining syllables into a word, especially when reading long and structurally difficult words, difficulty in establishing grammatical connections between words in a sentence.
The stage of development of holistic methods of perception
It is transitional from analytical to synthetic reading techniques. At this stage, simple and familiar words are read holistically, and words that are unfamiliar and difficult in their sound-syllable structure are read syllable by syllable.
At this stage, semantic conjecture plays a significant role. Relying on the meaning of what was previously read and not being able to quickly and accurately control it with the help of visual perception, the child often replaces words and the endings of words, that is, he has guessing reading. As a result of guessing, there is a sharp discrepancy between what was read and what was printed, and a large number of errors. Reading errors lead to frequent regressions, returning to what was previously read for correction, clarification or control. The guess takes place only within the limits of the sentence, and not general content text. The pace of reading increases.
Synthetic reading level
This stage is characterized by holistic reading techniques: words, groups of words. The technical side of reading no longer makes it difficult for the reader. The main task is to comprehend what is read. The processes of understanding the content prevail over the processes of perception. The semantic guess is determined both by the content of the sentence read and by the meaning and logic of the entire story. Errors in reading are rare, since the guess is controlled by a fairly developed holistic perception. The reading pace is quite fast.
Further improvement of the reading process is carried out in the direction of developing fluency and expressiveness.
At the last stages of developing reading skills, there are still difficulties in synthesizing words in a sentence and synthesizing sentences in a text. Reading comprehension occurs only if the child knows the meaning of each word and understands the connections between them that exist in the sentence. Thus, reading comprehension is possible only at a sufficient level of development of the lexical and grammatical aspects of speech.
So, the main conditions (prerequisites) for successfully mastering the skill of reading are the formation of oral speech, phonetic-phonemic (pronunciation, differentiation of phonemes, phonemic analysis and synthesis) and lexical-grammatical aspects of speech, sufficient development of spatial representations, visual analysis and synthesis, visual mnesis.
Features of readiness to master reading skills
in children with speech disorders
And
Analysis of methods for teaching reading
One of the most important functions that provides the basis for the formation of written speech is oral speech: “to begin learning written speech, a certain level of development of oral speech is really necessary - the initial degree of its grammatical™, the presence of a certain vocabulary, the separation of external and internal (semantic) sides words" (D.B. Elkonin, 1998).
Evidence of the role of oral speech in the formation of written language is reflected in works devoted to the study of the formation and development of reading and writing in children with oral speech disorders (G.A. Kashe, 1971; R.E. Levina, 2005; N.A. Nikashina, 1959; N.A. Spirova, 1980; L.F. Khvattsev, 1958; G.V. Chirkina, 2001, etc.). The above studies interpret impairments in written speech as a reflection of underdevelopment of oral speech, caused by various etiological factors.
In children with speech disorders, difficulties in mastering sound pronunciation are common.
When there is a violation of the phonetic-phonemic aspect of speech in this category of children, several conditions are identified:
Insufficient discrimination and difficulty in analyzing only those
sounds that are impaired in pronunciation (the mildest degree
underdevelopment);
Impaired sound analysis, insufficient discrimination of large
number of sounds attributed to different phonetic groups when
their formed articulation in oral speech;
Inability to distinguish sounds in a word, inability to separate them from the composition
words and determine the sequence (severe degree of underdevelopment).
Phonemic underdevelopment in children with speech disorders manifests itself mainly in the immaturity of the processes of differentiation of sounds distinguished by subtle acoustic-articulatory features. Sometimes children do not distinguish more contrasting sounds, which delays the mastery of sound analysis and synthesis. Underdevelopment of phonemic perception when performing elementary actions of sound analysis (for example, sound recognition) is manifested in the fact that children mix the sounds being studied with sounds similar to them. With more complex forms of sound analysis (for example, the selection of words beginning with a given sound), a mixture of given sounds with other, less similar sounds is revealed.
In children with speech disorders, according to T.B. Filicheva and G.V. Chirkina, speech therapy examination allows us to detect insufficiency of phonemic hearing, and in connection with this, unpreparedness to master sound analysis and synthesis.
This indicates that this group of children independently, spontaneously, in the process of developing oral speech, does not form a conscious attitude towards the sound side of the language. Therefore, there is a need to carry out systematic correction- speech therapy work to shift the child’s attention from the meaning of speech to its sound composition.
According to a number of researchers, the process of mastering written speech is regulated by the development of a number of mental functions (N.K. Korsakova, Yu.V. Mikadze, E.Yu. Balashova, 1997; D. Slobin, 1984, etc.) Among the mental processes that provide written speech, most authors unanimously highlight attention and memory.
All mental processes in a child - memory, attention, imagination, thinking, purposeful behavior - develop with the direct participation of speech (L. S. Vygotsky, 1982; A. R. Luria, 1950; A. V. Zaporozhets, etc.)
In children with speech disorders, defective speech activity leaves an imprint on the formation of their sensory, intellectual and emotional-volitional spheres. Therefore, these children differ from their normally developing peers in the characteristics of their mental processes.
They are characterized by a low level of development of the basic properties of attention. These children have insufficient stability of attention and limited possibilities for its distribution.
Speech retardation also negatively affects the development of memory, including visual memory. These children have reduced memory productivity compared to their normally speaking peers. Some first-graders have low recall activity, which is combined with limited opportunities for the development of cognitive activity.
Relationship between speech disorders and other aspects mental development determines some specific features of thinking. Having complete prerequisites for mastering mental operations accessible to their age, first-graders with speech disorders, without special training, have difficulty mastering the operations of analysis and synthesis, comparison and generalization.
These children are characterized by rapid fatigue, distractibility, and increased exhaustion, which leads to various types of errors when completing tasks.
Chirkina G.V. and Filicheva T.B. note that it is typical for them different level development of basic properties of perception. First-graders with speech disorders have insufficient stability and weak concentration. In particular, the clarity and differentiation of visual perception suffers, which causes a violation of visual representations, optical analysis and synthesis. The insufficient development of these functions in children with speech impairments is reflected in impaired visual-motor coordination and optical-spatial orientation.
In addition, first-graders with speech impairments suffer from learning verbal designations for various spatial features, such as “big”, “small”, “round”, “square”, “above”, “right”, “above”, “under” and others. What prevents them from generalizing these signs and abstracting them, separating them from specific objects.
Thus, the prerequisites for reading in children with speech impairments are underdeveloped compared to their peers with normal speech development. Therefore, their development requires special attention during the preparation process.
The methodological tradition of teaching reading in school to children over 6 years old has a long history. The generally accepted analytical-synthetic method of teaching in Russia, based on the theoretical and practical developments of K.D. Ushinsky, D.B. Elkonina, has long established itself as a reliable and successful way of teaching reading. With all its advantages, however, one cannot fail to note one of its features, which in some cases creates problems for children. This technique works successfully when the child has reached a high level of awareness of the linguistic side of speech, has mastered the necessary metalinguistic skills and has the whole complex of psychological and linguistic prerequisites that usually develop in most children by the age of 1.
The technique requires mandatory knowledge of complete sound analysis of oral speech and the skills of reconstructing the whole phonetic word from individual sound letters. Both must be carried out at a conscious, highly voluntary level of activity. At the initial stage, the load on the auditory-speech analyzer and successive, analytical operations is maximum.
When using the global teaching method, which is the main one in deaf pedagogy, the requirements for analysis are minimal and the main reliance is on the visual analyzer.
In recent decades, the trend has gained widespread popularity early education reading: at the age of five and even at the age of two or three. Nothing serious scientific justification such innovations are not supported. According to A. N. Kornev (2006), if this is done without taking into account the child’s readiness to master such skills, many problems arise, significant difficulties for the child, manifested in defective, incomplete mastery of skills and in the formation of a persistent aversion to reading and writing.
That's why psychological characteristics techniques should be correlated with age indicators of maturity of the corresponding most popular mental and linguistic abilities.
The semi-global method makes it easier for children to master the skill of syllabic reading even with a low level of proficiency in phonemic analysis. It provides the ability to read real, meaningful phrases after mastering the first two consonants.
Let's look at the methods of teaching reading by individual authors.
When creating a methodology for teaching readingN.S. Zhukova (2000) used her experience as a speech therapist, which made it possible to combine literacy training with the prevention of writing errors that arise in school age. Her primer is based on the traditional approach to teaching reading in Russian, and is supplemented with original solutions. It should be noted that isolating a syllable from speech is psychologically simpler and requires less analytical effort than isolating a separate sound. It is on this principle that Zhukova’s methodology is built - children begin to read syllables from the 3rd lesson. Since at the initial stage, reading is a mechanism for recreating the sound form of a word according to its letter model, the child needs knowledge of letters. Children are first introduced to vowels. And only then do they move on to consonants.
Simultaneously with the beginning of teaching children to read, classes include tasks for the development of the child’s phonemic analysis and synthesis: determining by ear how many sounds were pronounced, which sound was the first, which sound was the second. Laying out words using a split alphabet. If the child has mastered the continuous reading of a syllable consisting of two letters, move on to words of three and four letters: O-SA, U-SY, MA-
MA.
The basis of the system of teaching reading according to the methodologyON THE. Zaitseva (2000) lies in the idea that the elementary particle of speech is not a letter, but a warehouse or conscious muscular effort of the speech apparatus.
According to the method of N.A. Zaitsev, the entire Russian language is given to the child in warehouses on cubes and wall tables. His cubes are the Russian language that you can play with. You can pick it up, it’s weighty and visible. These unusual cubes differ in 46 characteristics, including weight. The cubes, that is, warehouses, are divided into large and small, “iron” and “wooden” and two “golden” cubes with vowels. Large ones are those that are called “solid” in the official Russian language. Small ones are “soft” warehouses. Inside the “iron” cubes are metal caps from lemonade. The small iron ones have four caps, the large ones have six. Inside the “wooden” cubes are pieces of wood. In the set, all the “golden” cubes ring, the “iron” ones rattle, and the “wooden” ones make a dull thud.
After getting acquainted with the cubes, children, under the guidance of an adult, immediately begin to form words from the warehouses. This technique is aimed at teaching reading to children from 2 years old.
Analysis of scientific and methodological material showed that the problem of teaching literacy to children with speech impairments has long been of interest to scientists and practitioners, as a result of which a variety of methods and different points of view have appeared (L.N. Efimenkova, 1991; M.A. Povalyaeva, 2000; R. D. Triger, 1986; T.B. Filicheva, N.A. Cheveleva, 1991, etc.). But, in our opinion, the issue of the specifics of teaching literacy to children with speech impairments has not been fully addressed. It is covered in fragments, without taking into account the speech defect and compensatory capabilities of the child.
The practice of speech therapy shows that teaching literacy to children with unformed pronunciation of sounds and with insufficient discrimination is much more difficult. A characteristic feature of such children is the incompleteness of the process of formation of phonemic perception.
The deficiency concerns not only pronunciation, but also the auditory function of sounds. When unformed phonemic representations readiness for sound analysis of speech turns out to be much weaker than in normally developing children (A.V. Yastrebova, L.F. Spirova)
Children's speech is poor. Their everyday, active vocabulary is limited. There is also underdevelopment of the grammatical structure of speech and mental processes (thinking, memory, auditory and visual attention). They are characterized by a lag in the development of gross motor skills and fine motor skills of the fingers. In children with phonetic-phonemic speech underdevelopment, spatial orientations are formed worse than in normally speaking children.
When organizing correctional training, it is necessary to take into account all the above defects.
Thus, when teaching literacy to children with speech impairments, the analytical-synthetic method is leading. Particular attention is paid to the development of reading prerequisites, as well as the prevention of written language disorders.
conclusions
1. Like any skill, reading in the process of its formation goes through a number of stages, qualitatively unique steps. Each of these stages is closely related to the previous and subsequent ones, gradually moving from one quality to another. The formation of reading skills is carried out in the process of long-term and targeted training.
2. OThe main prerequisites for successfully mastering the skill of reading are the formation of oral speech: its phonetic-phonemic and lexical-grammatical aspects; sufficient development of spatial representations, visual analysis and synthesis, visual mnesis.
3 . When teaching reading skills to children with speech disorders, the leading method is the analytical-synthetic method. Particular attention is paid to the development of reading prerequisites, as well as the prevention of written language disorders.
In organizing the analysis of literary sources, we proceeded from the methodological principle of the unity of consciousness and activity put forward and developed in domestic psycholinguistic and psychological science, presented in the works of B.G. Ananyev, L.S. Vygotsky, A.A. Leontiev, S.L. Rubinstein , B.M. Teplova, etc. Its content is determined by the fact that the mental is formed and develops not spontaneously, but precisely in activity, primarily in the process of learning. This approach allows us to consider the reading process as a special type of human activity, which has a complex hierarchical structure, internal transitions and its development, which is confirmed by the research of D.B. Elkonin.
Reading is a complex psychophysiological process in which the acts of oral speech (as the initial basis for reading) and written speech (as a graphic expression of an oral statement) are manifested in interpenetrating unity.
V.A. Artemov, T.G. Egorov, A.Ya. Troshin and others identify two main aspects of the reading process: reading technique and understanding of what is being read. By reading technique we mean, firstly, the perception of graphic signs, secondly, pronunciation, reproduction of various graphic complexes, and understanding means understanding the reproduced material based on correlation with the reader’s past experience.
Great importance in these studies is given to the study mainly of reading techniques and, in particular, the processes of visual perception. In the works of V.A. Artemov it is noted that the perception of written speech is associated with the direct impact of its physical properties(sequences of letters) on the senses, which occurs in unity with the impact on the reader of the semantic content of written speech. Letters are like a trigger mechanism, under the influence of which the physiological process of excitation in the organs of vision begins. It ends with complex physiological phenomena in the cerebral cortex, the function of which is the mental phenomenon, the perception of graphic symbols of printed and written text and the mental activity of the reader. The reader who receives visual signals must convert them into thoughts based on knowledge of the meaning system of the language.
Visual perception begins with the process of recognition, i.e. attributing the presented object to any known class or category recorded in memory.
Researchers of the reading process A.Ya. Troshin, A.L. Yarbus, note that during the movement of the eye along the line there is no perception of the visual signal, i.e. the reading process is carried out only at the moment of stopping, fixing the eye, which makes it possible not to mix visual signals. The reader, according to B.V. Belyaev, sees three letters with extreme clarity, the rest less and less clearly as the number of perceived graphic signals increases, i.e. as the field of view increases, which in psychology is understood as the number of letters and words that the reader perceives and recognizes in one fixation.
N.I. Zhinkin, A.N. Sokolov believe that the reading mechanism is associated not only with the visual perception of letters, but also with speech movements. They allow you to control the correct recognition of visual images, i.e. Even when reading silently, the reader exhibits hidden speech motor excitations.
T.G. Egorov identifies several stages in the formation of reading skills:
* mastery of sound-letter notations;
* syllable reading;
* stage of development of synthetic reading techniques;
* synthetic reading level.
Stage of mastery of sound-letter notations
At the stage of mastering sound-letter notations, children analyze the speech flow, sentences, and divide them into syllables and sounds. Having isolated a sound from speech, the child correlates it with a specific graphic image, a letter. Then, in the process of reading, he synthesizes letters into syllables and words, and correlates the read word with the word of oral speech.
In the process of reading, first of all, graphic images are visually perceived, letters are distinguished and recognized, which correlate with their sound meanings. The sound is not the name of the letter, but on the contrary, the letter is a sign, a symbol, a designation of a speech sound. Therefore, the complex process of mastering sound-letter notations begins with knowledge of the sound side of speech, with the distinction and isolation of speech sounds. And only then are letters offered, which are visual images of sounds.
Successful and rapid learning of letters is possible only if the following functions are sufficiently developed:
a) phonemic perception (differentiation, discrimination of phonemes);
b) phonemic analysis (the ability to isolate sounds from speech);
c) visual analysis and synthesis (the ability to determine the similarities and differences of letters);
d) spatial representations;
e) visual mnesis (the ability to remember the visual image of a letter).
The pace of reading at this stage is very slow; it is determined primarily by the nature of the syllables being read. Simple syllables (ma, ra) are read faster than syllables with a combination of consonants (sta, kra).
The process of understanding what is read is characterized by certain features. Thus, the understanding of what is being read is distant in time from the visual perception of the word. Awareness of a word occurs only after the word being read is spoken out loud. But a read word is not always immediately understood, i.e. correlates with a familiar word in spoken language. Therefore, in order to recognize a read word, a child often repeats it.
Peculiarities are also observed when reading sentences. Thus, each word of a sentence is read in isolation, so understanding the sentence and connecting individual words in it occurs with great difficulty.
In the process of reading words and sentences, almost no semantic guesswork is used. At this stage, guessing takes place only when reading the end of the word and is determined not by what was previously read, but only by its previous part.
Syllable reading level
At this stage, recognizing letters and merging sounds into syllables occurs without difficulty. During the reading process, syllables are quickly correlated with the corresponding sound complexes. The unit of reading is thus the syllable.
The pace of reading at this level is quite slow - three and a half times slower than at subsequent levels, in 2nd grade. This can be explained by the fact that the reading method is still analytical; there is no synthetic reading or holistic perception. The child reads the word according to its constituent parts, i.e. syllable by syllable, then combines the syllables into a word and only then comprehends what he has read.
The process of understanding the text still lags behind the process of visual perception of what is being read; it does not merge with the process of perception, but follows it.
Thus, at this stage there still remains the difficulty of synthesis, combining syllables into a word, especially when reading long and structurally difficult words, difficulty in establishing grammatical connections between words in a sentence.
Stage of development of synthetic reading techniques
It is transitional from analytical to synthetic reading techniques. At this stage, simple and familiar words are read holistically, and words that are unfamiliar and difficult in their sound-syllable structure are read syllable by syllable.
At this stage, semantic conjecture plays a significant role. Relying on the meaning of what was previously read and not being able to quickly and accurately control it with the help of visual perception, the child often replaces words, endings of words, i.e. he exhibits guessing reading. As a result of guessing, there is a sharp discrepancy between what is read and what is printed, and a large number of errors appear. Reading errors lead to frequent regressions, returning to what was previously read for correction, clarification or control. The guess takes place only within the sentence, and not within the general content of the text.
More mature at this stage is the synthesis of words in a sentence.
The pace of reading increases.
Synthetic reading level
This stage is characterized by holistic reading techniques: words, groups of words. The technical side of reading no longer makes it difficult for the reader. The main task is to comprehend what is read. The processes of understanding the content prevail over the processes of perception. At this stage, the reader carries out not only the synthesis of words in a sentence, as at the previous stage, but also the synthesis of phrases in a single context. The semantic guess is determined both by the content of the sentence read and by the meaning and logic of the entire story. Errors in reading are rare, since the guess is controlled by a fairly developed holistic perception.
The reading pace is quite fast.
Further improvement of the reading process is carried out in the direction of developing fluency and expressiveness.
At the last stages of developing reading skills, there are still difficulties in synthesizing words in a sentence and synthesizing sentences in a text. Reading comprehension occurs only if the child knows the meaning of each word and understands the connections between them that exist in the sentence. Thus, reading comprehension is possible only with a sufficient level of development of the lexico-grammatical aspect of speech.
Each of these stages is characterized by its originality, qualitative features, a certain psychological structure, its own difficulties, tasks and methods of mastery. The transition from one stage to another is determined by the characteristics of the reader’s mastery of the technical side of the reading process.
According to A.A. Leontyev, the technical side of the reading process is determined, first of all, by the ability to establish strong sound-letter and letter-sound correspondences. Thus, in the studies of I.M. Berman, D.B. Elkonin, it is noted that the basis of the recognition mechanism of graphic combinations is the process of comparing reference visual-sound-motor images with the graphic image of the presented sign or combinations of signs.
Thus, mastering reading techniques is associated with mastering the phonetic structure of a word (its phonemic composition, syllabic and accent-rhythmic structures), the skills of continuous pronunciation of words and the syntagmatic division of sentences.
The second side of the reading process - understanding or comprehension - means one of the types of complex mental activity a person who draws on both cognitive and linguistic skills. The reader does not simply extract information, he compares the meaning of what he reads with his experience, available information and knowledge.
A number of special studies on the problem of reading (I.M. Berman, S.D. Rubinstein, etc.) indicate that at the initial stage of learning to read there is still no complete correspondence between the understanding of individual parts (words, sentences) and the whole text. This is partly explained by the fact that the reader has poor reading technique and, according to N.I. Zhinkin, the reader is forced to pay a lot of attention to the process of reading words, which sharply weakens the process of understanding the content. The result is two loosely related processes: word comprehension and text comprehension.
Reading is a process that has much in common with writing and at the same time differs from it in many respects. While writing proceeds from the idea of the word to be written, it passes through it sound analysis and ends with the recoding of sounds (phonemes) into letters (graphemes), reading begins with the perception of complexes of letters, goes through their recoding into sounds and ends with recognizing the meaning of the word. Like writing, reading is an analytical-synthetic process, including both sound analysis and synthesis of speech elements.
Reading as an analytical-synthetic process is especially clearly manifested in early stages its development in a child who analyzes letters, translates them into sounds, combines them into syllables, and synthesizes a word from syllables. At the later stages of reading formation, the process is more complex.
Such a complex structure of the reading process leads to the possibility of difficulties in various parts of this process.
In the process of reading an adult who has a good command of this skill, when tired, ill, or in a state of passion, isolated errors may occur. However, they are fragmentary in nature, are not persistent and disappear when the specified conditions change.
The same occasional reading deficiencies are observed in children at the initial stages of education. They are usually called “growth errors” (according to B.G. Ananyev). The presence of these errors indicates that the reading skill has not yet been fully formed.
Along with “growth errors,” in a number of cases, children exhibit persistent, repeated reading errors that are not overcome as this skill develops, and their elimination requires long-term corrective intervention. The appearance of such errors in a child indicates the presence of a specific reading disorder - dyslexia.
Currently, reading is considered one of the highest intellectual functions, as a purposeful activity that can change views, deepen understanding, recreate experience, influence behavior, and improve personality.
Reading is a complex mental process and, above all, a process of semantic perception of written speech and its understanding. The complexity of this process is due primarily to its heterogeneity: on the one hand, reading is a process of direct sensory cognition, and on the other, it is an indirect reflection of reality. Reading cannot be seen as a simple activity; it is a complex activity, including such higher mental functions as semantic perception and attention, memory and thinking
Reading is also considered as one of the types of writing, which is a process that is in many ways opposite to the writing process. Letter, like oral statement, using special means, transforms a compressed thought into an expanded speech. A letter begins with a motive that forces the subject to formulate a statement in written speech, and continues in the emergence of a general scheme, a plan for a statement, or a plan, which is formed in inner speech and does not yet have a pronounced verbal character. Carrying out a generative function, inner speech turns a collapsed idea into a system of written speech. At the same time, writing has much in common with the process of reading. Like writing, reading is an analytical-synthetic process, including sound analysis and synthesis of speech elements, although this element of reading can be eliminated in many cases.
Analytical-synthetic reading is especially clearly manifested in the early stages of its development in a child who analyzes letters, translates them into sounds, combines them into syllables, and synthesizes a word from syllables. At the later stages of reading formation, this process has a different, more complex character. An experienced reader, as shown by eye movement studies, does not analyze and synthesize all the elements of a word; he only grasps a limited complex of letters that carry basic information (most often the root part of the word), and from this complex of sound-letters he reconstructs the meaning of the whole word. In order to achieve a correct understanding of the word perceived when reading, the reader often returns to the written word and compares the “hypothesis” that has arisen with the real word. When reading fairly familiar words, the most established in past experience (last name, first name, city in which a person lives, common names of objects, etc.), such a process of comparing the hypothesis with the actually written word, i.e. returning to letter-by-letter analysis becomes unnecessary, and the reader recognizes the word immediately. Here, in all likelihood, successive perception replaces simultaneous perception. If the written word is more complex in its structure (for example, shipwreck, omen, etc.), or the already identified set of letters does not yet provide a basis for an unambiguous reading of the word (cf.: an order can be read as a disposition, etc.), then the reader returns to the word read, checks the initially generated hypothesis with the actual spelling and only then decodes the meaning of the word.
This reading strategy, which consists of running forward (anticipation) and going back (comparison, control), is ensured by a complex act of eye movement. It is known that restricting the freedom of eye movement back and forth through the text disrupts the reading process at all stages of its development (T.G. Egorov, 1952, etc.). Eye movements as a necessary component of the reading process have already been studied in the works of the authors early period(A.V. Troshin, K. Miller, etc.). Scientists have established that during reading there is a natural change of pauses and eye movements and that the optical perception of readable characters occurs at the moment of fixation of the eye, and not its movement. They also established that the unit of reading is the word, not the letter.
This direction was further developed in the works of T.G. Egorova, L.I. Rumyantseva (1953) and others, who studied in detail eye movements during reading and paid special attention to the study of regressive eye movements and their significance for reading. It was found that the inability of the eye to go back along the line significantly slows down the reading process and increases the number of errors, but even greater difficulties arise when inhibiting eye movement forward along the line, since these movements provide the so-called “anticipatory reading” or “forecast zone.” These authors also believe that reading occurs at the moment of fixations of the eye (“recognition zone”) and that the unit of reading is the word, and the letters act as landmarks in it. In the process of fluent reading, the eye perceives not all letters, but only some of them, which carry the most information about the word. These letters are called dominant.
Thus, these authors conclude that eye movements are one of the necessary conditions implementation of reading, but only as a condition. As for the direct structure of the reading process, it is characterized by the interaction of at least two levels - sensorimotor and semantic, which are in a complex unity. The sensorimotor level consists, in turn, of several closely interconnected links:
a) sound-letter analysis,
b) retention of received information,
c) semantic guesses arising from this information,
d) comparison, i.e. control of emerging hypotheses with this material.
The sensorimotor level provides, as it were, the “technique” of reading - the speed of perception and its accuracy. The semantic level, based on data from the sensorimotor level, leads to an understanding of the meaning and meaning of the information. The complex interaction, the unity of these levels ensures reading both in terms of speed and accuracy of perception of signs, and in terms of an adequate understanding of the meaning that these signs carry. When developing reading in children, the visual perception of letter signs - separately or in a word - is necessarily accompanied by speaking out loud, i.e. translation of a visual lexeme into its audio and kinesthetic analogue. Accurate, error-free perception is the main condition for correct understanding of what is being read.
Reading from the very beginning is subordinated to its main task - understanding the written message. Therefore, the development of understanding of what is read in the process of developing reading in children is closely related to the development of the perception process. At the very beginning of the formation of reading, understanding does not come together, but after perception; it is possible only on the basis of long-term analysis and synthesis readable words. Gradually, as the reading skill develops and becomes automated, understanding begins to outstrip the process of perception, and it manifests itself in the emergence of semantic guesses, guessing the meaning within individual words. At the later stages of reading formation, the task of understanding read messages is solved by grasping the meaning of whole words and sentences. Here, reading is based on anticipation of further thought, which no longer relates to a word or phrase, but to a whole paragraph or even to the entire text. In an adult, anticipatory reading reaches complete perfection. The act of reading here occurs in complete and inextricable unity of the processes of perception and understanding of what is read. By this time, the process of perception is automated and provides conditions for quick and correct understanding of what is being read. Understanding, in turn, begins to greatly influence perception, affecting its speed and accuracy.
Understanding a word or phrase when reading is ensured not only by the accuracy of perception, but also by the influence of context. This condition, which plays a certain role in reading, was indicated in the works of some authors (A.V. Troshin, T.G. Egorov, etc.). This issue was also studied in the studies of A.N. Sokolov, in which the significant role of context in the understanding of a word, phrase, or paragraph when reading was experimentally shown. Research directly aimed at studying the influence of the context of a word on the reading process, its speed and accuracy, was carried out by J. Morton. Based on a large amount of experimental material, the author concludes that quick and adequate understanding in the reading process occurs due to a higher degree of context of words. High degree context of words and the full use of contextual guesses lead, in turn, to an increase in reading speed, a decrease in the number of fixations (i.e., the volume and angle of coverage of the material by the eye increases), and an increase in the accuracy of perception, which is reflected in a decrease in regressive eye movements. J. Morton suggests that there is a reading potential that is not fully used by inexperienced readers and that is associated with knowledge of the statistical properties of language, with the probability of a word. Increasing the probability of a stimulus word can make it more accessible, leading to increased reading speed without loss of comprehension.
In modern psychological literature, the distinction between “external” and “internal” contexts is accepted. “External” is built on the basis of the influence of the entire text read, and “internal” - on the basis of the paragraph or sentence being read.
Such a complex mental process cannot be carried out on the basis of the work of any one area of the brain, or the so-called reading center, as was previously believed. Modern neuropsychology considers the joint work of several parts of the brain (posterior frontal, inferior parietal, temporal, occipital parts of the left hemisphere cortex) as the brain basis for the implementation of the reading process, each of which makes its own specific contribution. To carry out the reading process, the preservation and interaction of the visual, acoustic and kinesthetic analyzers is necessary, the joint work of which is the psychophysiological basis of the reading process (FOOTNOTE: Fundamentals of the theory speech activity/ Under. edited by L A Leontyeva. M., 1974).
Already this brief analysis allows us to draw a conclusion about the extreme complexity of the psychological structure of the reading process and its connection with the brain. The normal reading process includes at least four interacting components: sound-letter analysis and synthesis, information retention, semantic guesses, and the process of comparing “hypotheses” that arise during reading with written words. All these processes, however, can be carried out only in the presence of complex eye movements, on the one hand, and with the preservation of the motives of activity, on the other. Considering the complexity of the structure of the reading process and the necessary conditions, it is easy to imagine the variety of patterns of reading impairment in brain diseases.
The clinic has long identified certain types of alexia. Some of them are associated with aphasic disorders, including difficulties in transcoding letters into sounds, others are caused by certain disorders of higher forms of perception and behavior. Therefore, the reading process can be disrupted at different levels, and the psychological structure of reading impairments with lesions of different locations can be profoundly different.
Based on a qualitative analysis of reading impairment in alexia (in adults and children), developed by A.R. Luria and his students identified and described several forms of speech and non-speech (gnostic) alexia. Each form of alexia is based on a factor, the violation of which leads to reading defects. Alexia is divided into different forms depending on the different factors underlying them. In the alexia clinic, there are several forms of non-speech reading disorders:
1) optical alexia, which occurs when the parieto-occipital and occipital parts of the left hemisphere of the brain are damaged; two types of optical alexia are known - literal and verbal;
2) optical-mnestic alexia, remotely associated with speech disorders;
3) optical-spatial alexia, which is based on defects in spatial perception.
Speech forms of alexia occur in syndromes of the same forms of aphasia. When the temporal parts of the dominant hemisphere are damaged, two forms of alexia arise - sensory and acoustic-mnestic. And lesions of the inferior parietal and posterior frontal parts of the left hemisphere of the brain also lead to two forms of motor alexia - afferent and efferent, respectively.
Until now, we have described those forms of alexia in which the first link in the complex structure of reading is disrupted - the link that provides sound-letter analysis. In one case, it is disrupted due to defects in optical perception, in another - due to a violation of acoustic analysis and synthesis, in the third case, sound-letter analysis when reading turns out to be defective due to pathology of the dynamics of speech processes, in the fourth - due to defects in the kinesthetic level.
We have also described a specific form of alexia, which arises on the basis of a violation of the scope of perception and auditory-speech memory, i.e. another link, semantic, in the structure of reading. This form of alexia reveals itself in the syndrome of acoustic-mnestic aphasia. In all these cases, activity is not disrupted in terms of its purposefulness, control functions (from the side of the need for it), semantic guesses (if they can arise) are adequate, i.e. reading as a behavioral act appears unimpaired here.
The data from our study showed that reading may be impaired even when the sound-letter link in its structure remains intact, but the links that ensure the emergence of adequate semantic guesses and control are impaired. Such a reading disorder could often be caused by damage to the frontal systems of the brain, which, as is known, provide motivation, general organization, programming and regulation of mental processes.
With this form of alexia, the executive side of reading remains intact; more is impaired. high level reading - level of understanding. The central defect here may be either instability of attention, or a violation of purposefulness in behavior, etc. With this form of alexia, “guessing reading” also often occurs. However, its nature differs sharply from the above-described forms of “guessing” reading. Guessing words does not arise due to defects in perception, but due to instability of attention or due to inertia of attitude, etc. Guessing does not correspond to the general meaning of what is being read, but the patient does not catch the discrepancy between the meaning of the word he guessed and the meaning of the text. He continues formal reading, or reads in terms of the attitude he has created, without revealing the need to control his actions.
And finally, reading may be impaired even if all links of its complex structure are intact, but if impaired the most important condition reading - eye movements. It is known that the act of reading can only occur when the eye moves forward across the text - a stationary eye cannot read, as many studies have shown in the field of visual perception and, in particular, reading. Therefore, disturbances in eye movement, which often occur due to damage to the occipital lobes of the brain, necessarily lead to reading impairment. When restoring reading in these cases, one should follow the path of compensating for defects in gaze movement, creating conditions for consistent movement of the eye along the line with the help of external means that promote forward movement eyes along the line and throughout the text.
These are the main forms of reading impairment due to local lesions of the cerebral cortex, each of which has its own structure, depending on the central defect, and a corresponding method of remedial training.
Before moving on to the analysis of each of the forms of alexia and methods for overcoming them, in order to gain a deeper understanding of alexia, we will dwell on only one common and most important characteristic of all forms of alexia, relating to violations of semantics, understanding in alexia and its dependence on different parameters. We use experimental material obtained in our joint research with I.M. Ulanovskaya (FOOTNOTE: Tsvetkova L.S. Ultyuvskaya I.M. On the issue of impaired and restored reading in alexia // Dynamic reading and rational work with a book. Novokuznetsk). This study provided evidence of varying degrees of comprehension impairment in different forms of alexia and at different linguistic levels - words, sentences, text. Thus, patients with acoustic-mnestic alexia understand what is read at all levels (words, sentences, texts) significantly worse than groups of patients with motor forms of alexia. Data have also been obtained on the different influence of context on the understanding of messages when reading in different forms of alexia: with motor forms of alexia, patients understand text better than sentences. All forms of alexia are characterized by significantly better understanding of words compared to understanding sentences and texts.
Research into the role of context in comprehension has shown that context has different effects on the ability of patients with alexia to understand the content of a message being read. In afferent and efferent motor forms of reading impairment, the external and internal contexts of what is being read are equally important for full comprehension. Therefore, the understanding of texts in patients in these groups is more intact than the understanding of sentences, based on the use of exclusively internal context and associated primarily with understanding the factual side of the material being read. This conclusion is confirmed by the text comprehension strategy characteristic of patients with motor forms of alexia. In acoustic-mnestic alexia, context has a negative impact on comprehension. For patients in this group, the most important factor for understanding is the amount of reading, which is inversely proportional to the level of context. This experimental fact confirms the author’s position that the basis of acoustic-mnestic alexia, as well as the corresponding form of aphasia, is a narrowing of the volume of incoming information, leading to a primary violation of the actual process of understanding written speech and expressed in negative impact basic means of understanding (external and internal contexts) on the ability of patients with acoustic-mnestic alexia to understand the subject content of a written speech message.
In general, the data from our study allow us to consider alexia as a complex systemic reading disorder, covering various links and levels in the structure of the reading process. Differences in the psychological structure of oral speech and reading can lead aphasia and alexia to structurally different disorders when they are complex forms. Aphasia and alexia in these cases may not coincide, and in alexia the leading disorders are those that occupy a subordinate position in the corresponding form of aphasia.
The two brief pieces of research described here are intended to demonstrate the role of these findings in reading recovery in different forms of alexia. These data indicate that with alexia it is necessary to start working at the word level, since in all forms of alexia the word is understood better when reading. At later stages of recovery for motor forms of alexia, it is more useful to work on understanding and reading sentences through text, which cannot be done with acoustic-mnestic alexia. With optical forms of alexia, it is also more important to rely on semantics, on understanding the word, in order to restore the reading of letters through understanding the meaning of words.
In order to effectively restore the reading process in various forms of alexia, special methods are needed that would, in addition, take into account the higher, voluntary level of reading implementation compared to orally, on the one hand, and the severity of the reading disorder and the central mechanism (factor) - on the other.
As for the material on which training should be carried out, at the beginning of training it must meet the requirements of high frequency of vocabulary, simplicity of grammatical structures, frequency of the topic of the text and its verbal composition. In the future, to improve reading, it is necessary to reduce the frequency of all components of verbal material that interfere with “guessing reading.”
Pedagogical Council 12/21/2017
« Psychological aspects reading"
The problem of understanding the meaning of a text is especially relevant now, when many schoolchildren who grew up in a computer world are unable to penetrate not only the essence of a classical literary text, but also simply correctly understand and reproduce the content of the task.
Reading -This is the ability to understand and reflect on written text, use it to achieve a certain goal, learn something new, develop, and participate in society.
The requirements for learning outcomes established by the new Federal State Educational Standard make it necessary to change the content of learning based on the principles of meta-subjectivity as a condition for achieving High Quality education. The teacher today must become the creator of new pedagogical situations, new tasks aimed at using generalized methods of activity and creating students’ own products in mastering knowledge.
The connecting linkeveryone educational subjects is text , working with which allows you to achieve optimal results.
At school it is necessary to teach reading and understanding text. And this lies not only in students mastering the alphabet and reading techniques. A new concept has appeared - semantic reading.
Semantic reading - type of reading , which is aimed at the reader’s understanding of the semantic content of the text.
To understand the meaning, it is not enough to simply read the text. It is necessary to evaluate the information and respond to the content.
When working with a text, understanding begins even before reading it, unfolds as you read, and continues in reflection on what you read.
From the point of view of psychologists, in the process aimed at understanding the text, they mergeattention and memory, imagination and thinking, emotions and the will, interests and attitudes of the reader.Therefore, one of the main psychological tasks of teaching semantic reading is activation of mental processes student when working with text.
It is important to develop students’ ability to read texts with different levels of understanding of the information they contain:
with an understanding of the main content (scanning reading);
with a full understanding of the content (studying (analytical) reading);
with the extraction of necessary significant information (search);
critical understanding of information.
Today we need to educate a literate reader. One of the ways to develop reading literacy is a strategic approach to teaching meaningful reading.
Meaningful reading is meta-subject result development educational program main general education, and is also a universal educational activity. The components of semantic reading are included in the structure of all:
into personalincludes reading motivation, learning motives, attitude towards oneself and towards school;
to regulatoryuniversal learning activities - student acceptance educational task, voluntary regulation of activity;
into educationaluniversal educational activities - logical and abstract thinking, working memory, creative imagination, concentration, vocabulary size;
in communicativeuniversal learning activities - the ability to organize and implement collaboration and cooperation with the teacher and peers, adequately convey information, display the subject content and conditions of activity in speech.
I suggest you now, in the form of a game, try to understand for yourself.
Game to collect proverbs (cut proverbs, according to words, phrases, are given to the participants).
Divide the teachers into three teams and give them a task.
"Images"
Participants collect cut pictures (10 parts).
"My memory"
Learn a verse using a pictogram. Participants are given a quatrain, where they must learn it using a pictogram in 3 ways: 1. By ear; 2. Visually (pictogram); 3. Independent reading.
A correct understanding of the pathology of reading requires, first of all, knowledge of its psychological structure. Modern research The psychology of reading, its formation and development greatly facilitates the study of the mechanisms of reading decay and the identification of those forms that alexia acquires depending on the topic of brain damage.
Chapter 8. PSYCHOLOGY OF READING
Currently, reading is considered one of the highest intellectual functions, as a purposeful activity that can change views, deepen understanding, recreate experience, influence behavior, and improve personality.
Reading is a complex mental process and, above all, a process of semantic perception of written speech and its understanding. The complexity of this process is due primarily to its heterogeneity: on the one hand, reading is a process of direct sensory cognition, and on the other, it is an indirect reflection of reality. Reading cannot be seen as a simple activity; it is a complex activity, including such higher mental functions as semantic perception and attention, memory and thinking
Reading is also considered as one of the types of writing, which is a process that is in many ways opposite to the writing process. Writing, like oral utterance, uses special means to transform a compressed thought into expanded speech. A letter begins with a motive that forces the subject to formulate a statement in written speech, and continues in the emergence of a general scheme, a plan for a statement, or a plan, which is formed in inner speech and does not yet have a pronounced verbal character. Carrying out a generative function, inner speech turns a collapsed idea into a system of written speech. At the same time, writing has much in common with the process of reading. Like writing, reading is an analytical-synthetic process, including sound analysis and synthesis of speech elements, although this element of reading can be eliminated in many cases.
