Tashkent state pedagogical university named after nizami foreign languages faculty

Stage 3 : development of holistic reading techniques.
The different ways of reading are clearly visible here. If the word is frequent, then it is read in its entirety. Long and complex words are read at this level syllable by syllable. When long words appear in texts, children have a semantic guess, which in reading is usually expressed in the appearance of agrammatisms. If it appears, it usually causes regressive eye movements along the line; rereading and reading speed do not increase because of this. Relatively formed at this stage is the synthesis of words in a sentence - the child can combine words into whole sentences.
Stage 4 : synthetic reading techniques.
Reading of the text is observed, which will be carried out in whole words, phrases and short sentences. The main focus of reading will not be on letter recognition. Reading will mainly be associated with comprehending the content of what you read. We will rarely encounter reading errors here, because... guessing while reading will be controlled by developed holistic perception. At this stage, a peculiarity in understanding the text read may be observed. It will be caused by the following reasons: 1. Different children will have different levels of cognitive activity. 2. Different children will have different amounts of vocabulary and grammatical structure of speech. The more developed a child is in terms of speech, the better he will understand the text he reads.
There is another reading option - holistic = viewing reading. This is a quick read. This is a special reading where the eye moves across the page in an S shape (from left to right). The plot, characters and some other small things come into view.
For the technical side of reading, an important point is the accuracy of reading - how correctly the text being read is conveyed to the child. There are often omissions, confusion, replacement of endings, and repetitions of words when reading.
Reading to yourself.
The main amount of information is mastered through “silent reading”/reading with the eyes/reading silently. It exists only for itself. It is mastered by children only after reading aloud has been mastered (usually in the first year of schooling). At the end of the first year, children learn to buzz read.
1. Formative reading to yourself. During buzzing reading, students .. auditory analyzer.
2. Quiet whisper reading. The activity of the speech motor and auditory analyzers is observed.
3. Silent reading. Accompanied by buzzy articulation. The work of the vocal system and auditory perception is completely hidden from the observer, but the activity of the speech motor analyzer is noted
4. Silent reading. Completely invisible or hidden mode of the speech motor analyzer
5. Automated reading. Silent reading, in which children read not only silently, but also at a high speed, several times higher than the speed of loud reading. Individually for everyone.
Author: Ekaterina Alekseevna Matveeva (Erokhina), speech therapist, special psychologist at Children's Children's Center named after. Semashko. Article source. Pedsovet.su
For a long time it was believed that a child who persistently writes “lapma” or “ramp” instead of “lamp” is simply inattentive and lazy. Doesn't want to study - that's all! However, now
most experts are confident that such “misses” are based on more serious reasons - immaturity of speech or other mental functions (for example, memory or perception).
What it is?
Without going into scientific jungle, we can say that dysgraphia is incorrect spelling, omission or replacement of a letter in a strong position. That is, persistent mistakes where, it would seem, it is simply impossible to make them. For example, we clearly hear the sounds “d” and “m” in the word “house”, and the question of which letters to write does not arise. And a child with dysgraphia has a lot of options: “tom”, “don”, “bom” and much more - depending on the type and causes of the disorder. But if your child writes “graza”, go learn the rules and choose test words, because dysgraphia has nothing to do with it.
With dyslexia , a child makes all sorts of “wonderful” mistakes in reading and, moreover, cannot learn to read quickly and expressively. As a rule, where there is dysgraphia, there is also dyslexia, which is why many speech therapists do not separate them, but call them “specific disorders of written speech.”