Tashkent state pedagogical university named after nizami foreign languages faculty

Stage 1 : letter-sound reading.
Stage 2 : syllable reading.
Stage 3 : formation of synthetic reading techniques.
Stage 4 : synthetic reading.
Stage 1 : mastery of letter-sound reading
The child’s skills are formed in the pre-literary and alphabetic periods of learning. The psychological structure of reading develops over these two periods and turns out to be completely different from what we recorded at the beginning of training. At this stage, children assimilate and learn to listen to spoken speech, learn to identify words in a sentence that they select from the text, they learn to divide words into syllables, and syllables into sounds. Then, in the process of reading, they learn to synthesize letters in a syllable or word. These words correspond to words of oral speech. For reading, the main point is mastery of the sound side of oral speech.
Conditions for proper reading acquisition
1. Differentiation of speech sounds
2. The child’s formation of ideas about the generalized speech sound or phoneme
3. If the graphic image of the letter itself has been firmly mastered
... and 3 well-formed visual memory. The unit of reading here is the letter. Understanding is practically unformed. The child can understand the meaning: d-o-m = house.
Stage 2 : formation of syllabic reading
According to Egorov, the child immediately moves on to reading in syllables. But there is an intermediate option: squirrel - the child will read it as squirrel. This is reading with fusions and sounds outside the fusion. Reading by syllables is more difficult, because... a larger number of characters are visually covered. This is productive reading, it allows you to read words faster, and allows you to merge the read syllables into short and long words. Syllables at this stage are quickly recognized by the reader⁹. At this stage, the unit of reading becomes the syllable. The child reads the syllable, correlates it with the mental lexicon, remembers, the same operation with the next syllable, then the syllables are combined in memory, they are synthesized and the resulting word must be correlated with the existing standard of the word. Children at this stage begin to form a semantic guess. Most often it occurs at the end of the word being read. If you do not pay attention to the presence of this guess at this stage, then at the next stage you can find a guessing reading. At this stage, children still have difficulties synthesizing syllables into a whole word; this will apply to complex words. This stage in one case will indicate that the formation is going well, in another case it will indicate dyslexia. If syllabic reading remains choppy for a long time and the child does not improve his performance, then the child may later show dyslexia. If a child reads syllables slowly, but consistently, then this will indicate that the child will not suffer from dyslexia. Productive reading – continuous, smooth reading, unproductive reading – jerky, unsmooth reading. Frequent repetitions when reading complex unfamiliar words, difficulties in establishing grammatical connections between words in a sentence. Because reading technique is imperfect.