Abstract
The article provides the results of a psycholinguistic analysis of the reading mechanism, which allows teachers of preschool and primary general education to understand the scientific foundations of the methodology of teaching to read. The aim of the study was to systematise the preschool educational content, its objectives and requirements for the results of mastering the Federal Educational Program for preschool education, and to analyse the mechanism of anticipation in the process of reading a direct syllable, as well as the essence of the reading positional principle. To achieve this aim, a comparative analysis of normative documents and modelling of the mechanism for recreating the sound form of a word in the process of reading were used. The author describes the typical methodological difficulties faced by teachers in the process of teaching preschoolers to read, and gives recommendations on how to overcome them.
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