Psychological Bases of a Method of Training to Reading in Primary School

Abstract

This article research of reading by means of which children receive the information most part, plays a huge role in the course of mastering of knowledge. Its value all increases in conditions of the existing education system assuming development of differentiation and an individualization of training and increase of relative density of self-education of schoolchildren. In these circumstances especially important ability correctly to use reading as means of reception of new knowledge. Confident possession of skills of reading is one of the basic conditions of success of children in the doctrine. However reader's skills of today's schoolchildren cause serious alarm in teachers and at parents. Keywords: reading, mastering skill, sound alphabetical, letters, syllables, words, visual, speech the impellent, speech the acoustical analyzers Reading by means of which children receive the information most part, plays a huge role in the course of mastering of knowledge. Its value all increases in conditions of the existing education system assuming development of differentiation and individualization of training and increase of relative density of self- education of schoolchildren. In these circumstances especially important ability correctly to use reading as means of reception of new knowledge. Confident possession of skills of reading is one of the basic conditions of success of children in the doctrine. However reader's skills of today's schoolchildren cause serious alarm in teachers and at parents. Reading - difficult physiological process. In its certificate take part visual, speech the impellent, speech the acoustical analyzers. At the heart of its process, the most complicated mechanisms of interaction of analyzers and time communications of two alarm systems (Levina, 2000; Zaytsev, 2001). The first operation of reading is the visual perception of graphically presented information (letters, syllables, words). At training to reading the child first of all gets acquainted with visions of letters. Storing of all letters of the alphabet and ability to learn to (identify) each of them is an indispensable condition of mastering by skill of reading. During reading of an eye reading moves along a line short and fast jumps. Between jumps there are pauses, or motionless fixings of objects. The beginning reader does such 10-12 fixings at line, skilled usually enough 3-4 fixings. In the beginning of reading of an eye fix any information (a letter, a syllable) and remain motionless during some time. At this particular time the image is perceived. Further there is a jump, (moving eyes to the right along a line before fixing of the following image, and so till the end of a line. During reading of an eye by means of jumps and fixings reach the end of a line and then make fast regressive jump to the left, to the beginning of the next line, and all repeats at first. Regressive movements of eyes (returning a look from right to left) are necessary on only at transition to the next line, but also for return to already read to specify, checkup understanding of sense, to rectify the committed errors. Frequency of regresses in movements of eyes depends on level of automation of skill of reading: the reader is more skilled, the less than visual regresses it in the course of reading, and, on the contrary, the makes less reader's experience, the more often return to already read. Besides, the quantity of regressive movements of eyes depends on characteristics of the readable text - complexities, novelty, and the importance for reading (Rusetskaya, 2007). Besides regressive movements, at reading are marked and movements of eyes which allow to run