The best computer learning games reading. The work program of additional education for teaching reading to preschoolers "learning to read"

Explanatory note

He plagued adults with the question “why?”

They called him "the little philosopher"

But as soon as he grew up, they began to

Present answers without questions.

And since then he is no one else

Do not bother with the question "why?".

(S.Ya. Marshak)

The process of learning to read is the most interesting, but difficult and responsible. If children do not read correctly, fluently, expressively, they will not be able to master literate writing, they will not learn to solve problems. To teach children to read means to prepare them for independent work with the text, to instill a love of reading. Therefore, mastering reading skills is both a means and one of the conditions for the overall development of children. The process of reading is very complex, since it involves thinking, speech, perception, memory, imagination, auditory and sound analyzers.

Psychologists believe that at 4-5 years old it is easier for a child to learn to read than at 7-8 years old, explaining that a five-year-old child has already mastered speech well, but he is still interested in words and sounds, he willingly experiments with them, easily remembers whole words , and then begins to distinguish letters in them, and the adult only has to give his interest the direction necessary to master the skill of reading. At an older age, words and sounds become something familiar to the child, and his experimental interest disappears. The intellectual development of a preschooler is most successfully carried out in the process of his playing activity.

Learning to read is, without a doubt, one of the main conditions for the successful early development of a child.

Effective learning to read directly depends on the development of children's cognitive abilities. At 4-5 years old, children can already analyze the properties of the objects around them. It is at this age that children show interest in letters, so you can start preparing for learning to read. Preparation for teaching reading to preschool children should include games that contribute to the development of reading skills. They are aimed at developing memory, attention, thinking and fine motor skills.

When reading, the baby develops his speech, since reading is one of the varieties of speech (written);

Reading and memorizing new words, the child develops thinking, increases vocabulary;

Reading helps the baby remember the standards for constructing sentences, and he himself begins to build his speech correctly;

Repeatedly reading the same word, the child visually remembers its style, it will help him write correctly in the future;

Reading is a new kind of obtaining information, now the baby can independently learn the information of interest to him.

Based on the above positions, the content of the course was developed for a two-year period of study (1st year of study - for children 4-5 years old; 2nd year of study for children 5-6 years old) reading in a playful way.

Program goal: teaching children to read in a playful way. Creating conditions for meaningful and conscious reading.

Tasks 1st year of study (4-5 years):

Preparing to Learn to Read: learning to read directly depends on the development of the child's cognitive abilities, attention, memory, thinking, fine motor skills.

Learning letters: useful for memorizing letters is laying them out from sticks, cubes, mosaics, buttons, peas, pebbles, modeling letters from plasticine (from sausages / flagella) or wire, tracing and coloring three-dimensional letters, their hatching.

- memorize syllables: teach to read by memorizing the system of reading units - syllable-fusions, you need to memorize syllables according to the same scheme that is used when memorizing letters: repeated naming of a syllable by an adult, searching for a syllable on the instructions of an adult with subsequent naming, independent naming - "reading" a syllable

By the end of their first year, children should be able to :

read syllables:
a combination of two vowels;
a combination of a vowel with a consonant in the reverse syllable;
a combination of a consonant with a vowel in a direct syllable;
monosyllabic words of the CGS type (consonant-vowel-consonant);
disyllabic and trisyllabic words consisting of open syllables;
disyllabic words consisting of open and closed syllables;
understand what is read.

Tasks of the 2nd year of study (5-6 years):

We read words: after the child has mastered the number of syllables sufficient to compose words, it is necessary to purposefully engage in teaching meaningful reading.

- from phrase to sentence: the main task of this stage is to give the child the opportunity to learn to fully comprehend what they read.

- we read short texts: when working with the text, another level of comprehension of what has been read appears - an understanding of the sequence and cause-and-effect relationships of the events described in the text.

- learning to read punctuation marks: the child learns to comprehend not only the words themselves, but also the grammatical forms in which they are found, the conjunctions and prepositions included in the composition of sentences, punctuation marks, the sequence and causal relationships of the events described.

By the end of the second year, children should be able to :

read monosyllabic words with a confluence of consonants;
a simple two-part sentence without a preposition;
a simple sentence with a preposition;
accessible texts (short stories, poems, fairy tales);
answer questions, understand what was read, retell what was read;

Program construction principles:

Accounting for the individual characteristics and capabilities of children

benevolent climate

Inadmissibility of a mentoring position and censure

Positive evaluation of any achievement of the child

Conducting classes taking into account the specifics of preschool age

amusement

visibility

Leading activity – playful, productive (drawing, modeling, stroke, coloring, shading, etc.)

Forms and mode of employment.

The main form of work with children is (classes), the duration of which corresponds to the age norms of children:

1st year of study - 2 times a week for 20 minutes

2nd year of study - 2 times a week for 30 minutes

The classes include physical education minutes, which allow children to relax, and the teacher to delimit the lesson into structural and semantic parts.

A total of 72 classes 32 hours a year.

Educational and thematic plan of the first year of study

			number of hours
Iquarter	*Preparing to Learn to Read*	Diagnosis of auditory and visual differentiation of perception (distinctive sensitivity) and analyticity of perception (ability to analyze). Development of phonemic hearing. Isolation and recognition of sounds. Pronunciation of tongue twisters and tongue twisters for the development of the articulatory apparatus. Onomatopoeia. Introduction to the alphabet and the elements that make up block letters. Designing letters and memorizing them. Development of attention, memory, thinking, fine motor skills.
September	formation of visual perception	the formation of an idea of \u200b\u200bone's own body, using the example of one's own body, to learn to distinguish between what is above, below, right, left, front, back.
	development of visual and visual-motor memory	learn the order of the seasons, months, days of the week, lay out a sequence of mosaics, beads, geometric figures according to the proposed pattern; fold cut pictures and images from cubes make up a story based on sequential pictures.
	playing with non-verbal sounds	development of fine motor skills, speech breathing, articulatory movements
	sound training period	show that speech is "built" from sounds highlighting certain sounds in words: onomatopoeia, main sound, first sound
	sound training period	learn to invent words for a given sound, develop imagination, develop speech, highlight certain sounds in words.
II quarter III quarter	*Letter learning period*	continue work on the formation of phonetic hearing introduce the alphabetic designation of letters, learn to read syllables and words with learned letters, develop reading skills, develop speech teach children to apply the knowledge and skills acquired in the classroom
	"Live Sounds" A, U, O, I, Y	introduce children to vowel sounds develop auditory attention,
	"Live Sounds" E, Y	to fix the visual images of vowels, to work on the formation and differentiation of the concepts of "sound" - "letter". to form the concept of "vowel sound", develop auditory attention, develop and correct phonemic awareness
	sounds and letters-combinations of letters, into syllables "letters are friends" M, N,	introduce children to consonants develop auditory attention, develop and correct phonemic awareness
	sounds and letters M, N, T, K	distinguish between hard (strict) and soft (affectionate) consonants by ear
	practicing reading words with open syllables sounds and letters	to fix visual images of consonant letters to work on the formation and differentiation of the concepts of "sound" - "letter". exercise in the selection of pictures for a given sound. develop attention, memory, thinking, fine motor skills.
	sounds and letters	learn to determine the hardness or softness of a consonant sound exercise in the selection of words to a given sound to form the ability to perform game tasks of a creative nature
	big and small letter sounds and letters	form the concept of "consonant sound" development of graphic skills (hatching, graphic writing) reading reverse and direct syllables, one-syllable and two-syllable words
	sounds and letters	to consolidate in a practical way the knowledge that sounds, letters are vowels and consonants, vowels form a syllable - in a word development of fine motor skills
	closed syllable sounds and letters	laying out letters from individual elements, small objects, counting sticks, ropes, plasticine, adding missing elements, highlighting correctly written letters among mirror ones, recognizing noisy letters, identifying letters with pictures-symbols

Educational and thematic plan of the second year of study

			number of hours
Iquarter	*Memorize syllables*	Reading a direct open syllable at the automation level as an integral pronunciation element. Work with the syllable table (compilation of syllables and their classification). Building words from syllables. Associating sound with letter.
September	syllable basic unit of reading	conscious, correct, smooth syllabic reading of words with a new letter; mastering the reading of words of various syllabic structures:
	"Live Sounds" vowels of the second row	to fix the visual images of vowels, to work on the formation and differentiation of the concepts of "sound" - "letter". introduce children to the vowel sounds of the second row to form the concept of "vowel sound", develop auditory attention, develop and correct phonemic awareness
	formation of ideas about the syllabic composition of the word sound and letter	learn to pronounce a word by syllable "reducing" the subject by adding a certain syllable. consolidate knowledge of sound and letter in a practical way development of fine motor skills, auditory attention, phonemic hearing
	practicing reading words with closed syllables sounds and letters	fix the visual image of a letter: analysis of its elements, determination of similarities and differences between letters reading skill development laying out letters from individual elements, small objects, counting sticks, ropes, plasticine, adding missing elements, highlighting correctly written letters among mirror ones, recognizing noisy letters, identifying letters with pictures-symbols
	reading syllables beginning with a vowel sounds and letters	selection of a visual image for a letter fixing the image of letters (cutting, modeling, laying out of sticks, laces, beans, buttons) typing syllables
II quarter	*Reading the words*
	practicing reading by syllables sounds and letters	develop auditory attention, memory, phonemic perception, general and fine motor skills recognition of unfinished, superimposed letters
	read short texts sounds and letters	selection of the desired letter from a series of letters reading skill development typing syllables, words
III quarter	*From phrase to sentence, from sentence to text*	Learn to fully comprehend what you read. understanding the sequence and cause-and-effect relationships of the events described in the text. learns to comprehend words, and the grammatical forms in which they are found, conjunctions and prepositions.
	sounds and letters	familiarization with the graphic image of letters: selection of a reference picture analysis of the size and arrangement of the elements of the letter selection of a visual image for the letter poetic description of the graphic image of the letter image of a letter by children (“live” letters) constructing letters from elements
		familiarity with a simple two-part sentence without a preposition typing letters, syllables, words, sentences composing and typing words with a given syllable
	from phrase to sentence	familiarity with a simple sentence with a preposition development of the prerequisites for readiness to master reading and writing.

Early teaching of reading to preschool children with the right methodology and using special visual aids provides the formation of conditions for successful schooling.

Mastering the basics of literacy is an important stage in the mental and speech development of children. Learning to read, print, children learn a rather complex system of graphic symbols - letters denoting speech sounds, divide sentences into words, words into syllables, and syllables into sounds. Acquiring elementary technical reading skills, they learn to understand the meaning of written words, short sentences.

Teaching reading contributed to the development of the arbitrariness of mental processes,

since the acquisition of literacy is due to a high degree of arbitrariness in the act of reading: it is necessary to arbitrarily focus visual attention on the segment of the word being read and distribute attention to the entire read word or sentence.

Acquaintance with graphic signs (letters) helps to visually see that our speech consists of syllables, words, sentences. Acquaintance with letters with the help of drawings-symbols, comic poems contributes to the formation of an optical-spatial image of letters. Typing letters, syllables, words, sentences became possible with sufficient development of fine motor skills.

The methods and techniques used in teaching reading contribute to the development of cognitive abilities in children, which will allow them to avoid mistakes in reading and writing while studying at school.

1. Bezzubtseva G. V., Andrievskaya T. N. We develop the child’s hand, prepare it for drawing and writing. - M. Ed. GNOM and D, 2004.

2. 18 famous alphabets in one book. - M.: AST-PRESS, 1996.

3. Resurrection A. I. Diploma in kindergarten. – Publisher

"Education". Moscow. 1965.

4. Entertaining ABCs. / Comp. VV Volina- M. Enlightenment. 1991.

5. Teaching preschoolers to read and write. L. E. Zhurova and others - M .: School-Press, 1998

6. Letters and syllables. A preschooler's notebook on teaching literacy Gavrina S. E., Kutyavina N. L., Toporkova I. G., Shcherbinina S. V.

02
oct
2010

Engines. Learning to read by syllables (2009)

Release year: 2009
Genre: Educational and educational games for children
Developer: Byun
Publisher: Bayun
Developer site: http://bayun.ru/
Interface language: only Russian
Platform: PC

System requirements:
Operating system: Windows 98/Me/2000/XP
Processor: Pentium III 700 MHz
Memory: 256 MB
Video card: 64 MB, DirectX 8.0
Color printer

Description: The game "Engines. Learn to read by syllables" contains a set of graphics ready for printing on a color printer.
The game is designed to teach literacy to a child from 4 years old. Here the child will be able to learn letters and syllables, learn to read. In the game, the syllables represent train cars. The goal of the game is to assemble the train.
Game options:
1. Get acquainted with syllables.
We show and name a syllable to the child, we offer the child to find this syllable from 2-3 alternatives. If the child has correctly found the syllable, he adds the trailer to his train.
The game can be played with several children, then each child takes turns looking for his trailer, if the kid is mistaken, then the next player is looking for his trailer. The child with the longest train wins.
When the child is free to navigate in a certain group of syllables, you can play in turn, i.e. You give the child a task, then the kid comes up with a task for you, do not forget to make mistakes! It is very good if the kid will correct you.
2. We write words by syllables.
This game is the main element of learning to read. The goal of the game is to assemble a train whose wagons form a word. For example: we collect the word COW - we offer the baby to sequentially find the corresponding syllables: KO, RO, VA. You need to find a syllable among 2 alternatives (further, the number of alternatives can be increased, but not more than 5). If the syllable is correct, it is added to the end of the train. When all the necessary syllables are present in the train (teach the child to put the syllables in the correct sequence and from left to right), the child reads the word.
Total 11 game options

Install and play

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Medication: Not required
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Interface language: Russian
Platform: PC
System: Microsoft® Windows® XP/Vista
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Memory: 256 MB Video card: supports 1024*728 resolution Audio card: Any
Hard disk: 450 MB
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Publication type: license
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Medication: Not required
Platform: PC Pentium 133,
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Video card: 1MB SVGA, CD-ROM 4x, Windows 95/98/ME/NT/2000, mouse, sound card

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Genre: Educational games + magazines
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Interface language: Russian
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Video card: 1024x768

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Country of Knowledge. Train ride. (part 19) (2010)

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Genre: Children's educational games
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Interface language: Russian
Platform: PC
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Memory: 64 MB
Video card: 1024x768

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Baba Yaga "Go there, I don't know where..." (2004)

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Interface language: Russian
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Interface language: Russian
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06
but I
2010

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oct
2010

Engines. Learning to read by syllables

Release year: 2009
Genre: Educational and educational games for children
Developer: Byun
Publisher: Bayun
Developer site: http://bayun.ru/
Interface language: only Russian
Platform: PC

System requirements:
Operating system: Windows 98/Me/2000/XP
Processor: Pentium III 700 MHz
Memory: 256 MB
Video card: 64 MB, DirectX 8.0
Color printer

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mar
2014

Chuggington. Engines go to school

Release year: 2012
Genre: children's games
Developer: ID COMPANY
Publisher: ID COMPANY
Developer site: http://idcompany.ru
Interface language: Russian
Platform: PC
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Apr
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Soon to school. Learning to count

Release year: 2009
Genre: Games for the little ones
Developer: ID COMPANY
Publisher: New Disk
Developer site: unknown
Interface language: Russian
Platform: PC
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27
oct
2011

Odysseus: Long Way Home. / Odysseus. Over the seas, over the waves...

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Genre: Hidden Object
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Publisher: BigFish Games
Developer site: http://www.rainbowstudios.com
Interface language: Russian. (Author's translation of the Old Dog)
Platform: RS
System requirements: 1Ghz, 512 Mb RAM, 64 Mb VRAM, DirectX 10.0, HDD - 440 Mb.
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2015

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Genre: Action / mod
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Publisher: Bert-Masters-Studio
Developer site: http://www.crytek.com
Publisher website: http://www.bert-masters.ru
Interface language: Russian
Platform: PC
System requirements:
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june
2013

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Genre: Logic
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Interface language: Russian
Platform: PC
System requirements:
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Processor: Intel Pentium-4 2000 MHz, AMD Athlon XP 2200
RAM: 512 Mb HDD: 3 MB free hard disk space Video: any
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2017

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Genre: Action / Mod
Developer: Bert-Masters-Studio
Publisher: WebSoftex
Developer website: http://websoftex.ru/
Interface language: Russian
Voice language: Russian
Platform: PC
System requirements:
Operating system: Windows-XP; Windows-7; Windows-8; Windows-10; Processor with a clock frequency of 2 GHz. Video card with 512 MB. video memory with DirectX-9 support
RAM: 1 GB. Sound card with DirectX-9 support 4 GB. disk space.
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May
2010

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Genre: Adventure
Developer: Saturn+
Publisher: Nevosoft
Developer website: http://www.saturnplus.ru/
Interface language: Russian
Platform: RS
System requirements:
Recommended: -
System: Microsoft Windows® 2000 / XP / Vista / 7; -
Processor: Intel Pentium® IV; -
Memory: 512 MB RAM (1 GB for Vista / 7); -
Video Card: 64 MB DirectX® 9.0c compatible video memory; -
Audio Card: DirectX® 9.0c compatible; -
Hard Disk: Approximately 700 MB of free hard disk space; -
Management: Keyboard, mouse.
Description: The protagonist of this classic quest...

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Feb
2011

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Genre: Soft
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Developer site: http://ru.playstation.com
Interface language: Russian
Platform: PSP
System requirements: psp from off to below 6.35
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sep
2011

Blade Runner

Release year: 1998
Genre: Adventure/point and click/detective
Developer: Westwood Studios
Publisher: Virgin Interactive
Developer site: Not essential
Interface language: ENG+RUS
Platform: PC
System requirements:
Operating system: Windows 95 and higher
Processor: 90 MHz
RAM: 16 MB
Video card: 2 MB video-card
Sound card: Any compatible with DirectX 5.0 or higher Free hard disk space: 1.5 GB
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10
but I
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Genre: Quest/Adventure
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Developer site: www.herinteractive.com
Interface language: Russian
Platform: PC
System requirements:
System requirements: Supported operating systems Windows® XP/Vista/7 1 GHz Pentium® III or equivalent Athlon® XP processor 256 MB RAM 3.5 GB free hard disk space 32 MB DirectX® 9.0 compatible 3D video adapter DirectX® 9.0c compatible audio device DirectX® 9.0c
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19
Apr
2008

Release year: 2000
Genre: Tutorial
Developer: Fargus
Publisher: Copyright Fargus
Publication type: license
Interface language: only Russian
Medication: Not required
Platform: PC
System requirements: WIN95/98/2000, PEN 200, 32MB RAM, SB, MOUSE.
Description: "Fargus continues to release a series of wonderful Disney educational games for children. Tell me honestly, how many of you computer owners type on it differently than with two fingers? Probably not many. And with the help of this game, your child (and not only a child) can easily learn to type like a real pro...

08
aug
2012

Moon Walk Quest

Release year: 2012
Genre: Quest
Developer: MyHazards
Publisher: Falco Software Company
Developer website: www.falcoware.com
Interface language: Russian and English
Platform: PC
System requirements: - Operating system Microsoft Windows 98, ME, XP, Vista, Win7 - Pentium 3 processor or higher - 256 MB RAM - Video adapter with 32 MB memory - Sound device compatible with DirectX 7 - DirectX 7 - Free disk space: 48 mb
Description: A small classic point n click quest. Two Soviet astronauts land on the moon. Everything would be fine if the lander wasn't...

19
oct
2010

Mafia 2: Freeplay / Free ride around the city (Mod)

Release year: 2010
Genre: MOD
Developer: 2K Czech
Publisher: 2K Games
Interface language: Russian
System Requirements: Have the game Mafia 2 √
System: Microsoft Windows XP / Vista / Seven √
Processor: Pentium IV 2.8Ghz √
RAM: 1 Gb √
Video card: 256 MB √
Audio Card: DirectX 9.0 compatible sound device √
Hard disk: 1 Gb
Description: After installing the mod, "Free Ride" will appear in the history menu with a choice of weather and time. And also near the garage there will be two of your friends, whom you can take with you to rob a store or ...

27
mar
2014

Magic Griddlers / In the wake of miracles. Guess the picture

Release year: 2014
Genre: logic
Developer: 8Floor Games
Publisher: 8Floor Games
Developer website: www.8floor.net/
Interface language: Russian
Platform: PC
System requirements: * OS: Windows XP/Vista/7 * CPU: 1.0 GHz or faster Processor * RAM: 512 MB * DirectX: 9.0 or higher * HDD: 42 MB
Description: Another set of Japanese crossword puzzles from 8 Floor Games. In this game you have to find the missing pets and free them from their cages. Only your puzzle-solving skills can help them through the 120 levels of the game. Will you be able to use all your skill and ingenuity to save them? ...

I decided to look after a program for teaching reading to the child. After a cursory review of the offers on the market, only two suitable ones were found: "Merry ABC" by Cyril and Methodius, Russia and "Magic Primer" Copyright Akella, Sweden. It's possible, of course, it's just that I've been so unlucky and someone has discovered something else.

I decided to look after a program for teaching reading to the child. After a cursory review of the offers on the market, only two suitable ones were found: "Merry ABC" by Cyril and Methodius, Russia and "Magic Primer" Copyright Akella, Sweden. It's possible, of course, it's just that I've been so unlucky and someone has discovered something else.

To my deep regret, either no description was attached to the discs ("Merry ABC") or the description was very brief and vague ("Magic Primer"). Do manufacturers really assume that when choosing a training program, it is enough for a consumer to look at a beautiful picture and name? I had to take a cat in a poke.

I must say that I was not delighted with both programs! Though both there, and there there were rational grains. Now, if, as in Gogol, to a piece of one, add a piece of another, throw out most of it, and add an even greater part, then, perhaps, what you need would have turned out. But, unfortunately, the manufacturers did not ask me :)

But let's start with the script.

So, "Merry ABC". As the manufacturers themselves indicate, these are "interactive cartoons-lessons for children." The main character is a hare. It is also drawn on the disk. The structure of the program is strictly linear. Somewhere there are three levels of difficulty. It is impossible to go to the next stage without passing the previous one.

"The story of how the hares spoke."
Cartoon for a couple of minutes. No interactivity. Like it or not, the first time or the twentieth will have to go through everything from beginning to end. Although the animation is decent, but, nevertheless, especially in a situation of lack of interactivity, I prefer to show the child the classics of animation on a video cassette of the proposed plot rubbish.
"There is an object in this picture that can sound or speak. Find it." Pictures are repeated. You can go back, but you can not skip this stage without playing all four proposed situations. The level of difficulty is determined by the number of items offered for selection. For the fifth time, this is already tiring.
"The hare guessed that any word can be drawn."
Another cartoon for a couple of minutes. Viewing is required. Unable to interrupt and jump.
Interactive game. In the big picture, you need to find the objects drawn in the small picture. For example: To the left is a jump rope. On the right - four pictures with a hare in different environments. In one of these pictures, a hare jumps on a skipping rope. Three levels of difficulty are determined by the total number of large pictures: two, three or four. Probably, there is some deep methodological meaning of the presence of this particular game on the CD for learning the alphabet.
"The hare realized that words are made up of letters"
Cartoon for a couple more minutes. You can watch it once. But you have to watch it exactly as many times as you will run the program. You will not succeed if you do not exit at this place, do not skip this or other stages. You can only return to the previous stage and see everything from the beginning, but you won’t get to the very beginning, to the exit. Maybe there are some keys to exit from any place in the program, but I went through all the standard ones and did not find the necessary ones.
Interactive alphabet. All letters are on the screen. When a letter is selected, it is pronounced and a picture is shown with the word starting with that letter. Thank God, it is not necessary to sort through all the letters. You can quickly move on to the next game. A huge drawback of the game, in my opinion, is that hereinafter the names of the letters are pronounced, as in the alphabet, and not the sounds corresponding to the letters. I am committed to learning sounds and quickly moving to syllables. I agree with many of the recommendations for teaching reading, which say that when teaching the names of letters at the initial stage, it is much more difficult to move on to merging later. The child will have to turn the simple word "dad" into a word from a combination of letters pe-a-pe-a, remembering either a rooster or a stork along the way. Why complicate the process when it is already so difficult?!
"The hare shows how syllables are made from letters"
Short cartoon. The conjurer hare brings M closer to Y, lightning, thunder, it turns out MU. Informative and, most importantly, not as tediously long as in the previous series. In general, this stage is one of the most successful, in my opinion. If the structure of the program were not strictly linear, I would start with it and limit myself to it. All the rest, in my opinion, methodically very weak. The quality of the animations is nothing. But the plot of cartoons for the most part - also no. Very reminiscent of American comics.
Interactive game. Composition of syllables. Two banks. Each contains several letters, depending on the level of difficulty. The hare asks to compose certain syllables. You must select a letter from each bank. The set of syllables is limited to ten. "Ku-" shows a clucking chicken. "Aw-" dog. "Uh-" eagle owl, etc.
Interactive game. Building words from syllables. In the picture, several weights are interspersed, you need to rearrange them to get the right word. If everything is correct, then the word is shown. This is cute.
Although this stage is one of the most successful in the program, in my opinion, it also has a number of significant drawbacks. The set of suggested syllables and words in the program is very limited. No more than ten. At the second, third viewing, everything repeats. The lion's share of syllables is not involved at all. Therefore, you will not be engaged in this stage for a long time. The complexity of the syllables is very different. Everything is interspersed: both open and closed, and from two letters, and from three. The authors clearly lack a methodically competent script.
"Every complete thought is a sentence."
Cartoon.
Interactive game. It is necessary to make sentences from the given words. Reading to the child at this stage is not necessary. Words are read if you point the mouse at them.
Graduation ceremony. The diploma can be printed.
Only now you can exit the program. God bless! The little piece I like is not worth my long wanderings.

Let's move on to the "Magic Primer". I must say that this program came across to me first, and I considered it not very successful until I looked at the "Funny ABC".

After entering the program, you can select two modes. One is free, the other is not free. The process in both cases is led by two different trolls.

I didn't like the free version at all. From several letters, the troll asks you to choose one. At the same time, he calls the name of the letter, and not the sound corresponding to it. Correctly selected letter must be circled with the mouse. I must say that even I don’t always succeed the first time, but I have very good fine motor skills and a lot of experience with the mouse. The child may even despair. Until you circle, you will not go further.

The free stage is much better. You can type any word. The program will read it. Letters and syllables come to life very nicely. Reading goes by syllables, one can even say by warehouses, as is customary in Zaitsev's methodology. In general, this moment from the program, in my opinion, can be used in parallel with the Zaitsev method as another option for "writing" words. There are cubes, there is a table, there is a cassette - why not use another program? But here, as always, a fly in the ointment is found. If the program does not know the word, then it "reads" it by letter, naming not the sounds, but the names of the letters. Here is the child who is taught warehouse reading and gets confused! In addition to words, it would be a brilliant solution to include warehouses in the program! But: I wasn't there when they wrote the script.

If the word is in the program, then everything is fine. It is read correctly, at the beginning in syllables, then in its entirety. Then the corresponding picture is shown. The pictures are very cute. For the same word each new time the program can show different pictures. My child (3 years old) is delighted at this moment. Asks to show more and more. But even here - a fly in the ointment. Sometimes pictures are shown with a sentence that includes the given word. The word stands out. The idea is wonderful, but the proposals are very miserable!

A couple more shortcomings. You cannot type a word with more than six letters. Not all the words that are stored in the memory of the machine and are read correctly have pictures. Very popular words are not included. For example, the machine does not know the words "woman", "grandfather" and "reads" them be-a-be-a and de-e-de. Better not to try at all! And the word "grandmother", "grandfather" and many of our other favorites: "crocodile", "hippopotamus", "tomato": do not fit into the proposed framework. The machine also cannot read the names.

And, finally, immediately after the words, the program automatically switches to games with this word or with another, if the typed word is not stored in the machine's memory. At this moment it sounds music and the same phrase is repeated every time: "Now play various games with the word." Although we play very rarely, no more than once a week, and use the computer only as an aid to learning to read, this music and phrase is already insanely tired. I even tried to find the corresponding sound file among the program files and replace it with an empty one, but I did not find it, unfortunately. After 10 typed words, the computer already wants to hit something! The phrase is eaten into memory tightly. If there was no automatic transition and you could type words until you get bored, and then, at any convenient moment, switch to games, it would be much more interesting.

In principle, this program just wins compared to the previous one precisely due to its flexibility. You can choose from 9 games. Games for every taste. But again, there are shortcomings - letters are called in games by their names, little attention is paid to syllables. As a result, I show the child only three games. One is to assemble a word from puzzles (each letter has two parts). The other is to catch the right parrots in the right order. The third is to find a word among many others.

Of my game ideas that I liked, there is also a hedgehog who needs to choose a path in order for the word to come together. There is a snake that has to crawl and eat the word by letter. However, in the course of these games, the names of the letters are called, which I try to avoid.

As a result, desperate to find a suitable ready-made option, I use only individual elements for my child:

A self-made PowerPoint presentation demonstrating and naming warehouses in a different order (in a table, voiced-deaf pairs, etc., etc.). Warehouses I have done so far only partially. A series of warehouses should, in my opinion, end with the words that fix these warehouses. Words are read and shown in warehouses, then the whole picture is shown. Words and pictures gradually pick up.
"Magic primer" to write and read words. To avoid letter-by-letter reading by the program, I wrote out and offer those words that are embedded in the machine, are read correctly and for which there is a picture. The choice is still more than in my presentation, although this is temporary, since in general the choice in the primer is still small.
Three named games from the "Magic Primer".
It would be nice to have games with syllables from the ABC, but I don’t have the patience to scroll through the whole cartoon for the sake of a small piece.
At the very beginning, I would add even more phonetics games. For example, like this:
It's called a word. It is necessary to find among the proposed letters that occur in this word. Found correctly - the letter takes its place in the word. I collected the whole word, a picture is shown. And more active. Not just to show, but to catch, grab, shoot, turn, guess.

Of course, this approach is inconvenient and interactivity is clearly not enough. Therefore, you still want to find a decent program! He typed any word - the machine read it, showed the picture, brought a good phrase. Pampered - moved on to games. Much more opportunities for experimentation of the child himself! What they typed is what they read. A capable child will quickly grasp patterns on their own. What, in fact, should be strived for in any training. But for now, what we have, we write about it :).

Personal experience

This article covers the topic.

As always in our digital age, computer technology comes to the rescue. Having poked around the expanses of the World Wide Web, I came across one rather curious computer program for teaching reading "Azbuka R", developed by Andrey Kravtsov. Site of the author of the program

So, let's take a closer look at this computer program for teaching reading. Installing the program is standard for Windows and will not cause difficulties for an inexperienced user. During installation, the program is registered in the Start menu and on the desktop. After starting the program, a window appears with a large square in the center, which contains six rectangles with pictures. It looks like the guys from Microsoft borrowed this idea with tiles from the author of this program for their “Metro” interface used in MS Windows Phone.

Each of the tiles of the program's interface opens up access to learning certain things, ranging from a simple level - letters to a complex level - learning words. In addition, there is a function of teaching numbers, as well as letters of the English alphabet.

Learning letters

The purpose of the section is to introduce the kids to writing a letter, to teach them to perceive letters by ear.

Teaching children to read: let's try to do it in a game

How to start teaching preschoolers to read?

Whatever method you choose, don't take it too seriously. Play, don't learn!
Read with the child. Mom is the best role model.
If the baby is sick, or is not in the mood to study, it is better to postpone the “lesson”. As we have already said, you should not learn "by force".
learn to get acquainted with existing teaching methods. It is better to read the texts of teachers. They will give you a complete picture of the plot than their notes on the Internet, and it will be easier for you to decide which of this variety will interest your baby.
Classes should be different, change tasks more often, because young children quickly get tired and their attention switches to the side. So you will have to constantly maintain the interest of the child in what you propose to do.
Learning to read can begin with the study of letters. Colorful tables, posters, cubes are well suited for these purposes. The material may change from time to time. And it is not necessary to teach to learn the alphabetic name of the letters with the kids.
Along with reading, you can learn to write. Three-year-old children will be quite capable of completing simple tasks: circle simple shapes with dots with your hand. You can "type" on the old keyboard. Maze toys prepare the hand well for writing, in which small details need to be raised, for example, from the bottom up, or swiped from left to right.
The basic rule for teaching toddlers to read is defined as follows: "Don't chase instant results!" At the start, show the little student the alphabet. If he is interested, consider it, name the letters, syllables. It is better to start teaching reading to kids under 4-5 years old on their initiative. The task of the teacher is to support the initiative with excessive zeal.

Learning Letters for Toddlers - How to Teach Letters to a Child

To help the student memorize letters, do the following:

lay them out of sticks, cubes, mosaics, buttons, peas, pebbles;
make letters from plasticine (from sausages / flagella) or wire;
outline and color the three-dimensional letters, hatch them.

In your arsenal of activities aimed at developing fine motor skills of children, there are those that captivate your child more than others.

The study of syllables by a preschooler. Preparing a child for school

You need to memorize them in the same way that is used when memorizing letters:

name syllables repeatedly;
ask yourself to name and then read the syllable.
offer to find a specific syllable and then name it;

Write short stories with your child. For example, a consonant letter, traveling, meets vowels on its way, all in turn. Together they sing "songs" - syllables.

You can cut out letters from cardboard, with faces and handles, then the vowel and consonant will also "take hold of the handles and sing a song together" (that is, you get a syllable). Soon, a small student will be able to independently tell fairy tales about syllables, he will even be able to name new syllables.

You can also search for a given syllable on the pages of the alphabet.

The article was devoted to the topic "Programs for teaching children to read".