This schematization reflects the successive complication of reading skills: gradually the limits of perception services to help students expand and people begin to use https://edusharky.com/buy-term-paper to learn and comprehend the speech units of the text, the understanding of what they read deepens. In the general pyramid of stages of mastering reading skills there are five steps. The first two provide the formation of skills of sound and letter perception, pronunciation of the text; here the perceptual-motor mechanisms of speech are activated.
At the stage of verbal reading there is a significant addition of mechanisms of speech - thought: to the associations of the word audible, spoken and visible joins the "semantic" word, children operate with words-concepts. In the transition to phrasal reading, the unit of perception increases to a whole phrase and at the same time the abstract-logical side of reading becomes more complex. This third phase of maturity is characterized by a "convolution" of the audible word and the spoken word, as well as a reduction of the visible word by stressing the field of sense perception and incorporating sense-guessing.
The supreme skill of the reader is associated with panoramic reading, which realizes the ability to read thoughts, overcoming the barriers of visuality of graphic signs and structures. Perception of the text merges with figurative and semantic "grasping" of the holistic content - whole pages of text are read instantly. The initial stages of reading proficiency are characterized by a temporary gap between the mechanisms of perception and comprehension, the predominance of analytical efforts of the mind. More mature reading phases are characterized by a fusion of perception and comprehension operations, a combination of analytical efforts with synthetic ones.
Accordingly, a speech diagnostics of the skills of working with the text can be developed. Such a system is implemented in a comprehensive pedagogical diagnostics of learning and learning ability of schoolchildren. In particular, the distinction of the "age" of the reader is reflected in the pace characteristics of reading. Thus, many of the difficulties in mastering elementary literacy in children are associated with uneven development of certain aspects of reading, especially pace and quality. Taking into account the stages of development of reading skills allows the teacher to consciously design the learning technology and, accordingly, to design the content of learning information.
It is possible to specify the correspondence between the phases of reading maturity and teaching-learning techniques. It is productive reading that is developing. It reveals the potential of individual cognition, including the student in the flow of information interaction with the learning environment. Teaching how to work productively with the text should be introduced in school education in the form of special electives, separate programs and sections of literature.
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