home - Beekeeping
innate literacy. Is there innate literacy. Choked with anger and injustice

Some people write as easily as they breathe. Others make many mistakes in writing. The help of computer programs to some extent helps out those who are not very literate. But programs are not perfect and can make mistakes too. Perhaps because they were created by illiterate people?

Words with a lot of "o" sound, such as "milk", "good", "powder" will be spelled correctly by most northerners and "okay" regions of Russia. Why? It’s just that since childhood, people have heard and remembered the sound of words, so writing is given to them easily and without problems.

Hearing words is often displayed in their spelling. If in any locality it is customary to say, for example, “flyers”, instead of “flyed”, then the majority will write as they hear. The same is true for verb endings. There are regions where it is customary to pronounce words by cutting off their endings, for example, "he is talking" instead of "he is talking."

Becoming schoolchildren, children sincerely do not understand why it is necessary to write differently than everyone around says. After all, their parents taught them to speak that way, which means that they should write the same way. In each case, when people's everyday speech is very different from the literary language, difficulties arise in teaching children to write correctly.

The diligence and diligence of the student is of great importance.

If a child is restless and constantly distracted by any little thing, it is difficult for him to concentrate on one thing. The purposefulness of a person, the perseverance of his character also plays a role. In addition to the environment of people who speak a literary language and the daily reading of works of art, it is imperative that you yourself study the rules of grammar and do not forget about them when writing texts. This is a guarantee that human literacy will be high.

Any person who is well versed in his highly specific issue can be called a competent specialist. This applies to people of different professions - doctors and teachers, engineers and programmers. The fact that a person is a competent specialist in tailoring, for example, does not mean at all that he knows the spelling rules well. Just like knowing these rules does not make a person an excellent cook or astronaut. And a scientist who professionally studies linguistics may not understand proper nutrition at all.

The fact is that in every person at the genetic level there is a direction of activity in which he can best reveal his talents, manifest himself as a person. Therefore, some people perceive certain information easier and faster, while others are interested in knowledge of a completely different kind.

To confirm the correctness of the genetic theory, scientists made a unique discovery. We are talking about a gene that is responsible for the literacy of a particular person. This gene is present in absolutely everyone, its influence extends to the level of literacy in any language, it manifests itself in each person in his own way.

The literacy gene is inherently unstable. As a rule, he is not all active. It happens that a person has activated that part of the gene that is responsible for literacy in a language other than his own. And no matter how much a person makes efforts to master the literacy of his native Chinese, for example, his successes are not great. And all because the human gene has the ability to have excellent literacy in the Italian language.


As a scientific expression, the wording "innate literacy" is incorrect. In fact, what kind of innateness can we talk about if a child at birth has nothing more than the ability to develop speech? Not only does he not speak, but he may not master speech at all if he is not brought up in a certain social environment (recall the real Mowgli - children raised by animals).

Literacy is acquired. And the expression "innate literacy" reflects surprise and admiration for people who, without making any visible effort, write correctly. They have a kind of intuition that tells them that this is the right thing to do. Ask such a person why it is right, he will not be able to explain rationally. He will only say: “I feel this way”, “this is beautiful”, “this sounds better”.

Therefore, innate literacy is more correctly called the “sense of language”.

A little bit about yourself

People with a good sense of language are not uncommon. I can say that, since more or less consistent school memories, I have not experienced problems with literacy. Dictations, presentations only "excellent", while I did not use the rules. At a break before the Russian language lesson, I read the necessary rule, hammering it into short memory in order to answer in the lesson, and then it safely flew out of my head.

If there was any doubt about how to write a word, I wrote down the spelling options on a draft. You look at them, and it is immediately clear that this spelling is correct.

It would seem that here it is, innate literacy! But my mother says that my literacy was not always as good as I remember. In the first or second grade of the school there were both mistakes and insulting typos. Syllables changed places, letters were skipped. By the way, I have no consistent and clear memories of primary school. Only a few simple rules remained in my memory: “zhi-shi” and “cha-cha”, how to check the endings “-tsya” and “-tsya”, “not” is written separately with verbs.

But I remember my first teacher well. We loved her. Nadezhda Vasilievna was young, just from the institute, and our class was her first. She treated us very responsibly, tried to ensure that every child in the class had time. At class hours, she read interesting children's books to us, I vividly remember "Dunno on the Moon" and my impression of the weightlessness scene (the beginning of the book).

When we were accepted as pioneers, Nadezhda Vasilievna suggested publishing a newspaper. It was called "Pioneer Voice". At first things went sluggishly, but then I was put in charge of the newspaper. Mom says that it was a common decision - her and the teacher. The newspaper was a piece of Whatman paper, on which it was necessary to write in a beautiful handwriting and without errors. I remember that at first I wrote with a pencil, and then I traced with a pen. Six months later she gave up the pencil, and began to write immediately cleanly and without errors.

In my subjective opinion, it was the work on the wall newspaper that finally shaped my sense of language. It cannot be said that at an early age I read a lot, a little more than it should be, but not excessively. I began to read a lot and systematically from about 10 years old. At the same time, at the age of 3, I could recite “Moydodyr” by heart. Relatives recall how in early childhood I “tortured” them with requests to read, and I could listen to the same thing several times.

This is a subjective experience. Let's try to figure out what is natural and what is accidental.

What does innate literacy depend on?

Psychologists and educators agree that the sense of language does not depend on any special innate qualities, although some properties of memory and information analysis can provide advantages.

The child learns the language first by imitation, then the parts are put together in a system, he begins to use the language, with time more and more perfectly.

The researchers note that at an early stage, the ethnicity of the family plays an important role. And although now dialects are increasingly being squeezed out under the influence of the media, the dialect of the inhabitants of the northern, central regions of Russia, the Volga region is still different from the southerners. It is more difficult for southerners to develop an intuition for literacy, because the phonetics of their dialects differ more from the standard spelling.

It has also been noted that in bilingual families, especially when the native language (not Russian) is used as the language of everyday communication, the phenomenon of "innate literacy" is rare. By the way, the wonderful Russian teacher Konstantin Ushinsky was against it for this very reason.

This means that the first influence on the sense of language is exerted by the language environment in which the child grows up. The more competent, correct, richer the speech of the parents, the more good children's literature is read to the child, the more "linguistic" information is processed by his brain. Processes, therefore, establishes connections and patterns.

Sooner or later the child begins to read. In the process of reading, the so-called "image of the word" appears and is fixed - the child associates the sound complex already familiar to him with the graphic spelling of the word. If a child is endowed with a good visual memory, the spelling of words willy-nilly be deposited in memory. At the same time, an important condition is high-quality, well-structured, highly artistic texts, and, of course, they must be free of typos.

The phonetic reading channel is the main one, but not the only one. Quite a large part of the rules of the language is based on morphological and other principles. Often repeated, they are involuntarily recognized by the child as certain patterns. So language models can be mastered intuitively.

And the sense of language is fixed by writing. It is no coincidence that simple text copying tasks are so common in elementary school. Kinetic (motor) is added to the visual image through writing. It is through the kinetic image that a person evaluates the correspondence of the written word to a certain standard that is fixed in the mind.

This is how it turns out that a person knows not the rules, but the logic of spelling, and feels this logic as a “sense of language”. The exact scientific definition of this concept would be:

A sense of language is a phenomenon of intuitive language proficiency, manifested in the understanding and use of idiomatic, lexical, stylistic and other constructions even before the purposeful mastery of the language in teaching. It is a generalization at the level of primary generalization without prior conscious isolation of the elements included in this generalization. It is formed as a result of spontaneous mastery of speech and basic cognitive operations. Provides control and evaluation of the correctness and familiarity of language constructs.

Cit. Quoted from: Gohlerner M. M., Weiger G. V. The psychological mechanism of feeling the language // Questions of Psychology. 1982, No. 6, pp. 137-142.

How to develop a child's sense of language?

Unconsciously, a sense of language is developed in a person with dominant figurative thinking, a tenacious memory, and a good perception of visual information.

But this does not mean that a sense of language is not available to children with other psychophysiological characteristics. It will come with a little effort.

Listening, reading and developing memory

We have already spoken about the importance of what the child hears and what he reads. At an early age, before the child begins to read on his own, it is necessary:

  1. Watch your speech, talk a lot with the child.
  2. Teach your child to read, read to him as much as he asks.
  3. Do not read everything in a row, select the most valuable works in artistic and stylistic terms.
  4. When the child begins to read a little, spell the words with him.
  5. If a child has started reading independently before school, do not interrupt the tradition of reading aloud.
  6. Pay special attention to the development of memory. Memorize poems, play memory games, ask him to retell a book he has read.

We write

Success will come faster if the child is interested in writing correctly and beautifully. To do this, you can use the following methods:

  1. Start a tradition of issuing a family congratulatory newspaper for birthdays, major holidays. Let the child be responsible for writing the text.
  2. It is very useful to sign postcards for the holidays to all relatives and friends. Let it not be accepted now, try it, and you will be surprised how happy the recipients of postcards will be. And the child will gain invaluable experience.
  3. Try writing a chronicle with your child. Tell and show how books were written in antiquity, before the invention of the printing press. Buy a very beautiful thick notebook or decorate a regular one. Other details you can think of yourself. You can record events at home and at school, news, impressions from books and films in the annals. At first, write the text on a draft so that the child rewrites it clean. Over time, discard the draft. You can also rewrite some real old chronicle, for example, The Tale of Bygone Years.

If the child makes mistakes when copying the text, require him to spell the words as they are written (goat, tooth). It is necessary that the child pronounce letters that are not pronounced, highlight weak beats.

Additional rewriting exercises should be introduced when the child has already learned to write well enough (not earlier than the 2nd grade of the school).

Difficulties

“Innate literacy” has its downside.

If a child writes without thinking about the rules, he does not have a need to learn them. A sense of the language does not guarantee excellent writing of Russian language tests, because they test knowledge of the rules. It does not guarantee "five" in the lessons - when the teacher asks why it is written this way and not otherwise, the child cannot give the right rule.

In addition, Russian language teachers know that children with great language skills often have problems with punctuation. And the reason is the same - I don’t want to learn the rules, because there is no benefit from this.

If you put pressure on a child, force him to cram contrary to common sense, knowledge will not be strong. He may begin to complain that the rules only confuse him, that he begins to doubt the correct spelling.

With such a child, you need to study according to the method - from example to rule (at school they usually do the opposite). Write down a few suitable phrases with him, ask him to reason - what they have in common, what conclusion can be drawn from this. Then the rule will arise by itself, without difficulty, in the process of observing the facts of the language. This approach does not contradict the child's intuition and does not require much time.

Test your sense of language. Think of the word you are unsure about spelling. Write down the spellings on a piece of paper. Look at them - do you have a feeling that any of them are correct?

Mothers of illiterate children may not understand the title of this article. It is clear to everyone: if a child is literate by nature, this is happiness for himself and for his parents. And for the school teacher, by the way, too. What problems can there be? Here, your will, the author is confusing something ...

Unfortunately no. These guys also have problems at school. Let's talk about these problems.

1. The first and most important, in my opinion, is that the school focuses on the average child. And not for a living child, but for some ideal average image, ethereal, problem-free and impersonal. Children, however, gifted with any talents or even just a bright personality, are not like that. And children with innate literacy, too. Therefore, they learn from programs, textbooks, materials that are not intended for them. And the very process of school teaching the Russian language is not focused on them at all: they are not included, as they say now, in the target audience. Because the most important task of the Russian language course at school is the formation and development of literate writing. And these guys write competently themselves: it's just how they are arranged. And they need to be taught, which is quite obvious, in a different way. But for this, at least, it is necessary to comprehend the problem, or at least recognize that it exists.

2. The second problem is related to the first, follows from it. But this is not a simple consequence. This is an independent problem, at least in its significance.

You know the saying "Time is money"?

In my opinion, this proverb is rather simple, I would rephrase it like this: you can’t buy time for any money ... Yes, we are talking about time costs: wasting time in class at school and when doing homework. It's a pity, but most of the time is spent inefficiently. Because school teaches gifted children to do what they already know how to do. This time for the course of schooling accumulates a lot. From 1st to 4th grade in accordance with the program - 170 hours a year, from 5th to 9th - 204 hours a year, i.e. more than 1680 hours. And also lessons in 10-11 grades. And, besides, almost daily homework, some of which are absolutely useless for such children. Shouldn't they be exempted from Russian language classes? Of course, do not release! But to teach them in such a way that by the 9th-11th grade they do not become corrupted from idleness, which happens, and is by no means rare, so that they really work all school years, and not somehow drag out existence. Talent, as you know, can be buried in the ground ... Without proper development, abilities fade, level out. Any ability. And including language skills.

3. Tell me, how will you relate to work, the meaning of which you do not see? So are children who are literate from birth. Motivation is another of the problems of teaching literate children, which for some reason neither the school nor the teachers think about.

Why do I need all these rules and exceptions? Why theory? Why everything else? I already write competently: sometimes even more competent than the teacher himself, - a literate child argues, sometimes silently, to himself. And he gets fives for dictations and twos for ignorance of the rules and mistakes in parsing. By the way, not always literate guys are excellent students in the Russian language. After all, the course of the Russian language is not only the development of literate writing. It is also knowledge about the native language, its system, features and patterns of functioning of language units. Analysis, for example, develops thinking, logic, memory, the training of which is useful for everyone without exception. It is believed that such things do not need to be explained, but this is not so. It is necessary, and especially for those who write competently and see no other goals for teaching the Russian language.



4. It also happens. The child writes correctly until the school intervenes in the process. I faced this problem repeatedly, my son is one of them - it hurt. This phenomenon is interesting, so I would like to tell you more about such situations.

A person studies at school and writes competently and dictations, and presentations, and compositions. But from time to time it starts to make some mistakes. Not any, namely the rule that is being studied now in accordance with the school curriculum. That is, if a child is not specifically taught to write, for example, suffixes of nouns, adjectives or participles, he will write them correctly. And after he visits the lessons at school devoted to the study of these suffixes, he begins to make mistakes. It turns out that if lessons at school somehow help other children, then they interfere with such children: something goes astray in their heads, prevents innate mechanisms from working properly. Faced with this effect, I initially panicked. And then she calmed down, because the rule was forgotten, and my son again began to write suffixes of nouns, adjectives or participles without errors. Other naturally literate children found themselves in similar situations.

More than once I heard from such guys that they write without thinking about how to write. If they focus on any rule, then they experience doubt, and sometimes confusion, because they become afraid of making a mistake. They theoretically learned that in some cases you need to write - nn- and in others - n- , but intuition and the mechanisms of reflection and decision-making conflict.

I would qualify this problem as a problem of inconsistency in the presentation and organization of educational material with the peculiarities of children's perception.

5. Competent children also have conflicts with teachers. Children are children. Sometimes they lack prudence, foresight, tact, just respect for teachers. Once a teacher made an incorrect correction in a notebook of a well-written student. And in the next lesson, this is what happened: the boy raised his hand, and when the teacher asked what was the matter, he answered: “You made the wrong correction in my notebook. I consulted with my grandmother: she worked as an editor all her life and knows Russian better than you.” There was a scandal. The parents were called to the school. The confrontation between the child and the teacher lasted five and a half years. And this struggle cost a lot of nerves: for the boy, and for the teacher, and for the parents.

Now imagine the conditions for the development of talent:

  • lots of time is wasted
  • textbooks do not take into account the peculiarities of the perception of gifted children,
  • the efforts of the teacher are not directed to this particular addressee,
  • no one imposes special requirements on such students,
  • no one specifically motivates their learning activities.

And how we would like gifted children not to fall out of the sphere of attention of teachers, schools and the state. Every child needs attention, love and care.



And gifted - doubly. Someday society will realize that children with innate literacy are the same asset of the country as gifted musicians, athletes, mathematicians, physicists ... And there will probably be special educational programs for such children. In the meantime, all hope is on the teacher. I am convinced that if teachers thought about these guys, there would be plenty of ways to optimize their learning.

What if the teacher is unlucky? You will not hope that you will be lucky later, later! Apparently, we will have to look for a way out of the situation ourselves.

We had to start studying the whole theory of the school course a little earlier than they started at school. And our approach was different.

My son wrote down words and phrases specially chosen by me from dictation. Then they reasoned together: I led him with questions to conclusions that conveyed the meaning of the rule. When the "rule" did not appear out of nowhere, but was born from one's own observations of the facts of the language, it no longer contradicted intuition and problems did not arise. But it was necessary to go from the child's speech experience, from examples. The element of language is not terrible for such children: it is native to them. Their mechanisms of synthesis are stronger than the mechanisms of analysis. It is better for them not to explain the rule, but to show with several examples how it works. These examples serve as samples, original standards, guidelines. You will be surprised how easily the child himself will give his own similar examples. It also easily identifies other words or word forms with the desired spelling. Writing by analogy is the mechanism that works without interruption in a literate child. The very wording of the rule in this approach is not so important, what is important is the fact of understanding the linguistic phenomenon. A pedantic teacher who stubbornly demands the formulation of rules according to the textbook will, of course, not be satisfied, but this, in the end, is not the main thing.

The main thing is that with this approach, the child does not have an internal conflict, and he can feel quite comfortable. The feeling of comfort arises also because each time such work takes only about 10 minutes, no more.

In contact with

Let's start with the fact that innate literacy does not exist in principle, it is a myth. It's all about the wrong terminology. It would be more correct to say "linguistic flair". It perfectly helps to write everyday texts without errors. It can be developed in a child from childhood; specific requirements have been developed for this. Adults are taught too, and they call it "innate literacy courses." But this is a different service sector, these are charlatans.

Linguistic flair

Sometimes this phenomenon is called even more beautifully: the linguistic type of intelligence. There are many people who have it. They often say about themselves that they never learned any rules of the Russian language, because they do not need it. They read a lot and thus remember what words look like. Often, in order to decide which spelling of the word is correct, it is enough for them to write both options. They will immediately see which one is correct. Visual memory works - a great helper if you are dealing with simple and routine texts.

But if there is a complex text, then no linguistic instinct will save. Without knowledge of the rules and subtleties of the language, nothing will work, miracles do not happen. There is only work.

On the features of Russian spelling

The Russian language is one of the most difficult languages ​​from a grammatical point of view. The reason for this is three completely different principles of spelling:

  1. The main morphological principle is the same spelling of the main part of the word (morpheme). It is thanks to this principle that we were forced from school to check the correctness of an unstressed vowel with a single-root word, where this vowel is stressed. For example, a naughty is a prank, a young one is youth, a pig is pigs, etc.
  2. The phonetic principle is the most confusing for modern man. On the one hand, he says that you need to write as you hear. Then, according to the logic of things, instead of “city”, you need to write “gorat”, or “beautiful” instead of “beautiful”. But no, this was only in ancient Russian texts. Only remnants have survived in our language. For example, semolina with one "n" from semolina with a double "n". Or a crystal with one "l" and crystallization with two "l" from a crystal with again a double "l" ... Regarding the rules and exceptions according to the phonetic principle, the best answer to the question "why" will be only one: "because". No system, in a word.
  3. Historical principle with a group of words and expressions, the spelling of which has developed historically. There are "single words" like sand or master without any related historical words. Or a rule from the category “do not believe our ears,” according to which “zhi” and “shi” must be written through “and”. The rule came from the Old Slavonic soft pronunciation of words with these letters. And again, no system.
  4. Everyone who writes in Russian needs to know more than just a huge number of rules and exceptions. We must remember when and which of them is applied, and which of the three existing principles should be followed in each case. Unfortunately, the instinct of innate literacy is no help to us here.

When "linguistic intelligence" can hurt

If visual memory is silent, intuition can easily suggest the wrong decision. This situation often occurs if a person with a linguistic instinct comes across an unusual word. He does not know the rules, it is easier for him to trust the "inner voice".

Innate literacy is in many ways similar to innate knowledge of the rules of the road. There are drivers who are well versed on the roads, understanding prohibitions, permissions and the best ways to maneuver. But there are difficult road forks or situations that can only be resolved with the help of strict rules.

Shock at total dictation

People with "innate literacy" often fall into a state of shock after they have written a total dictation.

Total dictation is a great project dedicated to literate writing in Russian. This is an annual writing test in which volunteers take dictation.

Total dictation is never easy. Therefore, many participants are immensely surprised when their visual habits do not help to master a modern literary text in Russian. The usual “I always wrote without errors” does not work in this case.

What to do with commas: punctuation literacy

It is even more difficult with punctuation, commas and other punctuation marks in Russian do not always coincide with pauses and intonations of oral speech. “Feeling a comma” is simply impossible; you need to know its semantic role and the rules for using it.

Punctuation literacy can only be learned by analyzing and developing strong punctuation skills in the process of writing. One direct speech in Russian is worth something with the rules for its design. So with quotes, commas and other signs there is no other way.

Quackery and magic courses

If you are invited to courses in innate literacy for schoolchildren or adults, you are looking at pure charlatans.

First, we agreed that there is intuitive literacy acquired in childhood. Innate literacy does not exist in fact, this is a consequence of incorrect terminology.

Secondly, even if we admit the possibility of the existence of an innate phenomenon, then nothing innate can be taught. Like, for example, one cannot be taught to sing a great soprano, because this is an innate property of the voice.

Charlatans don't care about that. “Ultra-modern top-class mega-course” is the only way their wonderful courses are called. “Neurolinguistics, the unconscious level and the launch of a program in the brain” are the favorite expressions and arguments of the organizers of this kind of service. Unfortunately, they find their consumers, the demand for "innate literacy courses for schoolchildren" still exists.

What really works

The phenomenon of innate literacy has been well studied, so the factors of its formation have long been identified:

  • The ethnicity of the family in which the child grows up. This refers to the dialect spoken by the parents. Among southerners, for example, intuitive literacy is less common: their phonetics differs from classical spelling.
  • The famous Russian educator Ushinsky always objected to learning a foreign language in early childhood. The argument was that when using a second (non-Russian) language in everyday conversations, innate literacy was less common. “Bilingualism” in the family also interfered.
  • The language environment for the child: the more diverse and competent the speech of the parents, the more connections and patterns are formed in the child's brain. This also includes reading aloud to a child - a great and affordable tool for educating a language instinct.

  • Of course, independent reading. It is important that the books and texts in them are of high quality.
  • Letter, letter and more letter. Even simple rewriting of the text. In this case, the most powerful kinetic one is added to the visual memorization mechanisms.

Linguistic flair will not grow in an empty place. Imaginative thinking, tenacious children's memory and the ability to visual perception will be useful here. In a word, the child needs to be taken seriously. From a very young age, we observe the following rules, which can be generally referred to as the “method of innate literacy”:

  • We are not too lazy to talk with the child, we follow the speech.
  • We read aloud to the child as much as he asks (and even more).
  • We filter books, select only valuable sources from an artistic and stylistic point of view.
  • We do not stop reading aloud, even if the child has learned to read on his own (the most important rule).
  • We teach and say poems, ask to retell the read books.
  • We initiate independent writing by hand: postcards for the holidays, wall newspapers, thick beautiful notebooks in the form of diaries, etc. - if only the child writes.

We work separately with children who already have a sense of language. They usually don't want to learn the rules and see no benefit in them. These children usually have problems with punctuation. The best method for schoolchildren with innate literacy is from example to rule (in school they teach the other way around). You need to parse several similar phrases with conclusions and a rule that will appear by itself, according to logic.

And we do not stop ourselves, the Russian language needs to be studied all my life. This is such a language...

There are people who always (well, almost always) write correctly, but at the same time do not remember any rules at all, do not look for test words for unstressed vowels or unpronounceable consonants, do not memorize lists of exceptions. Such a phenomenon in everyday life is often called "innate literacy" - as if these people were born with the ability to write correctly. Of course, this is not true: it is impossible to be born with the knowledge of the spelling and punctuation rules of a certain century (or even decade). What's the matter? Apparently, the point here is a good visual memory: an “innately” literate person remembers words like pictures. In principle, there is nothing impossible in this. This was shown by observations on people with separated hemispheres: normally (in right-handed people), only the left hemisphere can process language information. But it turned out that people can sometimes recognize some very common words without the help of the left hemisphere - which means they remember them like pictures. Generally speaking, not only people, but also monkeys can remember a word like a picture: among the Kanzi bonobos, who taught the Yerkish intermediary language, consisting of keys with abstract images (lexigrams), some keys were written as such images words. And Kanzi remembered them.

Have you ever seen what an “innately” literate person does when he cannot remember exactly how a particular word is spelled? He writes both possible options on a piece of paper - and then one of them with disgust covers up, thickly, thickly, so that it becomes completely invisible. The key word here is disgust: indeed, an incorrectly spelled word causes a lot of negative emotions in an “innately” literate person. He writes about this: "for many literate people, the very sight of an illiterate text is painful, like the creak of foam." But it’s very easy to write to such a person: while it’s pleasant, then everything is correct, and if suddenly the hand mistakenly displays the wrong letter (or the finger misses the key), the subcortical structures of the brain responsible for emotions will immediately give a signal: “fu, what a disgusting !”, and it will be possible to quickly fix everything (the main thing, it’s clear what for: something that does not cause negative emotions).

It is generally believed that "innate" literacy can be acquired by reading a lot. In most cases, this really helps, but not always: if you read too quickly, guessing words according to a general, approximate contour, you won’t see “innate” literacy - the differences in the contours of a word written correctly and a word written with an error in one letter. What to do, especially now, when almost the main indicator of the success of reading in many cases is its speed? It seems to me that exercises aimed at detailing the picture could help here: take a list of “dictionary” words, with unchecked vowels and consonants, and write out from it, for example, all words that have vowels in alphabetical order. Or all words that have the letter "and" in the second syllable. Or all words in which all consonants are “voiced” (that is, those that usually denote voiced sounds). Or - yes, anything, if only the appearance of the word became as detailed as possible. It is impossible to write "dog" with "a" after "s" if you wrote it out as a word that has "o" in it. By the way, the habit of “detailing a picture” also helps in life: such a person will not buy a fake product, whose name differs from the real one by a whole letter.

And most importantly, what should never be done is to write a phonetic transcription. Especially whole words. Especially in the line - because in this case the appearance of the word with "wrong" (from the point of view of spelling) letters becomes familiar, becomes familiar and ceases to cause unequivocal negative emotions. And then, having met with the word, every time you will have to painfully choose which of the two equally familiar pictures is correct. Remember all the rules and exceptions - and so on for almost every letter in a word. Terrible prospect, isn't it? So, if you don't want to suffer, learn by looking at the right words.

 


Read:



The best chants for sports competitions: text, slogans, chants and mottos Short chants

The best chants for sports competitions: text, slogans, chants and mottos Short chants

Often, on the eve of the competition, many in a hurry begin to come up with a name and motto for a sports team. The name of the team is its key to...

Sports chants Sports cheerleading chants short

Sports chants Sports cheerleading chants short

Chants: Morning. 1 . One two three four! Three, four, one, two! The sun just woke up and smiled at the guys! 2. Hurry, my friend, ...

Wedding scenario: second day

Wedding scenario: second day

Time flies quickly. Memories of the wedding day, the adventures associated with holding a bachelorette party and a stag party have already left behind....

Can Jews marry a non-Jewish woman?

Can Jews marry a non-Jewish woman?

The roots of the Jewish nation go back to the ancient kingdoms of Israel and Judah. This is a nation that has existed for more than 2000 years without its own state, ...

feed image RSS