Fostering a Culture of Reading

magazine "School Library"

for 2006-2012

"If love is not brought up in a child from childhood

to the book if reading has not become his spiritual need

for life, in the years of adolescence the soul of the child will be empty"

V. A. Sukhomlinsky

In these difficult times, children's reading needs support more than ever. The book is knowledge, good thoughts, help in work and study, rest. It is not enough to have a good book, you need to teach children how to use it. It is we adults who should help the child to love reading and books.We hope that the proposed list of recommended literature will help you with this.

1. Artamoshina E. N.

Children and book. Simple methods of attracting to reading / E. N. Artamoshina // School Library. - 2010. - № : 5. - S. 21-23

Guide to reading or How to teach students to turn information into knowledge.

2. Barsukova N. A.

The program for introducing children to books and reading "Book before TV and computer": idea and theoretical development / N. A. Barsukova // School Library. - 2010. - № : 6-7. - S. 84-87: ill. - Bibliography. at the end of Art.

The influence of family reading on the reading culture of children.

3. Bogomolova O. M.

How to teach a child to love a book: a workshop for parents / O. M. Bogomolova // School Library. - 2011. - № : 3. - S. 54-56: ill. - Bibliography. at the end of Art.

How to teach a child to read? Practical advice to parents.

4. Borodina V. A.

Summer Reading School: Book Fragments / V. A. Borodina // School Library. - 2011. - № : 4. - S. 42-49: ill.

5. Borodina V. A.

Technology of reader development. Summer School of Reading / V. A. Borodina, V. A. Borodina // School Library. - 2010. - № : 3-4. - S. 104-112: ill.

On the "Summer School of Reading" as an organizational form of continuing reading development. Technology and content.

6. Brodsky M. A.

Website of the Discussion Readers' Club as a means of introducing high school students to reading / M. A. Brodsky // School Library. - 2009. - № : 1. - S. 75-77

About the work of the reader's club "Dialogos" working in the Russian State Children's Library.

7. Bubekina N.V.

Reading about reading: A review of the articles of the journal "School Library" for 2006 on the problems of reading / NV Bubekina // School Library. - 2007. - № : 3. - S. 23-26: ill.

The review presents articles about the experience of school libraries in the "National Program for the Support and Development of Reading", which was adopted in 2006.

8. Varganova G.V.

Interactive art projects as a means of introducing reading / GV Varganova // School Library. - 2009. - № : 9-10. - S. 89-93: ill.

The modern library as a space that implements and reproduces various types of socio-cultural practices: cooperation with museums, art galleries and studios, film, photo and animation centers, writers' and literary-critical organizations.

9. Golubeva N. L.

School library as a space for support and development of family reading / NL Golubeva // School Library. - 2008. - № : 8-9. - pp. 26-28

10. Goncharova E. L.

Mindless reading among younger students: who is to blame and what to do? / E. L. Goncharova // School Library. - 2009. - № : 9-10. - S. 62-70: ill. - Bibliography. at the end of Art.

Causes of thoughtless reading and ways to help.

11. Dudina O. Yu.

Library-territory of cooperation / O. Yu. Dudina, E. V. Govorova // School Library. - 2010. - № : 6-7. - S. 126-131: ill.

The experience of the school library in attracting students to reading in cooperation with parents and teachers of the school.

12. Dulikov V. Z.

Reading as an enduring value of the world of childhood and youth / VZ Dulikov // School Library. - 2010. - № : 8. - S. 30-33: ill. - Rec. on the book: Polozov T. D. On the power of the art of the word and the value of Reading. Moscow: Russian School Library Association, 2010

In the article, using the example of the book by T. D. Polozova, the issues of introducing all children, adolescents, and youth to reading are considered in detail. It is replete with such relevant "key concepts" as: reading is an individual creative activity, reading is a state matter, cultural conformity, human conformity, etc. It will be useful and interesting for both teachers and library specialists.

13. Zhesan O. E.

Formation of reading competence of younger schoolchildren / O. B. Zhesan // School Library. - 2010. - № : 5. - S. 24-26: ill.

National program for the development and implementation of promising methods, approaches, programs aimed at attracting children to reading.

14. Zlobina R. M.

The Golden Shelf, or Using Innovative Methods to Attract Reading: A Story about a PR Campaign / R. M. Zlobina // School Library. - 2009. - № : 1. - S. 53-55: ill.

Experience in selecting the best books for children's reading in the school library.

15. Zubkov M.

How to choose a book for a child? / M. Zubkova // School Library. - 2006. - № : 2. - S. 10: ill.

What kind of books does a modern child need? Tips and tricks for choosing books to read together.

16. Ivanova G. A.

Library and family: traditions of reading development of children / G. A. Ivanova // School Library. - 2009. - № : 4-5. - S. 52-55: ill.

On the role of home libraries and family reading in the formation of a child's personality.

17. Kiseleva N. B.

Creation of an educational space conducive to the development and maintenance of interest in reading / N. B. Kiseleva // School Library. - 2009. - № : 9-10. - pp. 58-61

Education, training, development through books and reading. Organization of integrated lessons in the school library.

18. Kovalenko L.P.

Education begins with a book / L.P. Kovalenko // School Library. - 2006. - № : 2. - S. 37-44: ill.

The work of the school library to enhance the reading of students.

19. Kokovenkova L.V.

Soon the fairy tale is told, but not soon the deed is done: From work experience. Promotion of books and reading in the department of servicing children of preschool and primary school age / L. V. Kokovenkova // School Library. - 2011. - № : 1-2. - S. 113-116: ill.

A ready-made plan for holding a Children's Book Week in a school or children's library. The article details the six-day week. Every day there are exciting activities for children.

20. Koskina G. M.

Education = family, school + library: A list of recommendations for leaders of children's reading, teachers, educators, parents, librarians / G. M. Koskina // School Library. - 2008. - № : 3. - S. 30-36: ill.

The authors of the articles describe how to work with families of students, and most importantly, they accompany this description with methodological tools and recommendations for its use. These materials will help educate the baby and teenager through family reading.

21. Kotomina G.V.

How to encourage children to read and discuss books / GV Kotomina // School Library. - 2009. - № : 3. - S. 36-38: ill.

22. Kushareva T. E.

The competitive work of the school librarian tells in detail about that. how to teach a child to love a book, tips and detailed recommendations are given. In the appendices you will find: questionnaires for parents "Does your child like to read?", questionnaires for children of 5th grade. "Reading in my life", memos for parents "How to raise children's interest in reading" and "Teach your child to love a book", lists of interesting books for younger students, script for the seminar "Work of the school librarian with the family".

23. Lapshina I. Yu.

Implementation of the city project "Year of Reading": results, prospects / I. Yu. Lapshina // School Library. - 2011. - № : 9-10. - S. 47-50: ill.

"The most reading class", questioning of teachers and school librarians within the framework of the project.

24. Luneva T. N.

25. Markevich O. A.

Designing the reading activity of children and adolescents as a component of the development of professional competence of a teacher-librarian / OA Markevich // School Library. - 2011. - № : 9-10. - S. 44-46: ill.

Modern concepts of reading personality development on the example of the module "Formation of Reading Competence of Students" in the context of the Federal State Educational Standards of the new generation and the National Program for the Support and Development of Reading.

26. Matveeva O. E.

Approving the idea of ​​reading / O. E. Matveeva // School Library. - 2010. - № : 8. - S. 34-36. - Rec. on the book Polozovoy T.D. On the power of the art of the word and the value of Reading.-M .: Russian School Library Association, 2010

Professor MGUKI O. E. I. Matveeva, analyzing the book by T. D. Polozova, dwells in detail on modern methodological approaches to the moral and aesthetic education of a child reader.

27. Makhaeva V.P.

28. Melentyeva Yu. P.

Social and pedagogical functions of family reading as the most important model of reading / Yu. P. Melentyeva // School Library. - 2011. - № : 6-7. - S. 97-100: ill.

Family reading in kindergarten, in adolescence and adolescence, as well as for the elderly and sick family members. The report of the doctor of pedagogical sciences Yulia Petrovna Melentyeva can be used to speak at the parent meeting.

29. Mosman N.V.

Cooperation between a teacher and a librarian in the direction of forming the reader's activity of schoolchildren / N. V. Mosman, T. N. Starova // School Library. - 2010. - № : 5. - S. 71-74: ill.

Special techniques and methods aimed at developing the reading activity of schoolchildren.

30. Nakamura, Yuriko.

Reading as a guide for life / Y. Nakamura // School Library. - 2009. - № : 6-7. - S. 64-67: ill.

Kyoto University Associate Professor from Japan Yuriko Nakamura on how school libraries should be transformed.

31. Oshchepkova G. A.

The teacher of the Murmansk region as a reader and provider of children's reading: Research results / G. A. Oshchepkova // School Library. - 2011. - № : 1-2. - S. 21-38: ill.

A study conducted as part of the National Program for the Support and Development of Reading.

32. Palgueva G. M.

On the stairs near the bookshelves. Reading-gifting / G. M. Palgueva // School Library. - 2011. - № : 5. - S. 47-56: ill. - cont. Beginning: 2011. No. 1-2, No. 3, No. 4

Korney Ivanovich Chukovsky dreamed of building a staircase that would lead a growing person to "Eugene Onegin". What does it mean? The chief librarian of the SU CLS of Nizhny Novgorod developed and presented in this article a new form of work - "reading-gifting". In it, she pays great attention to reading aloud, family reading, describes in detail the forms and methods of working with texts of works of art and poetry, analyzes the genre diversity of literary works, and gives recommendations.

33. Palgueva G. M.

On the ladder near the bookshelves / G. M. Palgueva // School Library. - 2011. - № : 3. - S. 16-22: ill. - Bibliography: p.17. – Continued. Start: 2011.№1-2

Continuation of the publication of "meetings" of the librarian with readers at the "book ladder", which prepare the little reader for an amazing encounter with the book. In this article we are talking about "ancient times", namely, Pushkin's "Songs about the prophetic Oleg". Auto articles invites the young reader to delve into history and understand incomprehensible words, imagine what happened once, in distant, bygone times. A new form of work has been chosen as the symbol of the meetings - a stepladder.

34. Polevina E.V.

The book as a means of aesthetic education of readers of school libraries / E. V. Polevina // School Library. - 2009. - № : 3. - S. 47-49: ill. - Bibliography. at the end of st..

The history of introducing children to book culture from ancient Rus' to the present day.

35. Polozova T. D.

On the power of the art of the word / T. D. Polozova // School Library. - 2010. - № : 9-10. - S. 46-56: ill. - Ending. Start: #8

On the problems of teenage reading.

36. Polozova T. D.

On the power of the art of the word and the value of reading / T. D. Polozova // School Library. - 2010. - № : 9-10. - pp. 37-44

A fragment of T. D. Polozova's book is proposed, in which there is a conversation about a dialogue with the reader, "heart failure" and forms of its completely non-medical treatment by reading.

37. Pominova L.V.

Formation of family reading traditions through play activities - the "Lad" holiday: Experience in organizing a family holiday / L. V. Pominova // School Library. - 2009. - № : 8. - S. 8: ill.

Experience as a school librarian in organizing home reading.

38. Protsenko N. D.

Application in practice of the systematic use of visualization in the organization of a child's work with a book as an integral and most important component of developmental education.

39. Rabovich G.V.

Reading with the whole family: A bibliographic guide / GV Rabovich // School Library. - 2010. - № : 9-10. - S. 64-71: ill.

40. Rabovich G.V.

Galina Rabovich writes about overcoming four important steps on the way to becoming a Great Reader. Two steps (two steps): "Teaching to read" and "Introduction to reading" were published in a previous article. About the next steps: "Formation of a circle of reading" and "Culture of reading" - you will read in this issue.

41. Semenishcheva Z. G.

The reader should feel and know that he is loved and expected in the library / Z. G. Semenishcheva // School Library. - 2010. - № : 6-7. - S. 111-114: ill.

Forms and methods of attracting children to reading in the school library.

42. Siluyanova S.V.

From Interest in Reading to Spiritual and Moral Health of Students (Partnership of School and Family) / SV Siluyanova // School Library. - 2008. - № : 5. - S. 48-53: ill.

On one of the ways of effective education of children - the organization of cooperation with the family.

43. Solovieva E. A.

Development of interest in books and reading through the creative realization of the child's personality / E. A. Solovieva // School Library. - 2010. - № : 1. - S. 65: ill.

An article by the head of the district children's library of the MUK "Safonovskaya RTSBS" E. A. Solovieva about the experience of cooperation with school libraries. Projects and principles of building the work of libraries, forms of work.

44. Sukiasyan E. R.

Student's home library / E. R. Sukiasyan // School Library. - 2007. - № : 1. - S. 57-62: ill.

Tips and hints for the school librarian, class teacher in holding a parent meeting on organizing a home library for children.

45. Timofeeva I. N.

A book in the life of adolescents: fragments of books / I. N. Timofeeva // School Library. - 2009. - № : 2. - incl. : ill.

Fragments of the books of the senior researcher of the Russian National Library I. N. Timofeeva "Books in the life of young children" and "Children. Time. Book"

46. Tikhomirova I. I.

47. Tikhomirova I. I.

Children's reading and contradictions / II Tikhomirova // School Library. - 2008. - № : 3. - S. 62-66: ill.

A look at the fate of reading in Russia.

48. Tikhomirova I. I.

The origins of the development of creative reading in Russia: Training / I. I. Tikhomirova // School Library. - 2008. - № : 6-7. - S. 156-159: ill.

49. Tikhomirova I. I.

How to work outside the box according to new standards / I. I. Tikhomirova // School Library. - 2012. - № : 2-3. - S. 104-108: ill.

About the set of manuals published by the publishing house "Prosveshchenie" - "Learning successful reading. Reader's portfolio", compiled according to new methods and aimed at introducing children to reading.

50. Tikhomirova I. I.

Forms of working with the book: Recommended list of literature for peers Participation in school-wide events Intellectual games Essay competition on reading, books and libraries Book advertising Book presentation Week of children's book Annotation on the book "Lessons of Loud Reading" "Lessons of Quiet Reading"

Who is a talented reader? - able to independently choose a book; - able to make a list of works on a specific topic and find them; - Able to use the reference apparatus of the library. A talented reader is a creative reader who has the habit and skills of systematic, purposeful reading. The components of a talented reader: aesthetic enjoyment of reading, love of reading, joy of reading, ability of aesthetic perception, high literary taste. Who is a talented reader? - able to independently choose a book; - able to make a list of works on a specific topic and find them; - Able to use the reference apparatus of the library. A talented reader is a creative reader who has the habit and skills of systematic, purposeful reading. The components of a talented reader: aesthetic enjoyment of reading, love of reading, joy of reading, ability of aesthetic perception, high literary taste.

Methods of work of students with works: - taking notes; -citation; - extracts; - use of dictionaries; -use of directories; Methods of work of students with works: - taking notes; -citation; - extracts; - use of dictionaries; -use of directories;

Education in students the need to read in the classroom: - The ability to comprehend what is read; - formulate their own attitude orally or in writing; -keep records of what you read in various forms: a diary, a review, a discussion of what you read in correspondence with friends; - preparation of reports, messages, abstracts, presentations. Education in students the need to read in the classroom: - The ability to comprehend what is read; - formulate their own attitude orally or in writing; -keep records of what you read in various forms: a diary, a review, a discussion of what you read in correspondence with friends; - preparation of reports, messages, abstracts, presentations.

Books by which authors elementary school students read: N. Nosov, V. Dragunsky, D. Defoe, R. Kipling, G. Auster, about dinosaurs (boys) and about fairies (girls). As well as magazines about animals ("Misha", "Young Naturalist", "Why and Why?") and entertainment magazines. Books by which authors elementary school students read: N. Nosov, V. Dragunsky, D. Defoe, R. Kipling, G. Auster, about dinosaurs (boys) and about fairies (girls). As well as magazines about animals ("Misha", "Young Naturalist", "Why and Why?") and entertainment magazines.

Reading list for children and adolescents: 1. Books on the school curriculum. 2. Fairy tales - for the younger ones; "fantasy" - for the older ones. 3.Adventures. 4. Horrors. 5. Detectives. 6. Books about nature and animals. 7.Comics and magazines. Reading list for children and adolescents: 1. Books on the school curriculum. 2. Fairy tales - for the younger ones; "fantasy" - for the older ones. 3.Adventures. 4. Horrors. 5. Detectives. 6. Books about nature and animals. 7.Comics and magazines.

Education of students through activities: -Introduction to the library (Grade 1) -KVN based on the fairy tales of K. I. Chukovsky -Library lesson “The Structure of the Book” (Grade 3) -Week of Russian Language and Literature -Week of History -Week of Biology and Social Studies -Teacher's Day -Autumn kaleidoscope -New Year -Library lesson “Get a letter” -KVN based on Russian folk tales -Victory Day (meeting with veterans), etc. Education of students through activities: -Introduction to the library (grade 1) -KVN based on the fairy tales of K.I Chukovsky -Library lesson "The structure of the book" (grade 3" -Week of Russian language and literature -Week of history -Week of biology and social science -Teacher's Day -Autumn kaleidoscope -New Year -Library lesson "Get a letter" -KVN on Russian folk tales - Victory Day (meeting with veterans), etc.

What we have for working with readers: - Fiction - 90% - Methodical literature -30% - Industry literature -40% - Reference literature -10% What we have for working with readers: - Fiction - 90% - Methodological literature - 30% - Industry literature -40% - Reference literature -10%

We all must introduce the younger generation to reading, because. it is it that allows a person to continuously learn and master new things, to gain access to the rich heritage of world and national culture, which will contribute to the development of the inner world of a person. We all must introduce the younger generation to reading, because. it is it that allows a person to continuously learn and master new things, to gain access to the rich heritage of world and national culture, which will contribute to the development of the inner world of a person.

Read! Fall into the bottomless ocean of literature with your head, sink to the bottom and soar to the skies with the heroes of the books! Rejoice that you have the priceless gift of reading! People who read, bring your love for literature to those around you, so that more and more hearts are kindled with love for reading! Read! Fall into the bottomless ocean of literature with your head, sink to the bottom and soar to the skies with the heroes of the books! Rejoice that you have the priceless gift of reading! People who read, bring your love for literature to those around you, so that more and more hearts are kindled with love for reading!

Teacher of the Russian language and literature Bukharbaeva Damela Ramashovna. Zhitikara city, Kostanay region, KSU "Secondary school No. 3"

educate the reader

Today, in our computer age, when the book is “losing its ground”, when we are anxiously talking about the non-reading generation, one of the main tasks of the philologist is to form an interest in the book among his students, to arouse in them the desire to turn to works.

But how do you make reading a joy for students? How do you get students to love reading? These questions make you search, try, accumulate in your experience.

In order to instill in children a love and interest in a book, one must first teach them to read correctly and thoughtfully in a literature lesson.

Correct reading- this is the easiest way to learn how to ask questions and answer them, the key to the formation of a creative personality

thoughtful reading expands human consciousness, stimulates the imagination, helps the child learn to think.

The student needs to understand what is the benefit of reading. To do this, I have developed a memo “The benefits of books are incredible!” which consists of the following items:

Reading books increases a person's vocabulary;

Promotes the development of a clearer and more precise thinking, which allows you to formulate and express thoughts more clearly;

Reading is an exercise for the brain, it has the same effect on it as sports on the state of the body;

Reading guarantees academic success in all subjects. After all, reading at school is connected not only with literature. It is the basis for the study of all disciplines.

Remember: a huge mass of professions, one way or another, is connected with reading various business papers, which requires language development;

Remember: V. Sukhomlinsky, a great teacher, said: "Reading is a window through which children see and learn about the world and themselves." So see and know this world and yourself!

I begin each literature lesson with the words of V. Sukhomlinsky: “You can live and be happy without mastering mathematics, but you cannot be happy without being able to read. The one who does not have access to the art of reading is an ill-mannered person, a moral ignoramus.

Further, I draw the attention of the children to the fact that reading is far from an easy thing: in order for a book to remain in memory, for its characters to become close, an effort must be made. It is important to remember the author, the main characters, to figure out where and when the action takes place, to find out the meaning of incomprehensible words. And this is where the reading diary, which they start from the fifth grade, helps the students. It consists of the following columns:

Name;

The main character, characters;

Meaning of words

My opinion.

To increase the effectiveness of the lessons I use work in groups, pairs. Group work helps strong students not only in learning new material, but also in self-control. In the lessons I create situations aimed at ensuring that the child passes through himself the actions committed by a literary hero, learns to believe, be friends, love, empathize.

Taking into account the reading interests of students, in my practice I use various methods and techniques of work:

-creation of problem-search situations, setting up all children for active participation and solving problematic issues;

-conversations-discussions, which teach schoolchildren to reflect on what they read, to express their opinion (for example, A.S. Pushkin "Belkin's Tales" - you need to arrange your life or fulfill your duty to your parents; M. Gorky "At the Bottom" - sweet lies or bitter truth; L. Tolstoy "After the Ball" - happy love, family life or loneliness, disappointment ...);

-use of oral verbal drawing;

-vocabulary work especially when reading complex texts;

-literary competitions, quizzes using ICT.

- Description of the hero in different life situations The student imagines the hero in different life situations, even if this is not implied in the text.

- Quote characterization of the hero. Analyzing the image of a particular character, it is possible to work with a characteristic “scattered” in the work in order to compare the descriptions of the hero in different situations, which allows you to penetrate deeper into the character of the hero, to understand the meaning of his actions.

It is also possible to interest students in the works of a poet or prose writer when they know about the main stages of his life, about how his life and work are connected. Therefore, review lessons are so important, for which the program does not allocate enough hours. This task has to be done outside school hours at extracurricular activities. Literary evenings about the life and work of M. Tsvetaeva, A. Akhmatova, M. Bulgakov, A. S. Pushkin were held in an interesting and exciting way ...

Modern life requires erudition, creative thinking from young people, and therefore - erudition. A person who has capital based on reading finds social recognition more easily, his speech is better developed, he is more in demand, more successful in any business, expresses himself more freely in communication, understands others better. Whether our teenagers read, what and how they read, depends on their success today and tomorrow's fate, which means the fate of the country, its future.

Reading = pleasure. This formula is the only true one in the upbringing of the real Reader. Parents should always remember this. But how can such equality be achieved? About some tricks and little tricks to attract children to reading, employees of the central city children's library named after A. A.S. Pushkin Svetlana Aleksandrova and Tatyana Plokhotnik.

Modern children start reading at the age of 5-6. And it is at this age that many parents make a fatal mistake that "kills" a barely born reader - they stop reading aloud to their child. But the baby's reading technique is still too weak. He is not able to independently read large volumes of text, enjoying it.

All efforts go into putting together individual letters, a few words. Where can I get to the general meaning of what I read!

From one mother's experience:

We were helped to pick up the speed of reading ... comics! In the summer after the first class, we went with the child on a long trip by train, we had to keep our son busy with something. You can’t play active games in the car, so I bought different comics - about superheroes familiar from cartoons. All the way, the son sat like a mouse, only the pages rustled. It turned out that this was exactly the format that he needed then - large pictures on almost the entire page, the text below them in five to seven lines. He read this on his own, and read larger books together. My son “had been ill” with comics literally in three or four months, but on the other hand, he came to the second grade, already reading fluently, and ceased to be afraid of voluminous books.

But to have fun just by gaining reading speed will not work. The most important thing is to bring the child to meaningful reading, that is, understanding the text, deepening into the text. Come up with any maneuvers, any games, so that the child himself wants to read.

In no case do not focus on reading errors, do not blame - you need to correct the child very carefully, imperceptibly. Rejoice in every read word of the child, because these are really his small victories!

The specialized literature describes a variety of game methods for introducing children to reading. We bring to your attention some of them.

Kassil method

This method is suitable for a child who has already developed a reading technique, but does not like to read. The reader's curiosity has not yet been awakened in him.

Parents choose the most interesting text (according to the tastes of their child), start reading and stop at the most interesting place. The reason is incredible employment, urgent household chores for both mom and dad ... but the book - here it is! Take it, read it! And be sure to tell us later how the case ended! The child without much enthusiasm takes up the book, but the desire to find out what happened to literary heroes is too great. After some time, adults join him, leaving their affairs. They praise the child for the desire to read and read already together. Gradually, a technical skill develops into a meaningful one.

Spark Downis method (child psychologist)

One day the child wakes up and finds a letter under the pillow, for example, from Carlson, where the literary hero in two lines tells the kid that he loves him and wants to be friends with him. And that "there and there" he hid a gift for him. The gift is in the right place. The child suspects the game, but joins it with joy.

The next morning, another letter, where there is not a word about the gift, but it says, for example, that he wanted to leave him tickets to the circus, but he saw how the kid pulled the cat's tail, and she squealed. And because tickets to the circus are postponed. Every day the letters are longer and read faster. The skill becomes meaningful, and the child associates a feeling of pleasure and joy with reading.

Method of the ancient people (also called the People of the Book)

The child is allowed to read only when he behaves well and as a reward they not only give the opportunity to read a few lines (or even half a page), but even bake special cookies in the form of a book, which the child receives to commemorate the joyful moment. Reading is joy and celebration. And this is what a child should know every time he picks up a book. If the child misbehaves, the book should not be read.

We are not sure that this method will suit modern children, although someone might be worth a try.

The method of an illiterate Tatar woman

A mother and son lived. They were very poor. The woman was not even literate. The son was a gifted boy: he himself learned all the letters. To teach a child to read, this woman came up with her own way. When she sat down to peel potatoes, she said to the boy: “Help me, son; my hands will hurt less if you read me a book.” And so three times a day. Every day the son read better and better, and his mother told him: “I’m illiterate, and you will become my scientist”; and the son agreed with her. Her words really came true, and the method of the Tatar woman helps many to introduce children to reading.

Of course, you need to understand that there is no one universal method of initiating reading. You may have to combine several of the suggested methods for your child, or even invent your own.

Reading should become a daily good habit, just like brushing your teeth or washing your face. And the task of an adult is to develop this habit both in his child and in himself. After all, the most effective method of attracting children to reading is the reading adults around them.

Buy books, give them to your child! Go to the bookstore together and let your child pick out a book.

Leave printed materials anywhere your child can see them.

Let your child "manage", for example, culinary recipes, and when cooking, ask them to read them aloud.

Play board games that involve reading.

Collect a home children's library and enroll your child in the library.

Invite your child to read the book the movie is based on before or after watching the movie.

If your child has questions, invite them to look together for the answer in the book.

Take turns reading stories or funny stories to each other.

Read books with your child on how to craft with your own hands.

Ask the child's opinion about the book he is reading.

Read to and with your child before bed every night.

To be continued!

The ability to read, understand what is written is necessary, it is indispensable, both when reading price tags in a store, and when reading serious documents. It all depends on the reader's skills, on his ability to read, which are undoubtedly instilled in childhood.

Everyone wants to educate a "talented reader" in a preschool child (S.Ya. Marshak). You may be confused by such a statement: after all, the child does not read himself yet, he only listens to reading, and can a listener be a talented reader? The answer to this question must undoubtedly be in the affirmative. After all, reading to a child, you form his erudition, that is, knowledge of literary works, their heroes, interest in reading, learning new things, striving for cultural improvement. In the process of reading, you introduce the child to literature as an art, open to him the world of literary images, the beauty and grandeur of the Russian language. The child, listening, learns to understand a literary work: the imagination draws a hero for him, his image, the events in which he becomes a participant. The actions of the character speak of his views, thoughts and character. For a child, the spiritual world of a person opens up, all the complexity of human relations, moral concepts that guide people in their lives.

Passing with the characters through all sorts of trials, experiencing as the plot develops, the child makes his choice: he takes the side of the hero, opposes, together with the hero, the characters personifying evil and doing injustice. Such sensitivity to the literary image, the desire to help the hero, the ability to actively contribute and empathize, forms the moral and spiritual position of the child in life, and the craving for reading is the most important characteristic of a "talented reader".

But a talented reader must and is brought up by talented works. Therefore, the selection of the necessary material for children's reading is a very difficult and difficult task. The difficulty is aggravated by the fact that we are talking here about the first experience of the child, that is, the first meeting with fiction at the most important stage in the development of his personality - the stage of preschool childhood.

Fairy tales are a kind of manual that teaches, using the example of fairy-tale or fictional characters, birds, animals, insects, natural phenomena, what is good and what is bad. Unbeknownst to himself, the child is preparing for what he will have to face in life, how to react, relate and act in difficult situations. People in ancient times (when folk tales were composed) were probably wiser than those living today, they did not want to tell children in advance about the difficulties that they would inevitably have to face later on themselves, in time to feel all the hardships of life, and imperceptibly for the children themselves prepared them for these difficulties, a calm attitude towards them, and consequently raised mentally healthy people with a stable psyche.

In fairy tales, the psychological effect of "luring" is often used - a fairy tale and its plot attract a child, and unbeknownst to himself, he comprehends the basic laws of life.

In the fairy tale "The Fox and the Crane", there is such a saying: "As it comes around, it will respond" - just like in a fairy tale it happens in life: after all, when a good disposition is neglected, used for their own purposes, then the relationship is at best terminated . Everyone knows the expressions "The beaten one is lucky", "Cold, freeze, wolf's tail!", "Catch, fish, both small and large!" (

Everyone knows them, heard them and remembered them in early childhood, but they remember them all their lives, even in old age people retain this information, memories from childhood. The characters involved in the fairy tale: animals, birds can be forgotten, but the essence laid down in just a few words, in one phrase remains with a person all his life, is not forgotten over the years.