Parents' meeting "Introducing children to reading books."

How NOT to teach a child to read books - the most common parental mistakes

Parents concerned about their children's education strive at all costs to instill a love of books, and in their impulses they make many mistakes.

• Many parents try to forcefully instill a love of books. And this is the first mistake, because you cannot force love.

• Another mistake is late training. Most moms and dads only think about reading when they start school. Meanwhile, attachment to books should begin in childhood, almost from the cradle.
• The flip side is the rush to learn to read. Early development is trendy today. Therefore, advanced mothers teach babies to read when they are still crawling, developing creative, athletic and mental inclinations ahead of time. But it is worth remembering that your impatience can cause a negative reaction in a child to books for many years.

• One of the most common mistakes is reading books that are not appropriate for your age. An 8-year-old child cannot read novels and poems with pleasure; you should not demand this from him. He is more interested in reading comics. But a teenager is not interested in the works of eternal classics; they still need to grow up to these books. Let him read modern and fashionable literature.

Methods for introducing children to reading - how to teach a child to love books and get interested in reading?

• Show by example that reading is good. Read for yourself, if not books, then the press, newspaper, magazines or novels. The main thing is that children see their parents reading, and that you enjoy reading. In other words, parents should relax with a book in their hands.
• There is a proverb that a house without books is a body without a soul. Let there be a lot of different books in your home, then sooner or later the child will show interest in at least one.
• Read books to your child from childhood: bedtime stories for kids and funny stories for preschoolers.

• Read when your child asks, not when it’s convenient for you. Let it be 5 minutes of reading for pleasure rather than half an hour of “obligation.”
• Instill a love for books as objects - this is an indispensable condition for a love of reading. Teach how to handle publications carefully, not to break the binding, or tear out pages. After all, caring attitude distinguishes favorite things from unloved ones.
• Do not deny your child reading when he learns to read on his own. The transition to independent study of books should be gradual.
• It is important to select a book according to age. For kids, these will be large-format volumes with beautiful, bright illustrations. Books with large print for schoolchildren. And fashionably designed publications for teenagers. The content should also be age appropriate for the reader.

• You need to teach your child to read without forcing it , especially if you learn the letters before school. Read signs, newspaper headlines, write short notes to each other. This is much better than posters, cards and coercion.
• Talk to your children about what you read . For example, about heroes and their actions. Imagine - you can come up with a new continuation of the fairy tale or play “Little Red Riding Hood” with dolls. This will generate additional interest in books.
• Play reading . Read one by one, word by word, sentence by sentence. Alternatively, you can sketch the fifth sentence from the tenth page and guess what is drawn there. It is worth coming up with a lot of entertainment with books, letters and reading, because game learning gives good results.

• Maintain interest in what you read. So, after “Masha and the Bears” you can go to the zoo and see Mikhail Potapovich. After “Cinderella”, buy a ticket to the performance of the same name, and after “The Nutcracker” to the ballet.
• Books should be varied and interesting. Because there is nothing worse than reading a boring and incomprehensible story.
• Do not prohibit watching TV and playing on the computer in favor of reading books. Firstly, because the forbidden fruit is sweet, and the child will strive even more for the screen, and secondly, because due to the imposed prohibitions, the child will have a negative reaction to books.
• Allow you to exchange books with your peers.
• Create comfortable reading areas in your home. This encourages everyone in the household to read more.
• Start family traditions related to reading. For example, on Sunday evening - general reading.
• From childhood, read to your child with expression , use all your artistry. For a child, this is a whole idea that a book reveals to him. Let this personal theater remain with him always. Then, even as an adult, a person will perceive the book just as vividly as he once did on his mother’s lap.

• Tell your child about the personality of the author, and perhaps, having become interested in the biography, he will want to read about it.

Parent meeting on the topic “Reading is important!” (2nd grade)

Parent meeting on the topic

"Reading is important"

(dialogue with training elements)

Target

: creating conditions for parents to understand the importance of reading (and family reading in particular), and to form a pedagogically sound position regarding introducing their own child to reading.

Tasks

: 1. Understanding the importance of introducing a child to systematic conscious reading.

2. Identification of problems of interaction between parents and children in the development of interest in reading.

3. Parents mastering techniques for developing technology, awareness and interest in it.

Form of conduct

: dialogue with training elements.

Preparation stage

.

1. “Parallel” survey of students and their parents on the topic “Does the child like to read?”
2. Preparation of heuristic motivating information for parents “about reading statistics in languages”
3. Development of instructions for parents:

   “How to raise a bookworm?”

4. "Literature for parents on family reading"

Teacher

: Dear parents! I would like to begin my speech by quoting ancient Chinese wisdom: “You should not give fish to a hungry person. He eats it in a day. We need to give him a fishing rod and teach him how to fish, and then he will be able to catch fish every day and will stop being hungry.” (Slide No. 2)

The basis of modern education is a system-activity approach. Giving knowledge is no longer relevant now. You need to teach your child to acquire this knowledge himself. The student changes from being an object of learning to becoming a subject.

The modern world is a huge flow of various information. To understand it, to separate necessary information from unnecessary, useful from useless, and sometimes harmful, a child needs to read well. What does it mean to read well? This is reading at optimal speed and consciously, understanding what you read. Optimal reading is reading at a conversational pace. It is this kind of reading that provides an opportunity for successful learning both in primary school and during the transition to primary school. And for reading to be exactly like this, the child must love to read. From this we can conclude that the stated topic of our meeting is very, very relevant. The importance of reading in a person’s life is so obvious that each of you would probably want his child to love reading. V. Sukhomlinsky, during the period of research into the causes of mental retardation in schoolchildren, noted that if in the lower grades children devoted little time to the process of reading and processing information, then they developed a structure of low brain activity. (Slide No. 3)

I would like to see interest in family reading begin to revive. Systematic communication “around the book” promotes emotional and spiritual unity between elders and younger ones, mutual understanding and communication. (Slide No. 4).

However, many believe that books today are being replaced by television and computer games. But the latter are fraught with serious dangers and can lead to very sad consequences not only for the child’s health, but also for his mental development. (Slide No. 5).

But I want to say that books cannot have competitors. They contain the knowledge of humanity. They teach goodness and justice, discover the beauty of the world around them, instill a love of life and the joy of learning. (Slide No. 6)

And since the amount of information that a person must process in order to satisfy his hunger for information, become successful in his profession, and become morally enriched, is constantly growing, the importance of engaging in reading increases accordingly. Let's see this with specific examples. (On reading the language of statistics). (Slide No. 7-10)

• A person perceives 20% of information with his eyes, 70% of which is through reading.

• By 1980, the volume of information doubled every 5-7 years; by 1990, the doubling occurred annually.

• By 2013, the volume of information will increase 4 times compared to 1990, and by 2040 – 32 times.
• It is argued that our contemporary, in order to keep abreast of scientific news, must read as much in a year as he previously read in his entire life.
• 95% of people read very slowly, 180-200 words per minute (1 page in 1.5-2 minutes).
• The average reading speed of high school students is 90-100 words per minute, students - 120-180, specialists with higher education - 200-250 (the degree of assimilation ranges from 20-60%).
• The eyes of a person with average reading skills make 12-16 stops on one book page.
• For a traditionally reading person, the volume of simultaneous fixation is 10 printed characters - 1.5-2 words per line.
• J. J. Rousseau, A. S. Pushkin, Napoleon, O. de Balzac, N. G. Chernyshevsky, L. N. Tolstoy, V. I. Lenin, M. Gorky, A. Einstein, A. were amazingly fast readers. V. Lunacharsky.

• Napoleon read at a speed of 2 thousand words per minute.

• O. de Balzac read a two hundred page novel in half an hour.

• M. Gorky read at a speed of 4 thousand words per minute.

• Enlightener N.A. Rubakin read more than 200 thousand books during his life (2,750 per year).

• I. Goethe: “Good people have no idea how much work and time it takes to learn to read. I myself spent 80 years on this and still can’t say that I achieved my goal.”

• N. Amosov: “Only tension mode is favorable for the human body. Forces increase with tension."

(Slide number 14) Teacher:

The first question up for discussion today is
“Reading is important
.”

Indeed, in the history of Russian culture, literature for children occupied an honorable place - it was in children's literature that poems, drawings, and dictionaries first appeared. The best writers, publicists, and scientists participated in the creation of the books. The ancestors of children's literature in Russia were primers, alphabet books, azbukovniki (1574 - Ivan Fedorov, "Azbuka"; 1634 - V.F. Burtsov, "Bukvar"; 19th century - K.D. Ushinsky, "Children's World"). ( Slides No. 11-13

). Since childhood, we have remembered the fairy tales of V.A. Zhukovsky, A.S. Pushkina, P.P. Ershova, A.N. Afanasyeva, D.N. Mom's Siberian. These are our educators, guardians of national traditions and “stimulants of the senses.” Our children love fairy tales, short stories, and long stories. But whether interest will develop, whether it will turn into a real passion for reading, into a source of wisdom depends largely on the parents.

The book awakens emotions.

(
Slide No. 15)
Slide No. 16)

Also I.P. Pavlov argued that emotions are a unique and very strong energy source for a person. While reading a book, a child is happy, worried, surprised, compassionate, and all these are emotions, they are needed. If there are no positive “charges,” negative ones can easily come into play. Once, twice, and then, you see, the child has already learned to enjoy what seems to us not entirely clear and even harmful. If a child lives in a state of chronic emotional hunger, an acute and even pathological reaction may occur. Children begin, for example, to break windows on a tram in order to experience the severity of risk and fear. “Out of boredom,” they usually say. No, the most correct thing is from emotional “hunger”.

Reading increases intelligence.

(Slide No. 17)

Remember the statistics. A person perceives 20% of information with his eyes, 70% of which is through reading. That is, if a child systematically does not read, then he misses about 14% of all information available to him. Please note that in order to keep abreast of scientific news, a person today must read as much as a person previously read in his entire life. So, reading today is a way to meet the times, its speed and strict requirements. Moreover, the speed and level of reading comprehension must be increased all the time. In support of this thought, I will cite the famous words of I. Goethe “Good people do not even suspect how much work and time it takes to learn to read. I myself spent 80 years on this and still can’t say that I achieved my goal.”

Reading helps in studying.

(Slide No. 18)

Indeed, a child who reads well quickly grasps the meaning of what he reads and highlights the main thing. A child who is weak in reading must read, for example, the statement of the problem several times in order to understand its essence. Those who read fluently usually answer questions about what they read better and have greater spelling awareness. Finally, high reading technique contributes to emotional expressiveness and increases the degree of perception and depth of understanding. And, of course, if a child reads more, he has a larger amount of information, and is better oriented in all subjects, has the skills of searching for it and communicating.

Books form self-educational skills.

(Slide No. 19)

Having started reading, a child is freed from the dependence and guardianship of adults. He begins to understand that the book world is fascinating and huge, you can travel in it endlessly. The child goes to the library, learns to understand the structure of a book, use reference books, encyclopedias, and forms. This helps a lot in learning activities. The child knows that no matter what question arises, the answer can be found in the sorceress - the book.

Reading encourages moral action.

(Slide number 20).

Unfortunately, the surrounding reality is not always “replete” with lessons of high morality. And faith in the good, the bright, is supported by the images of your favorite heroes, whom you want to be like, whose actions you admire.

Books are a valuable source of knowledge about behavioral norms. “The Teddy Bear is an Ignorant” by A. Barto, “The Magic Word” by V. Oseeva and many others are original and witty textbooks of good manners, politeness and good manners. A child who condemned a bear cub for “rushing to the house and being the first to get into the den, without giving way to the elderly bear,” is unlikely to push away adults and rush to the door.

Now let’s ask ourselves probably the most difficult question: “How to raise a bookworm?” (Slide No. 21).

Unfortunately, we often encounter persistent rejection of the reading process on the part of the child. What's the matter? (Parents are invited to give their version of the answer to this question).

Chain of parents' opinions.

I propose to unite in “fours” and try to offer those present their own (possibly time-tested) way of introducing a child to reading.

Possible options for “advice” from parents.

1 group.

The child is greatly influenced by whether the parents themselves read or not. If in the evening they spend most of their time in the kitchen or watching TV, or worse, at the computer, then their “child” is unlikely to be a bookworm.

Teacher's comment

Let's say a parent repeatedly admonishes their son or daughter about the importance of reading. But if you very rarely turn to books and treat them carelessly: books gather dust in the closet, lie around anywhere, are used as a stand for something, then the child is unlikely to understand their true value.

There are houses where numerous volumes stand decorously on shelves, but, unfortunately, they are only part of the interior, a luxurious addition to beautiful furniture. In such conditions, the child gets used to perceiving expensive books as antique trinkets that can be admired, but better not touched.

Of course, there are other families in which talking about books is simply not necessary: ​​the child often sees his parents reading, they exchange impressions about what they read, are happy about their new purchase and immediately leaf through it.

2nd group.

It is necessary to maintain a child’s interest in reading: ask questions, delve into what he is reading, be surprised at some aspects of the content, and get carried away by it.

Teacher's comment.

Indeed, your participation in your child’s reading process is priceless. However, we cannot overdo it: sometimes by actively interfering in the hobbies of our son or daughter, we try to guide them and cause harm.

3rd group.

Little parental “tricks” can help, for example, “Please read for me while I wash the dishes.”

Teacher's comment.

A good trick: reading should not be “empty” if it is still difficult for the child. In the proposed situation, the son or daughter has the feeling that he is doing something useful, and not just practicing reading techniques. Thank your child, discuss what you read with him, and you will move forward - naturally and unobtrusively.

4th group.

You need to give your child beautiful books, focusing on his interests. You can take them to the bookstore more often and choose! But at the same time, don’t “sink” only into comics and illustrations for “cartoons”.

Teacher's comment.

Indeed, it means a lot how interesting the first books turned out to be. Remember what books fascinated you as a child and bring them to your child. This is important because you can talk about these books with your child, you remember their content.

5 group

. You need to be patient, don’t reproach your child for having trouble reading, encourage him, and praise him for taking small steps.

Forward. Remember, you didn’t succeed right away.

Teacher's comment.

The most anti-pedagogical question you can ask a child is: “Why can’t you read faster?” It’s even worse if, having lost control of yourself, you scream. By screaming, you destroy all the results of your upbringing. Whatever the reason: reluctance, inability to read, yelling at a child is unacceptable and humiliating, and most importantly, useless. A child who has been yelled at is unable to work productively.

6 group.

Sometimes parents should turn into “Dunno” and be sincerely surprised and interested in what their child is reading. The feeling that he knows more about at least something greatly encourages the child and helps him consolidate his reading interest.

Teacher's comment.

In such situations, the child usually happily offers: “If you want, I’ll tell you...” and the adult must have time to listen to him. In addition, such a conversation is an excellent school of storytelling that a person needs.

Of course, the “treasury of parental wisdom” can still be replenished. In the meantime, I want to offer you reminders that contain a lot of useful tips. (Memo “How to raise a bookworm?” in the appendix).

The next stage of the conversation is “Learning to read rationally and meaningfully.” At the beginning of our dialogue, we emphasized the idea that it is necessary to improve reading techniques and develop the ability to quickly navigate the text throughout life, and especially at such a difficult stage as elementary school. Now you will receive a text with a large number of interesting exercises, the implementation of which develops interest in reading and contributes to the development of its technique in the context of family education. So that you understand what the essence of the proposed tasks is, team up in pairs and try to complete them yourself. (Exercises from the application). (Slide No. 22).

Teacher.

(Slide No. 23).
So, let's remember that the book is the bearer and custodian of the national heritage, an educator of spirituality, a “counterweight” to many negative processes in the world around the child. Read for yourself, read with your children, and you will inspire your life with beautiful images. This path is not easy, but it is beautiful, because it leads to the heights of morality and understanding of the high purpose of Man in this world. ( Parents are given a list of literature about reading and family reading
).

Bibliography.

1. Salyakhova L.I. Parent meetings. Scenarios, recommendations, materials for conducting. 1-4 grades. – M.: Globus, 2008.
2. Kozlovsky O.V. Speed ​​reading. – M.: AST. Donetsk. – Stalker, 2006.
3. Luchina T. Methodological recommendations for holding parent meetings. Education of schoolchildren. 2002. - No. 9. pp. 15-17.