Lev Shtenberg: "Methods of teaching reading." Rebus method for teaching reading

Rebus method by Lev Sternberg. Parental experience.

This is how you can easily teach a child to read!

All previous pages of this chapter were written before I became acquainted with Lev Vladimirovich Sternberg and his rebus method. This acquaintance did not completely change my idea of learning to read, but it enriched it many times over.

The rebus method is such a simple, elegant and (seemingly) obvious method that it seems completely incredible that it was only invented recently. For advertising purposes, it is sometimes claimed that with its help a child can be taught to read in a few minutes. This, of course, is a very strong exaggeration, if by the ability to read we mean the ability to use books. However, in a sense this is true. Judge for yourself.

To begin with, I start a simple oral game with the child to “cut off” words.

“Listen,” I say. - Here's how I can:

SPOON - LO...
CAT - CAT...
BALL - ME...
TEAPOT - CHA...

Gradually, I involve the child in this game and ensure that, when he hears the word I speak, he returns his “stump” to me:

- PEN.

- RU...

- PALMA.

- PA...

- SCISSORS.

- BUT...

(It should be noted that in all the words that I offer to the child, the stress certainly falls on the first syllable. This greatly facilitates the child’s task and saves us from confusion with vowels, which in unstressed syllables are often pronounced differently from how they are written.) Then I make it more difficult. rules, and we start playing with two words at the same time:

— SHOES, KETTLE.

- TU... CHA...

— CACTUS, BALL

- PORRIDGE...

— SCISSORS, WEIGHT

- LEGS...

— DOVE, FISH

- MOUNTAINS...

In the same way, the game can be continued with triplets of words:

— SPOON, PALM, SLIPPERS.

- LO... PA... TA...

- CAT, WATERING CAN, SUN.

- WHEEL...

Now let the child play this game with himself. To do this, I show him hints in the form of pictures (pictograms). For example, a child sees

and says:

- CAT, THREAD - KO-NI.

And when I see

he says:

- MElon, CANCER - HOLE-RA.

(You may need to help your child at first by pointing at the pictures with your finger.) Here are a few more examples:

- TIE, ZEBRA, SLIPPERS - GA-ZE-TA.

- LAMP, HOUSE, THREAD - LA-DO-NI.

- BEADS, CANCER, TIGER, SCISSORS - BU-RA-TI-NO.

- CLOUD, GIRL, BOX, SPOON - O-DE-I-LO.

It turns out that the child, looking at the sequence of symbols, pronounces the words encoded in them. What is this if not reading?

So, we have barely started studying - and the child is already able to read something. We immediately took the bull by the horns, and we can only improve. Gradually there is no need to pronounce full names objects depicted in the pictures - it is enough to limit yourself to just the “stumps”:

So far in our repertoire there are only words that I personally call “Japanese”, because they are composed only of the simplest open syllables ending in a vowel. You have to try very hard to compose a coherent text from such words, although this is, of course, possible. Here is an example (suggested by Lev Sternberg):

Dasha and Kasha

Our Dasha was eating porridge.
Dasha could barely eat.
Dasha is tired of porridge.
Dasha didn’t finish her porridge.

Now the point is to gradually enrich our repertoire. For this we need letters. But you don’t have to cram them. At first they appear at the end of long words:

The child guesses these words from the first syllables and thus learns how to read an unfamiliar letter. After that, it can be placed at the beginning or in the middle of the word:

Acquaintance with a soft sign occurs in exactly the same way:

When a child masters all the consonant letters and the soft sign in this way, he, purely theoretically, can independently read any text - it is enough just to write down all the vowel letters, as well as all the “consonant-vowel” letter pairs, in the form of pictures. However, in practice, we are faced with the fact that not every such pair can be easily encoded with a picture, since in the Russian language there are simply no suitable words starting with this letter combination. This includes not only all sorts of exotic syllables, such as FE and BYO, but also the fairly common HU, ZHO and SYA. There are two possible ways out of this situation. Firstly, it is not at all necessary to give your child any texts to read at this stage. After all, you can limit yourself only to those in which this kind of difficulty does not occur. Secondly, we can leave non-coding syllables in the form of letters and simply tell the child how to read them, as needed.

Our next task is to gradually, one by one, replace the pictures with letters. This is done, for example, like this:

By writing letters instead of a picture, we leave a hint in the child’s field of vision, by which he can easily guess how to read an unfamiliar letter combination. It is important to note here that the pair of letters “consonant-vowel” is perceived by the child in fact as a single indivisible symbol (similar to how we perceive the Russian letter “Y”, consisting of two separate characters). The child does not have to learn to merge individual letters into syllables, as required by traditional methods. At the same time, he is freed from the need to stupidly memorize more than two hundred warehouses, as do those who learn from Zaitsev’s cubes. Everything that constitutes the main difficulties of other methods is simply absent in the rebus method.

After a child completely moves from pictures to letters, he, in fact, already knows how to read almost fully in words. Unless we still have to tell him about lowercase and capital letters, about the solid sign and about how syllables that are not coded by pictures, like FE and SYA, are read (unless, of course, we haven’t done this before). But by this time he already has quite a wealth of reading experience, so assimilating this information cannot cause him any difficulties.

This is the essence of the rebus method in a nutshell. However, for all its advantages, it has one serious drawback (which, hopefully, is temporary): this method is much less widespread than it deserves. This means that, frankly speaking, things are not going well with methodological manuals and other developments. Currently (summer 2014), the full list of benefits consists of two items:

1. Lev Sternberg. Rebus method. Initial learning to read using syllabic pictograms. Workbook. Sternberg Publishing House, St. Petersburg, 2009.

From the annotation: “The notebook contains more than 300 words of varying levels of complexity, which are repeated many times in both pictographic and alphabetic writing.<...>The notebook also contains many exercises for drawing, drawing, and writing.”

From the preface: The workbook “contains only individual words-nouns, no phrases or sentences. All words<...>written only in large numbers in block letters. This means that<...>the child must continue his education using other methods.”

From my own impressions: Excellent, good material, with which it is very good to start learning to read. Unfortunately, as rightly noted in the preface, this material is not enough - it is not enough for a full mastery of reading.

2. Lev Sternberg. Word cards “Rebus method”

From the annotation: “The set contains 456 cards. On one side of each card the word is written in syllabic pictograms, in the form of a rebus, and on the other side - in letters. This combination allows you to play many different games with cards to learn letters and develop reading speed.”

From my own impressions: Here you can find even more diverse words that complement the “Workbook”, but this is still not enough.

That's all, actually. It would also be nice to have a workbook with short sentences and texts, in which a gradual transition from pictures to letters would be implemented, and even better - a computer program that would allow each of us to create arbitrary materials for the rebus method according to our own taste and discretion .

The pictures on this page are taken from the mentioned manuals by Lev Sternberg and published with the kind permission of the author.

and its place in the process of learning to read

It turns out that before you read anything, you need for a long, long time learn letters, learn complex rules for connecting them, study for many days, weeks, months, but still can’t read! It’s good if the teacher is cheerful, can play different games and knows how to tell funny story"from the life of letters." This doesn’t make reading any better, but at least the activity stops being boring to the point of yawning. Now, if it were possible - once, I’ve already learned it! once and already read it! times, and even understood the word he read! A baby's dream!

It is this child’s dream that our Rebus method embodies. In a few minutes you can learn to read without even knowing the letters, practically without studying at all. Well, let’s not read whole stories, or even sentences, but at least just individual words. Well, even if not yet with the help of letters, which are so difficult for a child, but for now only with the help of syllabic pictograms, as the ancient Sumerians read. Before reading stories, the child has to go through the entire long learning path - letters, then words, then words, then phrases and sentences - everything that other textbooks offer. But with our book, from the very first lesson, the child will learn the most interesting and important thing in reading: UNDERSTAND THE MEANING OF WHAT YOU READ.

Just two rules

The “rebus method” is, first of all, a game, and an oral game at that. In order to understand the sound principle of our game, it is necessary to perform all the tasks we have indicated out loud, loudly and rhythmically. Our child does not yet know letters, does not yet know how to read, and therefore is able to rely only on spoken words and sounds.

Our game has only two rules. The first rule is how to distinguish by ear from a whole word its first sound pattern (in the word MASK not the first letter M and not the first syllable MAS , namely the first warehouse MA ). For a four-year-old child this is no problem, and within two to three minutes the baby masters our first rule. The second rule is how to select their first words from several whole words, loudly and rhythmically spoken out loud one after another, and understand the new resulting word.

From the very first minutes of the first lesson, children are captivated by the amazing transformations of one word into another. The teacher’s task at these moments is to demonstrate the rules of the game and restrain himself from unnecessary explanations. There is no need to explain to your child what a sound, syllable or sound pattern is. There is no need to tell what and how many letters the warehouse is written with. You don't even need to show pictures or objects. You just need to say clearly and rhythmically, like rhymes:

mask - MA
palm - PA
mouse - WE
cone - SHI
cat - KO
spoon - …

… - LO
ball - MY
kettle - CHA
branch - BE
net - …
pen - RU
Bug - ...

Children really enjoy playing with names in this oral game:

Kolya - KO
Olya - ABOUT
Masha - MA
Dasha - YES
Petya - PE
Fedya - FE
Ira - AND
Kira - CI etc.

(names, of course, should be familiar to the child). Any adult can easily select two or three dozen suitable words. The only thing that needs to be taken into account: each word must begin with an accent, because unstressed vowels change their sound ( little kitten, bear).

Once the child understands the rule mask - MA and began to echo the teacher, you can move on to the next step. Again, no unnecessary explanation is required, you just need to say clearly and rhythmically:

mask-mask - MOTHER
palm-palm - DAD
teapot shoes - CLOUD
teapot chicken - KU-…
ball mask - MA-…
ball cactus - ...

Two words - it's quite easy. It is more difficult to keep in mind three words:

mask-bump-pillowcase - MA-…-…
mask-leaf-pillowcase - MA-…-…
beads-mask-tie - BU-…-…
tie-zebra-sneakers - ...

As a rule, children 4-5 years old quite easily solve three-word tasks by ear from the first lesson. But tasks with four words cause difficulties even for six-year-olds:

beads-cancer-tiger-scissors - ...
letters-cancer-bear-lady - ...
cloud-girl-box-spoon - ...
chicken-chicken-pen-hare - ...

Children forget the original words, lose the sequence of sounds, try to “guess” the final word and often make mistakes. Lack of concentration and inability to concentrate. On the one hand, for the sake of developing these important qualities It would be worth continuing such oral training. But you can also make the task easier by finally giving the child visual support in the form of objects or their drawn images:

When visible objects appear, the process of real reading begins. It is necessary to promptly and repeatedly indicate to children the direction of reading. Without an adult's prompting, children try to name the elements from right to left, and they fail at this with amazing consistency.

It is to these simple actions that the role of the teacher in our methodology comes down. No complicated explanations, no long preparatory stages, no multi-part role-playing stories used today by teachers with the sole purpose of entertaining a child who is bored in class and making the lesson fun. In the "Rebus Method" children are quite captivated by the reading process itself, and children enjoy this process.

Of course, not all children are equally successful in learning. If a teacher conducts a lesson with a whole group of children, then the most intelligent and active students become a “model” for the child who is lagging behind: do as they do, catch up with them, get ahead of them, compete with them. If an adult is working with only one child, and he suddenly does not understand the rules of the game, well, you can always stop and put it off until next time. It may very well be that this child is still too young for such exercises; he does not yet understand what the beginning of a word is and what this adult generally wants to achieve from him. We strongly advise against engaging in such games with children whose speech skills and concepts have not yet been established. For example, three-year-old children are able to seriously transfer the rules of shortening words into everyday communication and thereby provoke an artificial delay in speech development. If a child still does not have enough memory, attention, abstract thinking, and, if you like, a sense of humor to master the “Rebus method” - this can be observed at four, five, or even six years old - then with this child It’s just too early to start reading, syllabic-pictographic or even more so phonemic-letter. The "Rebus method" is both a good training and an accurate testing exercise.

Oral rebus examples

Oral puzzles amazingly develop a child’s sense of rhythm, attention and concentration.

It also entertains adults, solving such puzzles by ear. For oral play, we provide examples of puzzles below.

THE SIMPLE PUZZLES - FROM TWO WORDS

mask-mask - MA-MA
palm-palm - PA-PA
teapot shoes - TU-...
teapot chicken - ...
cactus ball -
ball sled -
mask box -
woodpecker woodpecker
bow pillowcase
cactus pen
leaf sled
letters-lamp
pinecone pillowcase
lamp skirt
scissor brush
cherry scissors
robot hare
bath bunny

THE FIRST DIFFICULTY FOR A CHILD IS THE PLURAL

tiger girl
scissors-weight
pigeon fish
brush pen
bull goose
mouse box
scissor fish
disk chandelier
cat-thread
tiger girl
scissors-weight
pigeon fish
brush pen
bull goose
mouse box
scissor fish
disk chandelier
cat-thread

SIMPLE THREE WORD PUZZES

mask-bump-pillowcase
mask-leaf-pillowcase
stork-chicken-lamp
beads-mask-tie
tie-zebra-sneakers
cancer-cap-slippers
kettlebell-slippers-cancer
palm tree-mask
cactus-turnip-slippers
cancer-d ear-tie
hare-knife hare-hare
hare-cancer-hare

cancer-barrel-slippers
tiger-bump pillowcase
stork-chicken-ski
zebra-pumpkin tie
weight-slippers-fish
cancer-cap-pumpkin
letters-cancer-pumpkin
lamp-house-threads
tie-spoon-bump
palm-cap-pumpkin
letters-toad-mask
onion-toad
duck-tube-weight

fish-can-whale
palm-duck-whale
cactus-skull-leaf
skull-pumpkin-turnip
duck-umbrella-fish
palm-handle-sleigh
duck-robot-whale
mask-ski-bump
chicken-lamp-whale
robot-leaf-whale

FOUR WORD PUZZLES

stork-pillowcase-pillowcase-cheese
palm-duck-tiger-pillowcase
beads-cancer-tiger-scissors
goose-heart-thread-king
hen-chicken-handle-rabbit
bank-slippers-turnip-box
letters-stork-thread-scissors
cloud-girl-box-spoon
sleigh-sea-vase-fish

PUZZLES WITH UNStressed O, E, Z

Difficulties in understanding what is read arise in a child when the unstressed vowels O, E, Y appear. The child simply does not recognize the word he read, because in life it sounds different.

sun-jar-cactus
sun-jar-brush
house-robot-tie
house-robot-weight
scissors-tie
cloud-zebra-robot
cat-mask-fish
dove-crayfish
pillowcase-teapot-spoon
spoon mouse
spoon-palm-slippers
spoon-palm-pumpkin
cloud sled
cat-hare
letters-robot-weight
robot tie
cat robot pillowcase
cat robot vase
cat sled
sun-robot-cactus
sun-robot-whale
dove-spoon-sleigh
dove-spoon-vase
barrel robot lady
cook-spoon-sleigh
lightning-spoon-cat
cook-pigeon-lady
wolf-robot-sneakers
umbrella-spoon-cake
robot lady pigeon
wolf-spoon-cheese
barrel-spoon-cake
wolf robot pillowcase
Spoon-grouse
black grouse-watering can-tie
watering can-squirrel-disk
sun ball
robot pepper
gun-tie-spoon
tree-cherry-king
sun vase
spruce-lady
cat-watering can-sun
cat-watering can-scissors
turnip-cactus

PUZZLES WITH SEPARATE CONSONANTS

The consonant letters in these oral puzzles are pronounced not as letter names (Be, eM, Ka, etc.), but as real short sounds. Children understand the meaning most easily in long puzzles.

Stork-pillowcase-pillowcase-C
sleigh-zip-bath-R
lightning-spoon-cake-K
palm-robot-wolf-Z
shorts-cat-lammpa-D
cloud-goose-turnip-C
cook-bear-house-R
cook-gun-tie-Y
wolf-robot-squirrel-Y
fly-cancer-broom-Y
leaf-zipper-N
jar-pillowcase-N
can-rak-N
jar-can-can-N
G-pen-ball
G-lamp-hare
K-thread-tie
K-fish-ball
chandelier-K
sun-K
sun-N
scissors-S
hare-L
cook-L
lightning-L
sun-L
handle-L
girl-NY
month-D-broom-D
Z-broom-Z-lady

In principle, any parent can come up with their own puzzles. There is only one thing to remember: Each picture word must begin with an accent: cat, but not kitty. Because in the word "kitten" the first ABOUT sounds like A, and any kid will say CA instead of KO.

Accent

The main task of reading is to understand the meaning of the words read. Let's try to explain to our adult reader with a few examples what exactly, besides letters, prevents a child from understanding the meaning.

Let's take a simple word

CAR .

The meaning of this word is really simple to understand: a certain unit, mechanism, maybe on wheels.
But here we write this word twice and ask you to read it out loud:

MACHINE MACHINE

After a short hesitation, the adults come to the conclusion that we are not talking about two units, but only one, which belongs to some Masha. For children, such inference is almost impossible without a certain skill. The child finds it difficult to create many various options stress, he still does not know how to freely improvise in the rhythm of speech. Two simple words are not understood by a child when he reads them.
And it is absolutely impossible for the baby to understand the rhythmic and semantic difference between the two following sentences, despite the apparent simplicity of their reading:

THIS MACHINE IS A MACHINE
THIS IS A CAR MACHINE

Changing the writing of just one letter completely changes the rhythm of the phrase read aloud. In addition, the words THIS and THIS in oral speech are pronounced exactly the same.

Another example, two words:

SCARECROW, RAVEN

It is clear that we are talking about one scarecrow and one black bird. But in a sentence

SCARECROW SCARECROW

We are not talking about two scarecrows and one bird, but about the same single scarecrow that scared away a whole flock.

The examples given explain why some children fail to understand what they read, even if they know all the letters and can easily form them into sounds. Flip through any children's book, and you will find that without strong reading skills, it is very difficult, even impossible, for a child to understand its text. The greatest difficulty for understanding are short words with modified unstressed vowels, for example THIS, SHE, IT, GOAT, FOOD, FEATHER etc. Children simply do not recognize them when reading, because in oral speech it is customary to pronounce them accordingly: E TA, ANA, ANO, KAZA, IDA, PIRO

Zaitsev's cubes, Doman's cards, Voskobovich's "Folders" and many other developmental techniques offer parents help in teaching children the most important process - reading. Some recommend starting classes immediately after being discharged from the maternity hospital, others advise to wait a little and wait for the baby’s first conscious word, and still others generally discourage teaching children before school.

Today we will introduce you to several more simple techniques, which Letidor was told about by their author and creator - teacher, actor, chess player Lev Sternberg. And even if you have already decided on the answer to when you should start teaching your child to read, teaching recommendations will be useful to you.

Slogophone-talker is an online game, the principle of which is extremely simple: in the game field there are buttons on which syllables are written. When the child presses a button, the computer speaks the selected syllable in a recorded voice. Thus, by adding the syllables in the correct sequence, the child hears the words, but the computer pronounces them without stress. The child’s task: to understand the meaning of the word he heard and correctly correlate it with the desired picture.

Lev Sternberg: “This technique clearly and rationally teaches the mechanics of syllabic reading, and at the same time leads the child to recognize whole words. The slogophone practically combines syllabic reading (words according to Zaitsev) and global reading (whole words according to Doman). And the fact that the computer sounds all the buttons pressed makes the child completely independent from the adult. Children, as a rule, very quickly and without any explanation themselves figure out what and where to press in order to play this game. But this is provided that the child is already able to hold a mouse, and can also by ear recognize a word pronounced in words. Typically, children develop these skills by the age of three.

Rebus method

This is an oral game where a child learns to read words independently without even knowing the letters.

The rules of the game are also very simple. The adult calls a word familiar to the child, the baby must repeat only the beginning of this word. For example, in the word “cat” - “KO”, and in the word “spoon” - “LO”. It is important to select for the game only those words that begin with an accent. Otherwise, the sound of the first syllable changes, for example, we will hear the word “kitten” as “kittenok”, and “bag” as “bear”. The next step is to offer the baby two words in a row, of which he still pronounces only the beginning: mask-mask - MA-MA, teapot shoes - TU-CHA.

If the number of words is increased to 3-4, we get -mask-leaf-pillowcase - MA-LI-NA, mask-cone-pillowcase - MA-SHI-NA, cook-bear-house-fish - PO-MI-DO-RY .

Here, to make the task easier, you can offer the child visual support in the form of images of objects. In essence, this is a rebus that can be easily solved according to a given rule. A four-year-old child completes the task in a few minutes.

Lev Sternberg: “The rebus method is based on the fact that children perceive the beginning of a word, for example, MA in the word “car,” as one indivisible sound, and logically expect that this sound is written with one letter. (After all, children do not yet know that adults have agreed to denote one sound with two letters. It is two letters instead of one that are a difficulty for a child.) We can say that I came up with new letters - MA, LO, DU - for children it’s like one “letter” ", equivalent to the sound heard, but adults know that this is a syllable. To make it easy for the child to guess which “letter” is encrypted here, I depicted the simplest picture clues.

The “rebus method” is distinguished by its creativity: each word has a certain focus, a riddle that needs to be solved. And when a child recognizes a word, then for him this is a small victory in this game, and not just learning to read.

Kids not only solve puzzles, but also learn to say them out loud to someone else. It is then that we can say that the game has been mastered. By the way, many parents also play this game with no less passion than their children.”

How to understand that a child is ready to learn
Until three or four years old, children do not understand that a word can be divided into some parts, and that a word can be composed from some parts. The word FLY for a baby is one thing, but the word MU-HA is completely different. And from the point of view of age-related speech development, this is normal. In the Russian language you can play around with words: slow down, speed up, divide into parts, pronounce them this way and that way - the meaning of the words does not change. If the adults in the child’s family diversify their speech with such speech beauties, then the child is able to discover quite early that it turns out that speaking can be done in different ways. But in other languages, for example, in Chinese, English or German, any lengthening of the sound leads to a change in meaning, i.e. to the formation of a completely different word. And if this same child is placed somewhere in England, then by the age of 3-4 he will make a completely different conclusion, that words cannot be divided into parts. And even at 8 years old he will not be ready for the very idea that whole words consist of separate sound pieces.

Readiness for learning depends on how varied speech the baby hears, whether they read in the family or kindergarten rhymes out loud, do they sing songs, play around with the rhythm of speech? If all this is missing, then the child may not be ready to learn to read until school.

Adult participation in learning

Previously, learning to read depended almost entirely on the presence of an adult, on his perseverance and patience. In Glenn Doman's method, for example, the child is not even asked about his desire to learn - the baby is simply shown cards with printed words, and these words are spoken out loud. In principle, this role of a teacher could be played by a TV set, if it could grab a crawling baby by the scruff of the neck or promise candy in exchange for a couple of minutes of attention. In Nikolai Zaitsev’s method, during the first few months (or even several years, if you start working with a very young child), the adult is also required to sound out the syllables on the blocks at the first signs of the child’s boredom.

In the Rebus method and Slogophone the situation is completely different. Here, the child only needs an adult for the first two minutes to explain the simplest rules. The child then does everything else himself. In addition, the techniques of the Rebus method and Slogophone are so simple that after a few lessons the children are able to explain these games to each other.

Difference from Zaitsev's cubes

The slogophone-talker and the Rebus method, as well as Zaitsev’s cubes, are based on working with sound warehouses. For Zaitsev, all warehouses are written on the faces of the cube, i.e. one die depicts six warehouses, and this is a whole combination, which is much more difficult to manipulate than one individual element. Therefore, I believe that buttons with one fold are much more convenient for a child than cubes (If the syllables are written on cardboard cards, then it is also difficult to figure it out when there are a lot of cards). I pressed the button and the computer announced it. Moreover, you can press it at least a thousand times, the computer will pronounce the desired syllable the same number of times, unlike an adult, it will not get tired or get angry.

Children like to press buttons in random order, it amuses them. But if the sequence is correct, then separate words are obtained. And this is not only fun but also learning.

Memorizing entire written words is an important skill for developing speed reading techniques. Cards with whole words, which are in the Doman method, form speed reading, I also use them in my games. However, while I have a good attitude towards Doman cards, I have a very bad attitude towards the idea of Doman. Now I will explain why.

His idea is not to read whole words. From time immemorial, children in the West have been taught to memorize entire words. This practice was used in parallel with the so-called spelling (among the British) and spelling (among the Germans) - that is, with the technique of spelling a word: for example, “Bauer = Bobby, Anna, Ursula, Eva, Robert.” To pronounce a word in this way, you must first of all know how the whole word is spelled, and in Western European methods, spelling is always preceded by reading whole words. That is, reading whole words has always been used in the West, and Glenn Doman has nothing to do with it.

Doman's innovation was that he proposed teaching a child to read not from school, but literally from the first days of life. Based on the fact that in infancy any information is remembered more productively than at an older age, there is no need for the baby to stare senselessly at the empty ceiling; let him remember the written words better. Doman suggested writing the words on the cards in bright red font, because a newborn cannot yet distinguish other colors. But at the same time, the red color informs the baby of danger; his pulse slows down and his breathing quickens. And it is precisely this state of stress that Doman considers the best incentive for a child to remember incomprehensible squiggles and words spoken by someone at that moment.

Glenn Doman was a military neurosurgeon by profession, not a psychiatrist or psychologist. And for Doman this whole method of early influence on a child was only part of his scientific work, in which he argued that in people with an injured brain it is quite possible to compensate and restore some mental functions if they are influenced by the “spare” (Doman called them “hidden”) capabilities of the psyche. This is how Glenn Doman restored the ability to read in people with injuries to the left hemisphere of the brain. However, I think, what does this have to do with small children, who have nothing damaged and for whom nature has determined the gradual, step-by-step activation of brain structures? Abstract graphic signs, as well as all phonemic-letter European writing, are the highest degree of conventions, comprehended by the left hemisphere of the brain. In a child of approximately 6-8 years of age, the brain connections necessary for such activity have not yet matured; the connection between the hemispheres through the corpus callosum has not yet been fully formed. And to this immature brain, Doman imprints entire written words into memory - not as combinations of letters, but as an indivisible image. Why would a baby need this, who still has no idea what those scary red squiggles mean or what those spoken words spoken by an adult mean? I can assume that such an impact on the child’s natural reflexes can subsequently result in many different didactoneuroses.

Many methods try to teach a child to count within the first ten, that is, to perform arithmetic operations within 10, to add and subtract numbers. But I believe that it is in principle impossible to perform arithmetic operations within the first ten.

Within the first ten it is only possible:
a) sequentially count objects one after another;
b) guess the answer, often making mistakes;
c) know the correct answer by heart.

Neither the first, nor the second, nor the third is, in principle, an arithmetic calculation in its process. Calculation is when a person decomposes a complex example into its simplest operations, then performs each of the operations in the form of naming the correct answer by heart, and then connects the entire chain of answers into a final number. “Three plus two makes five” is not a chain of operations, it’s just an answer by heart. Having formulated this as the “grain” of the methodology, I developed a simple system, very logical and small, of how to lead a child from sequential recalculation to knowing the correct answers by heart. For example, let's take counting on fingers. If a baby is able to say “I’m five years old” and at the same time show an outstretched palm -

This does not mean at all that he understands the meaning of the number 5. Show him five fingers in a different combination, for example, three on one hand and two on the other, and ask again: “Five?”

The child will most likely shake his head negatively and say, “No, that’s five!” and again shows the memorized hand.

It becomes clear that the child is not yet ready to understand abstract numbers, and that it is too early to offer him written numerical tasks 3+2 and even 1+1.

I note that almost all bunnies and squirrels in modern textbooks are only suitable for sequential counting and do not give the child the opportunity to count and add objects in small groups at once. Therefore, the child cannot get used to the formulation “Three and two make five,” he only learns “One-two-three, and another four-five.”

For this reason, I use other objects for sequential recalculation, visually strict and compact, for example two-color pyramids:

A pyramid of ten circles (Pythagoras drew attention to this harmonious geometric combination) gives the child the opportunity to grasp and instantly understand all the components of a number at a glance - all it takes is a little habit. Children learn by heart that five is “three and two”, or “two, two and one”, or “one and four”. If the task is to find eight red circles in a pyramid, then the child will not count, but will immediately point to the blue twos, because “eight is ten minus two” - the child must learn by heart.

No uniqueness

There is not a single unique element in my methods; all this has already been encountered in world history: syllabic pictographic reading, counting on fingers, and counting on pyramids. It turned out to be a great success for me that before I took up teaching, I had a decent amount of knowledge in game theory. I am an actor by training, and also a good chess player, that is, I know a lot about the game and how different games are built. Therefore, I was able to combine the content of reading and counting, familiar to me from the history of mankind, in the form of games already familiar to me. I built both reading and mathematics in a single game key, and although these seem to be different methods, the principles and techniques in them turned out to be very similar.

Where it all started

While still a student at the acting department, I became interested in developmental pedagogy. Even then, at all-Union seminars, where I taught acting and acting techniques to school teachers, I first heard Nikolai Zaitsev’s lectures. What he said and did was very consistent with my pedagogical views at that time. Therefore, I can safely say that I am a student and follower of Nikolai Zaitsev. But, in my opinion, there are gaps in Zaitsev’s methods. He probably left me a chance to make up for them.

Intensive practical work with children, which later became the basis of my methods, began in Mogilev, where I moved from St. Petersburg in 1995. In the kindergarten where I worked, the first group of children studied before breakfast, then before lunch there were another 4-5 groups. Then in another kindergarten, where I taught 3 more classes. Thus, 8 classes a day for three years. I had an excellent opportunity to try, check, correct, improve, and refine the technique.

In addition, there was another incentive to work. In those years in Belarus the population had neither money, nor work, and sometimes even food. Therefore, in order for parents to pay for classes, I had to be very convincing. Then I suggested that parents not pay tuition if their child did not learn to read in two months. Quite an incentive to develop the right methodology, wouldn’t you agree?

In 1998, I returned to St. Petersburg to demonstrate the Rebus method at the Education Committee. The method was received with a bang, and as a result, 18 schools wanted to purchase my teaching aids for every first-grader. In the summer I was already preparing the edition for printing, but in August the ruble collapsed. And my family and I had to urgently leave for Germany. The money that could have been used to print many thousands of textbooks in July was barely enough for a couple of train tickets at the end of August.

In Germany, I worked mainly with adults: I taught reading to Iraqis, Afghans, Africans, and even the Germans themselves. And at the same time he continued to improve the technique. At first I believed that in order to master reading well, it was necessary to have well-developed speech, but experience told me otherwise. I spoke German with an accent, but at the same time I famously taught migrants to read who did not speak German at all. German language, and even more famously taught the Germans themselves. It was here that it became clear that teaching reading techniques had nothing to do with the general cultural development of either the student or the teacher. You just need to know the right training techniques, and then it happens on its own. I lived in Germany for 11 years, and in the fall of 2009 I returned back to Russia

First of all, I recommend that parents do not start learning to read before the age of 4-5. A five-year-old child can easily learn in a month everything that a three-year-old will take two years to master. You should always remember that no child likes to do something that he is not bad at. And if a child takes a long time to learn to read and does not enjoy reading, then he risks falling out of love with reading even before he fully masters it. The faster the stage of “reading through a stump-deck” is completed, the more the child will love reading. In older children, this stage of learning occurs much faster than in younger children. Secondly, of course, I will advise parents to teach their child to play Slogophone Talking and the Rebus Method. These are not only easy and high-quality methods of teaching reading, but also fun games that children really enjoy.

Lev Sternberg- An actor by training, he has worked with children for a long time as a developmental teacher. Currently preparing material for publication in Russia.

Every four-year-old child dreams of learning to read. Books, magazines, advertising, signs on the streets and on TV, on candy wrappers and on toy packages - written language surrounds the child everywhere, it is so desirable and, alas, so incomprehensible! The kid enthusiastically responds to the adult’s offer to learn to read, but!.. But then an “ambush” awaits him.
It turns out that before you can read anything, you need to learn letters for a long, long time, learn complex rules for connecting them, study for many days, weeks, months, but you still can’t read! It’s good if the teacher is cheerful, can play different games and knows how to tell a funny story “from the life of letters.” This doesn’t make reading any better, but at least the activity stops being boring to the point of yawning. Now, if it were possible, then I’ve already learned it! once and already read it! times, and even understood the word he read! A baby's dream!

It is this child’s dream that our Rebus method embodies. In a few minutes you can learn to read without even knowing the letters, practically without studying at all. Well, let’s not read whole stories, or even sentences, but at least just individual words. Well, even if not yet with the help of letters, which are so difficult for a child, but for now only with the help of syllabic pictograms, as the ancient Sumerians read. Before reading stories, the child has to go through a long learning path - letters, then words, then words, then phrases and sentences - everything that other textbooks offer. But with our book, from the very first lesson, the child will learn the most interesting and important thing in reading: UNDERSTAND THE MEANING OF WHAT YOU READ.

Practical basics of the rebus method. Just two rules.

Our game has only two rules. The first rule is how to distinguish by ear from a whole word its first sound pattern (in the word MASK not the first letter M and not the first syllable MAS, but precisely the first sound pattern MA). For a four-year-old child this is no problem, and within two to three minutes the baby masters our first rule. The second rule is how to select their first words from several whole words, loudly and rhythmically pronounced out loud one after another, and understand the new resulting word.

mask – MA
palm - PA
mouse - WE
cone – SHI
cat – KO
spoon - …

... – LO
ball - MY
teapot – CHA
branch – BE
net - …
pen – RU
Bug - ...

Children really enjoy playing with names in this oral game:

Kolya - KO
Olya - Oh
Masha - MA
Dasha - YES
Petya - PE
Fedya – FE
Ira – I
Kira – CI, etc.

There are many different methods, games, and exercises for teaching reading. A rebus is a riddle in which a word is encrypted, encrypted using pictures, letters, signs. Puzzles are a game that will also help you acquire this useful skill - reading.

Rebus method for teaching reading

Our game has only two rules. The first rule is how to distinguish by ear from a whole word its first sound pattern (in the word MASK not the first letter M and not the first syllable MAS, but precisely the first sound pattern MA). For a four-year-old child this is no problem, and within two to three minutes the baby masters our first rule. The second rule is how to select their first words from several whole words, loudly and rhythmically spoken out loud one after another, and understand the new resulting word.

In a few minutes you can learn to read without even knowing the letters, practically without studying at all. Well, let’s not even read whole stories, or even sentences, but at least just individual words. Well, even if not yet with the help of letters, which are so difficult for a child, but for now only with the help of syllabic pictograms, as the ancient Sumerians read. Before reading stories, the child has to go through the entire long learning path - letters, then words, then words, then phrases and sentences - everything that other textbooks offer. But with our book, from the very first lesson, the child will learn the most interesting and important thing in reading: to understand the meaning of what he read.

The game uses two main principles. The first involves emphasizing the first syllable in the spoken word. The word is pronounced syllable by syllable, clearly and loudly. Four-year-old children figure out where the emphasis is. It is necessary to give several such example words for a good understanding of reading techniques.

About reading

Then the second principle must be used. This principle gave the name to the whole method - “rebus”.

Several words must be pronounced in a certain order so that the endings of one word and the beginning of another, that is, the first and last syllables of adjacent words, form a third, new word. The baby should listen carefully to what you say and be able to highlight the words that he hears. Next, when the first stages of mastering this technique are completed, you can start reading poems to your baby.

Choose fascinating topics that interest him. For example, about animals, toys. With this method of teaching, you do not have to clearly show what syllables the word is divided into, what parts it consists of. Simply auditory perception makes it possible to catch new spoken words. You don’t even need to show pictures and drawings.

Experiment, your child will definitely please you with his first and subsequent successes.

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Article on the topic: "Rebus method for teaching reading"

Reading by warehouses; Letters; Copy; Books; English; Articles; Speech therapy; Memory; Music; Drawing; Check; Attention; Imagination; Teaching preschoolers to read; Preparing children for school;

Rebuses

Rebuses are a game in which words, phrases or entire statements are encrypted using pictures combined with letters and signs. The name is derived from the Latin rebus - (thing, object).

Rule 1. Objects and living beings depicted in the pictures are most often (with rare exceptions) read as words in the nominative case and singular. Sometimes the desired object in the picture is indicated by an arrow.

Rule 2. If the picture is drawn upside down, read the word backwards. For example, a cat is drawn upside down - read TOK.

Rule 3. Commas after the picture indicate how many letters need to be removed from the end of the word denoting what is shown in the picture. For example, a goat is drawn with two commas after it - we read KO.

Rule 4: Inverted commas before the picture indicate how many letters need to be removed from the beginning of the word that represents what is shown in the picture. For example, an elephant is drawn with a comma in front of the picture - read LON.

Rule 5. Numbers may appear above or below the picture. Each number is the number of a letter in a word: 1 is the first letter of the word, 2 is the second letter, 3 is the third, and so on.

This is how you can easily teach a child to read!

A certain set of numbers under or above the picture indicates that you need to take only these letters and read them in the specified order. A crossed out number means that the given letter should be omitted. For example, a horse is drawn and the numbers 2,1 under it - we read OK. When combining the examples in rules 3, 4 and 5, we get the hidden word COLUMN.

Rule 6. The equal sign between letters means replacing a certain letter (or combination of letters) of a word with another letter (or combination of letters). The equal sign can be replaced with an arrow. The action of replacement is also indicated in a third way - the letters that are being replaced are crossed out, and replacement letters are written above them. For example, a mole is drawn, and next to it are the crossed out letters RO and the letter I on top - we read KIT.

Rule 7. Letters can be depicted inside other letters, above other letters, under and behind them. In such cases, it is necessary to understand in what spatial relationships the depicted letters consist. For example, inside the letter O the letters LK are drawn - we read WOLF (although it can also be read as LKVO). The letters AR are written on top, OK on the bottom - we read GIFT (you could also read OKPODAR, NADOKAR, ARNADOK - but here you have to choose what suits the meaning). The letters YES are written in front, and the letters CHA are written behind them - we read TASK.

Rule 8. Letters can be depicted on the surface of other letters. For example, a large letter H is depicted, and small Is are scattered around it - we read PONY (although it can also be read as IPON, NIZI or IZIN). Rule 9. The techniques listed above can be combined with each other.
Latest forum tasks:

A short and funny puzzle

Guess the word

Unscramble the word

Solve the puzzle to find out the encrypted word

What word is encrypted in this rebus?

Saying

Solve the puzzle - find out the famous saying :)

Plant

Rebus riddle

First you need to decipher the riddle (read from left to right, first the top line, then the middle, then the bottom). And then solve this riddle.

Saying

Try to read the saying hidden in this puzzle.

You can immediately go to the description of the methodology, but first, I’ll start with a special story. We all know how much effort is required to teach a child to read. Buying wall posters with letters, reading barvy books with funny stories about letters, we dare to trust the beginning of gaming to beginner computers from China.

But often everything is vague - tell us what it is and try to spell out letters for son and daughter, for reading warehouses Whose is not enough. As soon as Varto writes a simple word, the little one begins to wander. It turns out that the forms are not read at all the way the letters sound in the alphabet. It turns out that the simple child reads “Misha” as “eat-i-sha-a.”

I had the same experience

Vchusina: ““B” and “A” - not “BA”, “M” and “A” - not “MA”. So what will you do if you write “L” and “A”?” "Li-A!" - says the child. I try to tell fortunes, as they told me. Oh, voices and voices! We figure it out, we get lost, we cry a little, and yet we lose it. Somehow it doesn’t help. I guess it was not easy for me to follow the traditional methodology. I’ll drink those who have more patience and richness, otherwise I’ll just give up trying until the last hour.

It’s now easier to enroll your child in early development courses, hire a special teacher, or wait until school. Why do schools check reading techniques on the internet... And is it really so easier?

What's the secret?

You can really trust the teachers, it’s not easy to find a good one, but you can save your nerves to save money and time to go to learning and jokes. You will not sacrifice anything for the sake of your child. It’s true that the learning process can drag on for a long time, and the technique may turn out to be ineffective or even unprofitable. For example, the elementary school has adopted a method for the development of phonemic hearing, following new research findings, it is possible to suppress the creative abilities of a child, and moreover, it is extremely natural for children sound hearing. Report about this.

Ask any small person: “How does the word “mask” begin?” And you will feel completely reasonable: “Ma!” We can really force ourselves and repeat the experiences and blood in our childhood “mmmmm”, but why do we expect additional difficulties for our child?

Almost all European children are familiar with them without guilt. Actions that are small in this case clearly make it possible to understand the confused logic of adults. But quite a large number of children have a persistent inability to read, so called legasthenia. According to statistics, in Ukraine there are 3% of legal students out of the total number of all students, in Germany 6%, in England, France and America - over 8% - practically every twelve child.

And yet it’s easy for a child to read. In Japan, where the letter sign denotes not a phoneme, but a sound, legasthenia is a day. Until then, after the recent development of native writing, Japanese children can easily understand the mental nature of European letters. Tablets are easy and quick to smell and English, for example, writing.

Varto does not encourage children to have a natural affinity for words and sounds. About the price below.

I was spared that summer. I used the Russian “Rebus method” in the middle and washed myself for the first time. Everything was good, but for a little while we spoke Ukrainian and got lost for a little while. Here I would like to wave a charming stick, so that there is a thoughtful correspondence with the author, a long autumn-winter work on the adaptation of the methodology, on the understanding of all the peculiarities of the world, on the “searching” of dictionaries for the specific ones known in everyday life. And from now on it is clear that their structure has a clear structural consistency, it looks like charms. So anyway, the first version was ready, and I started reading it in the spring. The squad was in captivity.

"Rebus method" - tse usna gra

If you understand the sound principle of our voice, follow all the instructions and add voice, loudly and rhythmically (like a video clip on the beginning of the side). The child can’t read yet and doesn’t know how to write, and now she can no longer focus on spoken sounds and words.

We have just two rules:

1. From the word we take only its cob - the first sound warehouse.

The reports and explanations will be interesting. All you have to do is to create a trace, carefully and rhythmically, to demonstrate the tiny butts:

Mask - MA
Waffle - VA
Kaushik - KO
Spoon - LO
Leaves - LI
Liyka - …

Here you can become too lazy and ask to rob the child. Let’s not leave a trace, and we will continue:

…LI
Belt - RE
Kelikh - ...
Eye - O
Izha - ...

You can indulge in words, or you can play with names:

Vanya - VA
Tanya - TA
Sonya - SO
Tonya - THAT.
Igor - I
Ulya - U

Five days of cheerful training have passed and the training is ready for another rule:

2. From several words, loudly and rhythmically expressed in voices one after another, we see their beginnings - the first folds - and hear how a new word has come to us.

This is how the verse reads without explanation:

Mask-mask - MA-MA
Cat, spoon - KO-LO
Cactus hat - KA-SHA
Mask-hat - MA-…
Waffle-hare - VA-…
Cat-bunny - ...

Just think two words! Let's try three times!

Cat-robot-waffle - KO-RO-VA
Cat-robot-drinking - ...
Cactus-leaf-drink - ...
Dim-tiger-drink - ...

There may be three! Whatever the situation will be more complex, it is important to remember them in six figures:

Day-cancer-month-dah - ...
Bow-cancer-bow-thread - ...
Angel-drink-drink-sieve - …
Bow-tank-belt-apple - …

Important. Children forget words, get lost, and struggle to guess. Signs are given of marriage, concentration, respect, and calm concentration. You could focus on developing these skills and continue your training. We will help you with this with pictures. The stench of the servants becomes a vigilant support:

With the appearance of visual images, the process of correct reading begins. We can’t read the letters yet, but we can already read them! How much did it take from us? Ten invested.

No, not all

The same method lasts for several years, and for some, a couple of months. It's okay. To secure everything, my son was tired just two months ago. The transition from reading with pictures to reading with letters is easy to implement in the upcoming lessons:

Why is the “Rebus Method” so great?

Ditina is about to start. The first results are already here. What to brag about, what to praise for. The task will not require exorbitant hours of expenditure, and the little one will definitely have an hour to run around on the street and play at home.
The Shvidky rivulet goes from “Bi-A” to “BA”.“Misha” is “mi-sha”, not “eat-i-she-a”. There is no need to waste your nerves on a lot of explanations.
"Rebus - method"

In the process of play, everything works out on its own. Nerves are healthy. Yours and your little one.
Ditina is as independent as possible. Your daughter and son can play alone with the computer, and you have an hour for yourself. It’s true that playing is both more fun and effective. It’s a great pleasure to be together, at the same time experiencing the joys of my life. And your child independently makes puzzles for all her friends and relatives. It is important to be aware.
Sensible to the skin. There is no need to explain anything. The role of the teacher in the “Rebus Method” is reduced to simple actions. Many more explanations, many more preparation stages. There is no need to work hard to get started, just to care for the children. The stench is sufficiently buried by the very process of reading and this process befits them.
Commentary by the author of the technique, Lev Sternberg.
When children begin to read using the “Rebus method”, children do not need to be given any theoretical explanations. Then just show the children the pictures and name their sounds. In this case, it is not obligatory to divide sounds (for example, “MA”, “MU”, “MYA”, “MU”) into letters / phonemes from which they are formed (“M”, “A”, “U”, “I” ", "Yu"). There is no need to explain the difference between sounds, letters and spellings. There is no need to talk about voices and voices. There is no need to classify vocal sounds as hard or soft, like ringing or unvoiced. All these intellectual concepts and familiarity with the everyday world do not help a child either memorize letters or understand the mechanics of reading. I come from the fact that in some countries people have decided not to divide sounds into voices and voices, soft and hard, but they are learning to read, moreover, more quickly and more beautifully than in Europe. The child learned the whole theory later. Once you learn to read.
Evidence of fate. The Ukrainian “Rebus method” has had its share of failures, but the technique itself was born tenfold ago. The author of the “rolling out” technique on generations of children, and with the help of German localization, successfully started not only children, but also non-literate immigrants.
Develops hearing in response to rhythm, concentration, respect and speech. After keeping busy, parents signify progress in their children’s mental skills. While laughing, you urge the child to speak more clearly. More than once you will guess that the child, after learning, easily and without mercy understands by ear the words of various writers. Having written puzzles for you, she tries to figure out what they will understand, she tries to feel it.
Foldability has been checked. Navigation grows step by step, the child does not overexert himself, and immediately after a little more foldability increases, and hence the strength. And you don’t need to report anything, trying hard to get through this game.
Thinking course. Gifted to the lessons of the basic course “I’m starting to read” - a sufficient basis for learning basic reading skills. The basic course is supplemented with an expanded course “I read!” And do everything in order to read very complex and complex words. Having started growing up and studying regularly, already in the area of 2 breasts, your child can easily read the words in the alphabet “milk”, “road” and “banana”.
Recommendations from professionals. The author of the methodology received the praises of professional teachers. Local teachers and speech therapists are preparing new developments for Ukrainian localization. Tim often wanted some new students to come to the site for the pleasure of mentors, readers of the younger classes, and simply their friends.
And axis one is from expert visnovki.
From the review of the Expert Committee for the Study of St. Petersburg:

The materials presented represent a well-organized compulsory methodology in the gaming and logical-design fields based on the tradition of developing cognitive abilities and beginning reading for preschool children. The particular value of the technique lies in the integration and directness of the development of various intelligences and abilities of a child: components of logical and associative thinking, agility, creativity, creativity, phonemic-phonetic hearing. The method incorporates, and consequently, the elements of psycho-linguistic synthesis and the development of centuries-old linguistics and the psychology of mental development. It is possible to summarize the methodology in different forms: as individual, optional and independent training in groups and subgroups, as well as for individualization training through repetition and through different variations of the initial mother alu.

Without a doubt, the tsikava method has been proposed for practice, and can be used as part of a preschool program as an additional method for developing language and learning to read. The creative and ecological approach gains respect, the idea is pedagogically interpreted and the position of the author is particularly oriented.

Now there are plenty of children to follow the technique. Many people have finished it a long time ago and are reading. Accordingly, the insurance certificate of my father’s graduates, I have received made it more precise.

In order to remove gift access to the course “I’m starting to read” following the “Rebus method”, register Here are the pages that have entered your name and e-mail. Your special password for access to gift lessons will be sent to your email, and your child will start to read more now.