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Several key stages in the development of children's reading ability
Dyslexia is a kind of learning disability, which is mainly manifested in elementary school. Parents and teachers found that some children stammered, missed words, and made mistakes when reading texts. They thought it was caused by the children's inattentive reading, so they often scolded or ridiculed their children. In fact, this behavior of children is not a problem of attitude or intelligence, but caused by insufficient development of learning ability. Reading is an individual’s most basic learning skill. Children’s reading is a complex process of coding, compiling, and diagramming within the brain. Reading involves individual visual perception, auditory perception, speech and language, thinking, socialization level, emotional development, and movement. Development, motivation, interest and many other aspects of abilities. Problems in one of the above aspects will affect the normal development of children's reading and cause children's dyslexia. If we know the key stages of children's reading ability development, we can carry out early intervention for children with learning disabilities. What are the key stages? The development of children's reading ability has to go through these key stages: preparation, learning to read, rapid development of reading skills, extensive reading, and intensive reading. The first stage: Preparation This stage is the basis for future reading development. From birth to 6 years old, from a teaching perspective, some basic skills related to reading development should be taught at this stage, such as color discrimination, visual and auditory discrimination, etc. ; Coordination of eyes, hands and movements. Another task at this stage is to cultivate children's positive emotions through books, expand the concept of children's reading, and expand the depth and breadth of the knowledge background. The second stage: the learning and reading stage teaches children to establish the relationship between pronunciation and language signs (to establish a connection between the first signal system and the second signal system), emphasize the recognition of vocabulary, build self-confidence in reading, and begin to teach the analysis of words Skills (literacy or vocabulary). Auditory and visual perception, better listening and language skills, as well as concepts and background knowledge also need to be continuously developed at this stage. The main tasks at this stage are: the need to learn pinyin and the pronunciation of words; the listening and seeing of various pronunciations-kinetic knowledge; using context and picture clues to obtain meaning; using different intonations and sounds to read aloud; understanding speech and printing The connection and difference between languages; use a dictionary; learn some structural elements such as sentence structure, tone sandhi, etc. The third stage: the rapid development of reading skills In this stage, a comprehensive basic reading skills teaching is carried out, and this stage starts from the second and third grades. The main tasks at this stage are: expanding vocabulary; improving reading comprehension; enhancing the ability to independently analyze words; establishing interest in reading, encouraging students to read a wide range of materials; strengthening silent reading ability and encouraging children's entertaining reading , Such as reading novels, magazines, newspapers. The fourth stage: Extensive reading stage generally occurs in the middle and upper grades of elementary school. It is a period of using a variety of reading methods and materials to improve the selection, evaluation and organization skills of research materials and the speed of silent reading, and emphasize independent reading. The tasks at this stage include: identifying and using reference materials by yourself; increasing interest in reading materials; further expanding vocabulary; developing comprehension skills (understanding of emphasis, main concepts, order, etc.); immediate word analysis skills period; Characterized by level of comprehension and learning skills; increased flexibility in reading speed. The fifth stage: Intensive reading stage. The tasks of this stage are: you can change the reading speed according to different purposes to improve reading efficiency; understand the reading material more and more accurately; emphasize the inference of conclusions and central ideas; the application of tone and tone . Reading development is affected by both genetic and environmental factors, that is, physical growth, mental maturity, emotional development, social adjustment, educational status, family, etc., will all affect reading development. Related links: ***Traditional method of 'imaging speed reading'-after a few minutes to finish reading a book, imaging speed reading is different from ordinary fast reading in that imaging speed reading is based on fast reading and understands The image process is activated, so that we can really see vivid images in our minds. That is to say, when doing ordinary fast reading, our understanding of the text is carried out in the subconscious. We can feel and imagine, but we cannot really see the connection process of images like watching a movie. This understanding is The process is shadowless, just like our silent reading is actually silent. In the state of imaging speed reading, this imaging function of the brain is activated, so that we can really see the image unfolding before our eyes like watching a movie. In this state, the potential of the brain is more fully mobilized, and reading speed, comprehension rate, and memory are all improved more than ordinary speed reading. Of course, the efficiency of reading is higher than ordinary speed reading. It can reach tens of thousands or even hundreds of thousands of words per minute, and it can even be remembered. A book with a thickness of hundreds of thousands of words can be read within a few minutes. Not only can the content be understood without difficulty, but also Can clearly remember the contents of the book. This state is also called photographic memory. However, since this kind of brain function is difficult for adults to develop, there are not many people who can really acquire this kind of photographic memory through training. And for underage children, especially children under 12, the activation of this brain function is relatively easy, so the success rate of this kind of training for children will be higher.