Consideration of the peculiarities of the development of cognitive functions in pupils of grades 1-2 in the process of the formation of reading skills

- Мартиненко, Валентина Олександрівна (2018) Consideration of the peculiarities of the development of cognitive functions in pupils of grades 1-2 in the process of the formation of reading skills Педагогічна освіта: теорія і практика, 2 (25). pp. 215-222. ISSN 2309-9763

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Abstract

The article deals with the issues of the formation and development of reading skills in pupils of grades 1-2 in the conditions of functional immaturity of basic cognitive processes, namely: different attention characteristics, semantic and visual perception, aural-speech memory, speech, etc. The results of modern researches on the mentioned problem are analysed, the genetic and social factors are determined which cause the difficulties in teaching children reading, the emphasis is on the level of reflection in the current textbooks on reading exercises and tasks on the formation of the technical side of reading skills. The typical and individual mistakes of pupils during reading related to phonemic, lexical-grammatical underdevelopment of speech, as well as those concerning the development of coherent speech are described. In particular, abnormal pronunciation, difficulty in distinguishing aurally sibilant, sonorous, labial sounds, incorrect words concord in gender, number, case; difficulties of word formation, etc. It is substantiated that the dynamics of the development of reading skills in the following grades depend on the level of formation of the phonemic perception, active vocabulary of children at the start of school education. The main principle of the influence on the building of a coherent utterance is the ability of a child to plan, program the speech activity. It is about the regulatory function of speech. The psychophysiological features of hyperactive and slow children, which influence the processes of the formation of pupils’ readership, are emphasized. On the basis of theoretical analysis of the literature, as well as the study of school practice, conclusions were made on the need for the development of individualized teaching methods that would contribute to the further development of various characteristics of reading skills in pupils with an intermediate and high level of their formation, as well as corrective adaptive techniques for pupils with individual psychological peculiarities of development of cognitive processes, realization of them in textbook material.

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