Since October last year, in the immediate vicinity of the Kremlin, in the building at 11 Mokhovaya Street, where the Institute of Asian and African Countries is located, something strange has happened from time to time. Late in the evening, despite bad weather, weekends or holidays, people who often do not even know each other gather here and read together selected texts from the Tanakh or Talmud. Slowly, according to the words. Sometimes even by letter - comparing the Russian translation with the original and identifying it, translation, inaccuracies and flaws. Mini-cycles in the “study group” format, organized by the Eshkolot project with the support of the AVI CHAI Foundation, have been held at ISAA five times already and were dedicated to “Road stories” from the Talmud, Book of Jonah, Ecclesiastes, Book of Esther and Song of Songs. The listeners (they are also readers), with the assistance of invited experts - philologists, historians, religious scholars and philosophers - seemed to be re-reading classical Jewish texts, asking the questions that arise during such in-depth reading, and together looking for answers to them. The program director of Eshkolot Semyon Parizhskiy, a philologist, teacher and specialist in Hebrew and medieval Jewish literature, told the Buchnik correspondent about the study group format and the slow reading method.
Maxim Eydis: Where did the name "slow read" come from?
Semyon Parizhsky:"Close reading" is a standard term from Western European literary criticism, meaning a careful, thoughtful reading of classical literature. Study step by step, analysis of the meaning of each image, each word. We have given this term a new connotation, calling it in Russian "slow reading" and putting it in the context of "slow food vs. fast food ". "Slow reading" is partly an anti-modernist gesture: people today read too fast, because of this they lose the "taste" of reading. Finally, our method appeals to the ancient Jewish practice of Midrash, based on the fact that with the most important questions we turn to the basic texts and try to get an answer from them. For this, the Jews, 2000 years ago, developed a special technique for reading and interrogating sacred texts - midrash - and a corresponding institute: beit midrash. So we want to combine all three of these contexts in the study group format: European literary theory, anti-modern "slow reading" and beit midrash.
M.E .: To interpret, reveal the meaning of sacred texts in the study group, not only information from other Jewish texts is used, but the results of scientific (for example, archaeological) research. How legitimate is this? After all, the Tanakh existed within a closed Jewish textual culture and probably did not assume additional scientific research?
S.P .: No, already in the Middle Ages, classical Jewish commentators (Rashi, Ibn Ezra and others) used philological, historical and other scientific methods. Tanakh is an interdisciplinary phenomenon, it cannot be considered within the framework of only one discipline. And besides, the modern reader needs to restore the context, which was simply obvious to the ancient reader.
M.E .: By the way, about the context. Some fragments of the Book of Jonah, as I heard during the study group, are today interpreted by researchers as ironic or parody. But what seems ironic to us now was not necessarily so at the time the book was written. Or, for example, the study group argued, based on 2 Kings 14:25, that Jonah was not just a prophet, but a “professional prophet” - a man who made a living by prophecy. But the hero of the Book of Jonah could have been some other Jonah, couldn’t it? That is, only theories can be built here, without asserting anything with accuracy?
S.P .: To argue that Jonah in the 4th book of Kings and the protagonist of the Book of Jonah are different people is an unnecessary multiplication of entities. But, perhaps, the author of the Book of Jonah (which was written later than the 4th book of Kings) made his hero a prophet already known from history. As for irony and parody, we are not considering them on the basis of modern ideas, but through the analysis of a huge array of prophetic literature, genre analysis and comparison. Although those experts who called the Book of Jonah a parody did not apodictically assert this. Rather poetically.
M.E .: Yet many of the assumptions I heard in the study group may seem far-fetched. Perhaps there is a large research basis underneath them, but in the study group format, apparently, there is no way to prove it conclusively. What then is the point in this format? Can we simply organize a cycle of lectures, where to tell the audience about the unknown context of this or that book?
S.P .: With "slow reading" a slightly different evidential mechanism works: it is associated with the persuasiveness of a particular reading. Persuasiveness, as in the case of rhetoric, here is associated with group dynamics and is based on the formation of consensus and conventions in a specific group of readers. Argumentation is associated not so much with external scientific discourse, but with arguments in favor of one or another interpretation of the text itself. And do not forget that close reading is reading in a group, but with an expert who has certain achievements in his scientific field.
M.E .: Then why doesn't the expert just give the lecture? Because it won't be that interesting?
S.P .: Because what the expert is talking about should lie in the reading of the text. During "slow reading", not the text illustrates certain theses (as in a lecture), but vice versa: the logic of discourse unfolding is associated with the process of reading the text.
M.E .: But there are probably a lot of experts. As I understand it, the idea that the Book of Jonah is a parody is by no means accepted by all biblical scholars.
S.P .: Readers can decide for themselves how convincing such an interpretation is. Our task is to give the most voluminous and multi-layered reading in order to leave room for the reader himself. Well, and give him the tools for further immersion in the text: bibliography, approaches, etc. We also follow a certain dialectic of part and whole, so we alternate reading in parts with conceptual lectures on the book as a whole. This is a well-known hermeneutic circle, when a part can only be understood in the context of the whole, but the whole is made up of only parts.
M.E .: What is the basis of the choice of this or that book for "slow reading"? Can we hope that someday Moscow will host study groups in which the audience will “slowly read” the Tanakh from the very beginning?
S.P .: We select books based on several criteria.
Firstly, the texts should be short so that they can be read in their entirety in the foreseeable future. We started experimenting with the transition from one-off activities to more regular activities, but this transition can only be gradual. We cannot be sure now that people will start going to study groups for, for example, a year, therefore, in the current season, study groups so far consist of only four classes. In the future, perhaps we will increase the duration of the mini-cycles.
Secondly, the degree of "classicism" of the book plays a role for us. We try to select books that have had a certain impact on European culture - the Book of Jonah, Song of Songs, Ecclesiastes. There are small books in the Tanakh that almost none of the people who grew up in European culture know or read. They are not a priority for us.
Third, as I said, "slow reading" is impossible in the absence of experts. Therefore, when choosing a book, we are guided by their availability within reach. As for your second question, it makes no sense to read the entire Tanakh. This is not a book, but a library.
M.E .: And yet, what is a study group in essence - philology, history, religious studies? Will knowing what kind of fish Jonah was sitting inside and how the Persian king could get rid of an unwanted wife help to comprehend the deep meaning of the book?
S.P .: Study group is an interdisciplinary format: reading classic books through the prism of philology, history, ethnography, anthropology, religious studies. It is more likely not about comprehending the deep meaning of the book, but about the beginning of the path, about exploration, about mastering skills and acquiring taste. That is, a person puts the book under study in the “read” section on his virtual bookshelf, as it were, and if he wants to delve into this book again, he will know from which side to approach it.
M.E .: The close reading method was used in Western Europe for secular texts, while in Moscow it is applied to sacred texts. Is this the first such experiment in our time, or is it being done by someone else in other countries - in Israel, for example?
S.P .: Biblical studies in the 20th century, especially in its second half, have already made full use of the latest achievements of literary criticism and theory (structuralism, gender analysis, http://en.wikipedia.org/wiki/Reader-response_criticism reader-response criticism, etc.) ) However, we can say that yes, by this method the books of the Tanakh are read for the first time in the mini-cycles of the "Eshkolot" project. In any case, we looked for similar cases in Russian practice, but did not find it.
And other ways to read:
2. Reasons hindering the reading process. What is fast reading? - page no. 1/2
1. Introduction.
2. Reasons hindering the reading process.
3.What is fast reading?
3.1 Forms of reading.
4. Stages of formation of reading technique in primary school:
4.1. Formation of reading techniques at the initial stage;
4.2. Development of short-term memory;
4.3. Improving attention, exercises that develop attention to the word and its parts;
4.4. Exercises developing the operational field;
4.5. Exercises that develop flexibility and speed in reading aloud and silently;
4.6. Exercises for anticipation;
4.7. The stage of turning off the "hearing", "sound" aids in students during reading;
4.8. Formation of dynamic reading.
5. Exercises, game moments that I use in reading lessons.
6. Visual dictations.
7. Conclusion.
8. Used literature
1. Introduction.
Improving reading technique is one of the main tasks of teaching younger students. The formation of the student's personality, the formation of his attitude to learning, to school, teacher, comrades, the class team, to himself, largely depends on the setting of teaching children to read.
Life shows that if a student learned to read during the period of learning to read and write, then he occupies a prominent place in the class team, believes in his own strength, and, conversely, if the child has not mastered reading, he feels some kind of inferiority, loses faith in his strength, in the ability to learn successfully and in the classroom is in the shadow. Morally, he will experience his lack and will not be able to fully realize his abilities at school, the positive that is in him.
At present, there is a decrease in interest in acquiring knowledge among schoolchildren; the majority is characterized by a reluctance to learn. This is due to various reasons, social, social, economic.
As the research of scientists shows, out of 40 factors influencing the performance of schoolchildren, the most important is the pace of reading. Children who read at a speed of 150 words per minute learn on "5", 120 words on "4", 90 words on "3". Those who read more slowly are not able to go to school at all.
Doesn't this explain the fact that high-quality academic performance decreases sharply immediately upon the transition from primary to secondary education? When new items appear, the volume of readable material increases. When reading 90 words per minute (which is the norm for a grade 3 graduate), students in grade 5 should prepare for 8-9 hours of lessons every day. For many, this is overwhelming work. To ensure the successful learning of students in middle and senior levels, primary school teachers should work on reading speed, bringing it to dynamic reading whenever possible.
Depending on how developed the reading technique is, all readers can be divided into 3 types.
The first type - those who read with their ears - see, speak and listen to themselves while reading. This is the slowest reading pace. In elementary school, this is the type of reader that predominates. Moreover, teachers specifically use techniques that are aimed at whispering when reading students. As the data of psychologists have shown, such exercises in training reading techniques only inhibit this process. The maximum speed of this type of reader is 90-100 words per minute.
The second type - those who read with their eyes - are those who read without speaking, their reading speed reaches 600 words per minute.
The third type - those who read with their nose, scent, mind, they seem to guess the main content of the text, perceive it in whole blocks, this is a super-fast reading method - from 1000 to 10000 words per minute. This reading is called dynamic. This is not reading by letters, syllables, words, but reading groups of words, sentences, blocks.
The reading process is reminiscent of looking at a picture, landscape, words are perceived as images, symbols. At the same time, the text is remembered better from one reading. Practice shows that already in grade 3 it is possible to teach children dynamic reading. To teach students to master the fast reading method, it is important to know the reasons for slow reading.
2. The main reasons slowing down the reading process.
Psychologists identify the following reasons that hinder the reading process.
1 Small field of view when reading. When reading slowly, the reader's eye stops at every word, and a child who begins to read sees 1-2 letters in a word. The increase in reading speed is based on the capture of several words at once with the movement of the eyes. Children read faster, since the eye stops less often, they understand better, because for the reader's awareness, whole semantic concepts immediately reach, and not separate words that still need to be connected with each other.
2 Regression of the eyes, that is, involuntary movements of the eyes to misunderstood phrases, words, sentences. This deficiency is most common in children, and it drastically reduces the reading speed.
3 Articulation while reading. The habit of pronouncing words is formed in childhood, when the child learns to read, afterwards it remains forever. Buzzing, whispering, speaking slow down the pace of reading, children should be taught to free themselves from this type of reading, as this will be an obstacle: the student will not be able to grasp a few words right away if his vocal cords move when reading each of them.
4 Lack of flexible reading strategy. After all, this or that speed is subject primarily to the goals, tasks that the reader sets for himself. It is the development of appropriate programs to automatism that determines the ability to read quickly.
5. Lack of attention while reading. Numerous observations have shown that slow reading is sloppy, inattentive reading, since the reader's attention switches to extraneous thoughts and objects, interest in reading decreases, and the meaning of the read does not reach consciousness. The ability to control your attention is the most important property that is trained in the process of mastering the fast reading technique. People have been reading for hundreds of centuries, but it is only in our time that the problem of increasing the speed of reading has arisen with all the urgency. What is the reason? In the conditions of the modern information crisis, which has arisen due to the excess of information, reading should be organized in such a way that, filtering out unnecessary, we can choose only essentially new, which constitutes the basis of knowledge, so that, using the tool of thinking, lay the foundations of new knowledge in our memory.
3. What is fast reading?
Rapid reading is a continuous reading of the text, providing complete and high-quality assimilation of the read and performed by non-traditional methods.
Fast reading is not a superficial reading "diagonally" and not reading somehow, but an active creative conceptual process, during which the reader analyzes facts, judgments, synthesizes individual concepts, as a result of which the foundation of new knowledge is laid.
That is why the development of a methodology for teaching fast reading requires not only solving problems of controlling analyzers: speech, auditory, visual, but also developing a system of algorithms for mental activity, that is, the operations of extracting and processing information sufficient and necessary for the reader, contained in the text by its author.
That is why fast reading provides a high quality of reading assimilation, rather than slow reading.
In mastering the fast reading technique, the concept of skill is very important. What is a skill? Psychology defines skill as automated actions performed as if without any effort. A person already from childhood forms a system of skills. Once a skill is formed and fixed, it lasts all life.
The reading skill, like any other, undergoes a long development: first, the child masters the sign system of the language, then learns to read with an orientation to the vowel letter, then he masters reading with combinations of words. When teaching literacy, it is important to give the student reading guidelines so that he masters reading whole words as early as possible.
The Russian letter is sound-letter, the reader operates in the process of reading with sounds. Therefore, the starting point in teaching reading should be orientation in the sound reality of the language. This will help prevent the separation of the process of perception and recognition of words that prevent the child from mastering speech.
3.1 Forms of reading.
There are two forms of reading:
Reading out loud - intended for the listener. This is a clear, intelligible reading in whole words, unmistakable and expressive enough.In order for a child to master all the speech secrets and norms of the Russian language, the teacher must improve this form of reading, especially at the initial stage - when teaching to read and write. Reading aloud provides the enrichment of the vocabulary of children, promotes orthoepic literacy, forms the intonation of the speech structure. The teacher should remember that the maximum speed of reading aloud is the rate of speaking, i.e. 120-150 words per minute.
Children in elementary school read slowly, as the articulation apparatus is not sufficiently developed, students do not pronounce some sounds, they lisp. The speed of reading is also influenced by children's proficiency in mental operations: analysis, comparison, generalization, highlighting the main thing.
Reading "to oneself" is reading "with the eyes", without external speech movements. This is the fastest form of reading, as it is intended for oneself and does not require a lot of mental work. The teacher needs to pay special attention to this form of reading in grades 2-3.
When reading "to oneself", the psychophysiological mechanism is simplified, since the process of processing information is closed on the reader, and the process of issuing it is absent.
The weakest link is the elementary grades. Already in the 4th grade, the volume of information increases, and low reading technique contributes to its development.
There are 3 points of view on the required reading speed of students at the end of primary education. The first point of view says that the reading speed by the end of the third grade should be 80-90 words per minute. The second point of view belongs to N. A. Lozhkareva. Her recommendation: by the end of the third grade, it is desirable that students read 120 words per minute. The third point of view belongs to V.A. Sukhomlinsky. He writes that fluent reading, normal reading is at a rate of 150-3000 words per minute.
4. Stages of the formation of reading techniques in primary school
Taking into account the conditions that ensure the reading process and the psychological characteristics of school-age children, eight stages of the formation of reading technique in primary school can be distinguished.
Step-by-step development of the formation of fluent and dynamic reading.
|
№ |
stage |
Class |
reading form |
max read speed |
|
1 |
First stage |
1kl (1 half) |
Out loud -90%, whisper -10% |
60-100 wpm |
|
2 |
Development stage of short-term memory |
1 class (2 half) |
Out loud -70%, "to myself" - 30% |
150 wpm |
|
3 |
Attention Improvement Stage |
1 cl (4 ths), 2 cl (2 ths) |
|
300 words per minute |
|
4 |
Stage of the angle of view |
2 cells (1 half) |
Out loud - 50%, "to yourself" - 50% |
300 words per minute |
|
5 |
Stage - transition to reading "to yourself" |
2 cells (2 half years) |
Out loud - 50%, "to yourself" - 50% |
300 words per minute |
|
6 |
The stage of development of the ability to anticipate memory |
2 cells (2 half years) |
Out loud - 50%, "to yourself" - 50% |
300 words per minute |
|
7 |
Phase of deactivation of hearing, sound aids |
2 cells (4 ths) |
Out loud - 20%, "to oneself" - 80% |
600 words per minute |
|
8 |
Dynamic reading stage |
Grade 3 |
Out loud - 10%, "to yourself" - 90% |
1000-4500 wpm |
4.1. Formation of reading technique at the initial stage.
The initial stage falls on the period of literacy training. This is the most important stage in the improvement of reading technique, as it is the basic learning skills and abilities.
The main goal is to provide a quick transition from semantic reading to reading with whole words and phrases.
In order for children to master the process of reading whole words, the teacher must solve the following tasks:
development of phonemic hearing
preparation of the articulation apparatus
finger development exercises
guidelines for children in reading with whole words
Exercises to improve reading in whole words.
The starting point for these exercises is to familiarize students with sounds. With complex work on the development of phonemic hearing, children quickly switch to continuous reading with whole words.
№1 .
Intonated pronunciation of a word, that is, sequential selection of each sound for its characteristics: p-p-p-p - desk; pa-a-a-art; part-t-t-ta; part-a-a-a; Graphic model of the word PART
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№2. Games - onomatopoeia:
Have you listened to the bees buzzing? Try to buzz like this: LJJJJ.
Now let's talk in bee language like we are bees.
Let's be friends!
Where do you live?
I live in this living room.
№3. Reading poetry ( E. Moshkovsky "Night Poems")
Here came the noiseless rustle,
He brought a heap of news.
And all the Rustles came together,
And there came noiselessly Rustle;
Rustle moved his hand,
And all the Rustles came together.
And they came from all over the world,
And Shu whispered to the light
Behind our wide curtain.
And he whispered something to them,
Something scary, wonderful
Something secret, nightly
He got up and started whispering.
And in the morning he said goodbye.
The rustle went out, the rustle went out,
And nobody heard the Steps.
№5. Game "Shop"
There are a variety of items on the counter.
What did you choose?
You have to pay for a spoon with the first sound of this word.
To treat the patient, the doctor wrote him 10 words in (ppr)
What disease does the patient have?
What does the bakery sell?
-… lob.
- What item do I have in my pocket?
-… aces.
№8. "From barrel to point"
Met a barrel with a kidney mi says:
Oh, how alike we are. Only the first sounds are different for us.
What words will be obtained if the first sound in the word BOCHKA is replaced by the sound [d], [k], [n], [m], [t]?
№9. Name the words that contain this sound.
Say a word about winter. (sound I) - winter, sleigh, snowmen….
What toys will you give a friend? (sound U) - doll, cubes, goose, cock….
№10. What sound got lost?
Dropping the doll from my hands,
Masha rushes to her mother:
Green onions are crawling there
With a long mustache!
№11. Name the words in which there would be as many sounds as in the word BEETLE.
№12. Name the floor on which the word MAK lives.
What other word can live on this floor?
№13. Find a picture for the diagram.
XXX X - weak clap - unstressed syllable; X - strong clap - stressed syllable.
Slap the word
Clap the outline of the word.
Guess which word is intended: XXX
Speech warm-up (2-3 min)
"Score a goal" - the mouth is closed, the lips are motionless, the tip of the tongue touches the cheeks
"Brush your teeth" - brush your teeth with the tip of your tongue with your mouth closed
"Watch" - stick out a sharp tongue, press it with your teeth and move it from left to right so that your teeth rub the middle of the tongue.
"Blow out the candle" - the cheeks are drawn in. Biting out tongue.
"Pancakes" - quick nibbling of the tongue while pronouncing
"Pies" - biting the tongue rolled into a tube
"Accordion" - the tongue is pressed to the palate, and the mouth is opened and closed
"Mushroom" - suck your tongue to the palate and open your mouth wide
"Horse" - clatter
"Machine gun" - an order to hit the closed lips with a finger. Do O and immediately into a wide smile AND
"Janitor" - with an elongated tongue to lick the upper and lower lips
"Swing" - to drive the lower jaw, first from side to side, then back and forth.
Each speech exercise ends with work on a tongue twister. Tongue twister can correct stuttering, burr, lisp, nasal, significantly improve diction and timbre of the voice.
Methodology for working on a tongue twister. The tongue twister is pronounced by children slowly at first, while a sound defined by the tongue twister is highlighted. Then it is pronounced at an average pace, with a clear sound emphasis, then quickly, but the sound should be heard clearly, the form of the d / b words is preserved. It is useful at a fast pace to take a pen or pencil in your mouth and pronounce this tongue twister as clearly, faster and louder as possible.
It is useful to use tongue twisters at every stage of the formation of reading skills.
Exercises for developing the fingers.
Put your hands on the desk, rotate your hands in different directions.
Fold your palms and spread your fingers
Close your fingers, rotate your thumbs around each other
Straighten the palms, with the index finger of one hand press on the first phalanx of the fingers of the other hand, raising and lowering them.
Forcefully squeeze one by one with the fingers of the left and right hands into a fist
Rotate fingers in different directions in turn
Slow and smooth clenching of outstretched fingers into a fist: gradually increase the pace of the exercise to the maximum, then decrease again
Tapping with bent fingers on the desk, at first jointly, then with each finger separately - we play the piano.
Stretch out your arms, lightly shake your hands, knead the brush of one hand with the fingers of the other.
From the first lessons of literacy, children are trained to read words in syllables. The main place is occupied by syllable confluence. The vowel is the guideline for reading the syllable. First, you need to recognize a vowel in a syllable, but not name it, then find out a consonant and read it together with a vowel: BUT, ON, NO, NY, WELL, NOT
A vowel is a reference point in the reading (pronunciation) of a hard or soft consonant sound.
I, E, I, Yu, Yo denote the softness of the preceding consonant in the fusion.
ONION-LYUK, MAL-MYAL, BYL-BEAL.
If a syllable or a word begins with a vowel, for reading it is enough to identify and name the vowel - LEAF, DUCK, WASP, WILD
A consonant outside the confluence at the beginning of the word, in the middle, at the end is pronounced as a solid consonant sound - KROT, PARTA, MAK
If after the consonant letter there is b, you need to pronounce the sound softly - SALT, MOT, HORSE, ELK.
If after the consonant there is a consonant letter, then look at the next letter and learn to pronounce several sounds for 1 portion of the exhaled sound - LIST, BUST, COMPETITION, TRACTOR.
B and b in front of the vowels indicate that in their place it is necessary to pronounce the merge, the first sound in which (j), the preceding consonant sound, is pronounced softly:
Exercises to improve reading in whole words.
№1 . Reading words and syllables made up of split alphabet
№2 . Reading syllabic pyramids
№3. Scattered letters(teacher calls letters, students make up a word)
T, O, S, I, R, K
CABLE, CANE, RICE, MOUTH, GROWTH
№4. Magic house.
The teacher attaches a house to the blackboard and in the empty windows writes on the blackboard in random order sets of letters. Pupils must guess which words "live" in the house.
№5. Reading words with build-up
RO RA RU
KRO BRA TRU
MOLE BROTHER LABOR
№6. Reading type cards
PONY PINE
PION PUMP
CINEMA CANOPY
HORSE SPRING
№7. Printing syllabic tables
KO MA / SLO
NI RA VO
ON TA YES
№8. Reading for the speaker
Reading by a teacher or a strong student, the announcer is slightly ahead of weak students when reading
№9. Reading in groups or pairs
Children read the text in chorus, the task of the weak is to keep up with the strong, the task of the strong is to read faster and more expressively.
№10. Multiple reading
№11.Parallel with the work on the formation of fluent reading in the classroom, it is necessary to carry out daily exercises and in the lessons of the Russian language. When teaching writing, it is necessary from the first lessons to teach high-speed writing: continuous writing of patterns from letter elements:
unbreakable writing of syllables by ear: so, su, po
continuous writing of words by ear with speed measurement
write as quickly and beautifully as possible
a letter by ear of sentences consisting of 2-3 words.
Briefly temporary memory is characterized by limited temporary storage of information (up to 30 seconds). Keeping 2-3 words for a short time makes it possible to establish a semantic connection between them. The development of short-term memory provides the ability to quickly merge several words and sentences into a single information, which gives a high percentage of memorization of the material being read at a high reading rate.
Cheating text
Dictation from memory
Games for the development of short-term memory
(on the table, the teacher lays out 20 small objects, which are covered with a sheet of paper. For a short time, the sheet is removed, the children can look, enumerate objects, touch them with their hands. After that, the sheet closes the objects again, and the children enumerate them from memory)
b) Game "Photographer"
(for a few seconds, fix a person, a picture, a room, etc., and then verbally describe in as much detail as possible)
c) The game "Remember"
(the class is divided into 2 groups. The teacher points to the student, he must remember the name of the mountain, the river, the rule, the song. The team with the fewest penalty points wins)
d) The game "Who is the most attentive?"
(the teacher shows a card with a word for 1 second, the children must have time to read the word during this time)
e) The game "Detective"
(In the classroom, a match, a pencil, etc. are laid out in conspicuous places. After that, students are invited to the room, they silently examine it, writing down the names of objects that have appeared in the class in a notebook).
Improving attention.
Reading words and phrases such as: water, water; linen, white; homeland, dear.
Reading words like: purity-frequency, girl-grandfather, squirrel-bun
Reading words with the same roots, but different parts of speech: green - green, vigorous - cheered up.
For individual reading, you can use the cross-checking technique. Flashcards can be used to give comprehension words temporarily so that students can distinguish the basic elements of words and recreate them from memory. These exercises can be done in all lessons.
Exercises developing the operational field.
Gymnastics for the eyes:
1 . Lean back on the chair. Take a deep breath. Lean forward to the edge of the desk - exhale. (5-6 times)
2 Lean back in a chair, close your eyelids, close your eyes, open your eyes (5-6 times)
3 Put your hands on your belt. Turn your head to the right, look at the elbow of your right hand. Turn your head to the left. Look at the elbow of the left hand. Return to starting position. (5-6 times)
4 Raise your eyes up, make them in a circular motion in a clockwise direction, then make your eyes in a circular motion counterclockwise. (5-6 times)
5 Close your eyelids. Massage them with the tips of your index fingers for 30 seconds.
Exercises in reading various words, word combinations, sentences. Start by reading a word consisting of one syllable, then two, then three, then connect 2 words, gradually bring the perception to 10-12 words.
SONG
Innuendo
IN LAZURI
LARK
SING VOICE
FOREST ZARDEL
Speeding up the pace. The acceleration is brought gradually to the pace of the tongue twister.
Move to unfamiliar text. The essence of the exercises is that after repeated reading of the text with a gradual acceleration of the tempo, the student is invited to read the next part of the text at an increased tempo.
Reading with a glance from the text. When reading aloud, the student is encouraged to glance at the class, and then return to reading. In this case, the student must "grasp" the eyes of the next word or group of words.
Retelling based on text. After repeated reading, the student retells its content. In case of difficulty, he is allowed to glance at the textbook.
4.5. Exercises to develop flexibility and speed in reading aloud and silently.
1. "Lips"
Purpose: to clearly distinguish children between reading silently and aloud, as well as preventing active pronunciation while reading.
The teacher reads the text, varying the reading speed in accordance with a pre-planned plan within the reading speed of students (80-160 words per minute). Children read the same text "to themselves", trying to keep up with the teacher.
3. "Lightning"
4.6. Exercises for anticipation (for the ability to guess the subsequent text)
№1. "Guess"
a) cards are handed out with sentences in which there is no endings of individual words
My dad and I are today .. until .. in ki ...
b) text with numbered sentences is offered on the cards, individual words are devoid of endings, missing letters are placed on the back of the card
v) anticipation of tongue twisters:
did the job ...
you drive quieter ...
gave my word ...
better late ...
you can't catch it without difficulty ..
G) anticipation of parts of a sentence
it is proposed to cover the first half of the page with a sheet. Children read the stable combinations on the left side, adding possible endings to them.
He himself is guilty of everything
The door was open, closed
The sun has already risen, has gone down
It snowed all day, it rained
The wind bent the trees
d) "Young poet". Students receive rhymes for 2 or 4 lines of the poem. Using rhymes, each student writes his own versions ... ... snowball .... notebooks ... frost
… ..Service ……. Okay… ..apricot
№2. Reading with a ruler
Option 1. An opaque ruler quickly opens and closes the readable line
Option 2... Closes with a ruler the word that the student should read in the next moment
Option 3... The entire right side of the page is closed, the student reads the text, anticipating its content.
№3. Schulte table
The work is designed for 25-30 seconds. During this time, the student must read to himself the numbers in the order of 1,2,3,4,5 ... -pointing at them with a pencil.
|
15 |
6 |
16 |
9 |
14 |
|
1 |
8 |
20 |
24 |
2 |
|
18 |
22 |
10 |
21 |
12 |
|
17 |
11 |
23 |
5 |
25 |
|
7 |
4 |
13 |
19 |
3 |
№4.Exercises to anticipate words based on their consonants Restore possible words based on the consonant combinations specified in the table. Students add the corresponding vowels and b at random. For example, C - a goal, whole, s-l - lard, salt, donkey, strength. The table is a 15 * 15 square, divided into 225 cells.
|
WITH |
V |
B |
G |
R |
G |
L |
G |
M |
L |
B |
NS |
R |
NS |
D |
|
T |
R |
WITH |
R |
V |
L |
NS |
R |
Z |
N |
R |
D |
M |
R |
TO |
|
TO |
Z |
N |
D |
N |
Z |
L |
T |
M |
T |
G |
L |
B |
TO |
AND |
|
N |
G |
D |
Z |
B |
N |
WITH |
TO |
L |
NS |
R |
T |
G |
Z |
B |
|
NS |
F |
R |
V |
R |
G |
D |
R |
F |
R |
F |
WITH |
F |
L |
M |
|
F |
L |
Z |
L |
G |
L |
TO |
WITH |
D |
M |
T |
Z |
D |
TO |
F |
|
TO |
B |
T |
N |
WITH |
NS |
WITH |
TO |
R |
D |
L |
B |
R |
B |
L |
|
NS |
TO |
WITH |
L |
F |
L |
D |
N |
NS |
G |
Z |
T |
N |
F |
R |
|
N |
M |
R |
Z |
M |
T |
M |
B |
TO |
NS |
V |
R |
WITH |
NS |
T |
|
NS |
N |
V |
N |
T |
L |
M |
TO |
L |
G |
R |
M |
T |
R |
WITH |
|
Z |
V |
D |
L |
NS |
SCH |
TO |
V |
SCH |
L |
Z |
R |
F |
B |
R |
|
C |
R |
T |
M |
WITH |
G |
T |
N |
TO |
R |
L |
D |
TO |
R |
T |
|
NS |
WITH |
NS |
L |
B |
Z |
M |
F |
L |
T |
Z |
R |
L |
H |
WITH |
|
B |
R |
Z |
M |
F |
V |
T |
R |
T |
M |
N |
WITH |
NS |
R |
TO |
Work in pairs. The learner, having found the consonant set by the partner, combine it with the one next to it, arbitrarily adding vowels.
4.7. Disconnection of "hearing", "sound" aids for students during reading.
To load students with extraneous work, turn off the hearing and sound aids while reading, you can use reading exercises with word counting, which is performed as follows.
1) Before performing the exercise, the children are told that a word is any part of speech, it is imperative that the teacher show how this is done in some text.
2) When reading and counting words, it is necessary to tightly clench the lips and teeth. To control the compression of the teeth and lips, at first, children should press the index finger of their left hand to their lips throughout the entire reading with word count.
3) In all lessons except the first one, introduce an element of the game-competition for reading speed, with simultaneous word count.
4) Before completing the task, psychological preparation is needed every time
Get ready! (10-15 sec)
Attention! (3-5 sec)
5) In order for the children to consciously read the text, it is necessary to ask a control question before reading, which is best written on the board.
After reading, for control, you can ask 1-2 additional questions.
6) The text must be unfamiliar. ... To record the results, it is necessary to keep a special notebook.
7) Carrying out time - 3-5 minutes daily. Children learn to read with words .. When doing the exercise, you can hang a memo.
Memo.
1.Put your lips and teeth tightly
2 Read only in words
3 Read as quickly as possible, counting the words of the text to yourself.
4 Answer how many words are in the text
5 Answer the questions to the text
4.8. Formation of dynamic reading
Reading in blocks. (Exercises)
№1 "Sprint"
Students read the text to themselves at the maximum speed for them, tightly clenching their teeth and lips. The exercise is performed daily for 2-3 minutes, then the time is reduced to 1 minute. The teacher asks questions about the reading.
Aid to read "Sprint".
Clench your teeth and lips tightly
Read only with your eyes
Read as quickly as possible
Answer the questions.
Reading - Intelligence notes the following:
Use a metronome
In search of answers to the questions, the student looks through each line with a vertical movement of the eyes in one beat of the metronome, that is, the student's gaze should go down the lines, like steps. The fingers should move along the margins, beyond the edges of the stitches.
For this exercise, you can use the count of stitches at the beginning. Target students that the main thing is to understand the meaning of the text.
Clench your teeth and lips tightly
Place your fingers at the beginning and end of the line.
Read the entire page with one click of the metronome.
Find the answers to the questions while reading.
|
type of exercise |
stages |
||||||||
|
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
||
|
1 |
Exercise for the development of phonemic hearing |
* |
* | ||||||
|
2 |
Exercise for the development of the articulatory apparatus |
* |
* | ||||||
|
3 |
Finger development exercise |
* |
* | ||||||
|
4 |
Reading behind the announcer |
* |
* | ||||||
|
5 |
Reading in pairs |
* |
* | ||||||
|
6 |
Repeated reading with last acceleration |
* |
* | ||||||
|
7 |
Visual and auditory dictations |
* |
* |
* | |||||
|
8 |
Writing speed exercises |
* |
* |
* |
* |
* |
* |
* |
* |
|
9 |
Letter from memory |
* |
* |
* |
* |
* |
* |
* |
* |
|
10 |
Memory games |
* |
* |
* |
* |
* |
* |
* |
* |
|
11 |
Tongue Twisters |
* |
* |
* |
* |
* |
* |
* |
* |
|
12 |
Exercise to improve attention |
* | |||||||
|
13 |
Angle Development Exercise |
* | |||||||
|
14 |
Speeding up reading with the transition to unsigned text |
* |
* |
* |
* | ||||
|
15 |
Exercise for the transition of reading "to myself" |
* | |||||||
|
16 |
Exercise to develop anticipation skills |
* | |||||||
|
17 |
Exercise with word counting |
* | |||||||
|
18 |
Exercise "Sprint" |
* |
|||||||
|
19 |
Exploration exercise |
* |
|||||||
|
20 |
Exercise with a watch |
* |
|||||||
In my work, for the development of phonemic and articulation, I use proverbs, sayings, tongue twisters.
In reading lessons, I will definitely work on difficult words and word combinations. I use choral reading.
After reading and parsing the text, I carry out work on teaching verbal drawing. I use algorithms.
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A better construct would be:
$ / usr / bin / time program_to_benchmark< big_file
In this expression, it is shell, which opens big_file, passing it to your program (well, actually, for "time", which then executes your program as a subprocess) as an already open file descriptor. 100% of the file reading is strictly dependent on the program you are trying to compare. This gives you a real sense of its performance without false complications.
I mentioned two possible, but actually incorrect "fixes" that could also be considered (but I "them" differently, since this is not what was wrong in the original post):
A. You can only "fix" it in time with your program:
$ cat big_file | / usr / bin / time program_to_benchmark
B. or by time for the whole pipeline:
$ / usr / bin / time sh -c "cat big_file | program_to_benchmark"
They are wrong for the same reasons as # 2: they still use `cat` unnecessarily. I mention them for several reasons:
they are more "natural" for people who are not quite comfortable with POSIX shell I / O redirection objects
there may be cases where a cat is required (for example: reading a file requires some sort of access privilege, and you don't want to grant that privilege to the comparison program: `sudo cat / dev / sda | / usr / bin / time my_compression_test - no-output`)
on practice, on modern machines, the added "cat" in the pipeline probably has no real consequences
But I say this last one with some hesitation. If we consider the last result in "Edit 5" -
$ / usr / bin / time cat temp_big_file | wc -l 0.01user 1.34system 0: 01.83elapsed 74% CPU ...
- it claims that the "cat" consumed 74% of the CPU during the test; and indeed 1.34 / 1.83 is about 74%. Perhaps launching:
$ / usr / bin / time wc -l< temp_big_file
it would take just 0.49 seconds! Probably not: "cat" here had to pay for the read () syscalls (or the equivalent) to move the file off "disk" (actually the buffer cache), as well as the write on the pipe to deliver them to the wc. A valid test would still be to make these read () calls; only the write-to-pipe and read-from-pipe calls would be retained and should be fairly cheap.
However, I predict that you will be able to measure the difference between `cat file | wc -l` and `wc -l<файл` и найдите заметную (2-значную процентную) разницу. Каждый из более медленных тестов будет платить аналогичное наказание в абсолютном времени; который, однако, будет составлять меньшую часть его большего общего времени.
In fact, I did some quick tests with a 1.5 gigabyte garbage file on Linux 3.13 (Ubuntu 14.04), getting these results (these are actually "best of 3" results, of course after being cached correctly):
$ time wc -l< /tmp/junk real 0.280s user 0.156s sys 0.124s (total cpu 0.280s) $ time cat /tmp/junk | wc -l real 0.407s user 0.157s sys 0.618s (total cpu 0.775s) $ time sh -c "cat /tmp/junk | wc -l" real 0.411s user 0.118s sys 0.660s (total cpu 0.778s)
Note that the results of the two pipelines claim they took more CPU time (user + sys) than they did in real time. This is because I am using the shell (Bash) built-in "time" command, which understands a pipeline; and I'm on a multi-core machine where individual processes in the pipeline can use separate cores, accumulating CPU time faster than real-time. Using / usr / bin / time I see less cpu time than real time - showing that it can only use one pipeline item passed to it on the command line. Also, shell output gives milliseconds while / usr / bin / time only gives hundreths seconds.
So at the efficiency level of `wc -l`,` cat` makes a huge difference: 409/283 = 1.453 or 45.3% more in real time, and 775/280 = 2.768 or a whopping 177% more CPU used! My random box has-in-time-the-test.
I must add that there is at least one other significant difference between these styles of testing, and I cannot say if this is a benefit or a disadvantage; you have to solve it yourself:
When you run `cat big_file | / usr / bin / time my_program`, your program receives input from the pipe at exactly the pace sent by `cat`, and in chunks no larger than what` cat` says.
When you run `/ usr / bin / time my_program
Of course, this is an interesting test result if the same program performs significantly different relationships between the two cases. This shows that, indeed, the program or I / O libraries are doing something interesting, for example using mmap (). Therefore, in practice, it can be useful to run tests in both directions; perhaps discounting the result of `cat` with some small factor to" forgive "the cost of running the" cat "itself.
Getline, stream operatoes, scanf, can be handy if you don't care about file load times or small text file downloads ... but if performance is what you care about, you should just load the entire file into memory (assuming it will do). Here's an example:
// open file in binary mode std :: fstream file (filename, std :: ios :: in | :: std :: ios :: binary); if (! file) return NULL; // read the size ... file.seekg (0, std :: ios :: end); size_t length = (size_t) file.tellg (); file.seekg (0, std :: ios :: beg); // read into memory buffer, then close it. char * filebuf = new char; file.read (filebuf, length); filebuf = "\ 0"; // make it null-terminated file.close ();
If you want, you can wrap the stream around this buffer for better accessibility, for example:
Std :: istrstream header (& buffer, length);
Also, if you are in control of the file, consider using a flat binary data format instead of text. It's more reliable to read and write because you don't have to deal with all the ambiguities of whitespace. It's also smaller and disassembles much faster.
By the way, the reason the number of lines for the C ++ version is greater than the number for the Python version is because the eof flag is only set when an attempt is made to read outside of eof. So the correct loop would be:
While (cin) (getline (cin, input_line); if (! Cin.eof ()) line_count ++;);
In your second example (with scanf ()), the reason it is even slower might be because scanf ("% s") parses the string and looks for any space (space, tab, newline).
Also, yes, CPython does some caching to avoid reading the hard drive.
First element of the answer:
#include
The following code was faster for me than the other code posted here so far: (Visual Studio 2013, 64 bit, 500MB file with line length uniformly in)