Rebus method - learning to read. Funny and very powerful. Rebus method and its place in the process of teaching reading Learning to read rebus method com

Rebus-method of Lev Sternberg. parent experience.

This is how easy it is to teach a child to read!

All the previous pages of this chapter were written before I met Lev Vladimirovich Shternberg and his rebus method. This acquaintance did not completely change my idea of teaching reading, but it enriched it many times over.

The rebus method is such a simple, elegant, and (seemingly) obvious method that it seems completely unbelievable that it was invented only very 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 “chop off” words.

“Listen,” I say. - Here's what I can do:

SPOON - LO...
CAT - KO...
BALL - ME...
KETTLE - CHA...

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

- PEN.

- RU...

- PALMA.

- PA...

- SCISSORS.

- BUT...

(It should be noted that in all the words that I offer the child, the stress will certainly fall 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 than they are written.) Then I complicate 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 POOL, SUN.

- WHEEL...

And 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, THREADS - KO-NO.

And at the sight

He says:

- MELON, CANCER - DY-RA.

(Perhaps at first you will need to help the child by pointing at the pictures with your finger.) Here are some more examples:

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

- LAMP, HOUSE, THREADS - 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 begun to study - 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 the full names of the objects depicted in the pictures - it is enough to limit ourselves to only “stumps”:

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

Dasha and Kasha

Our Dasha ate porridge.
Barely ate Dasha.
Dasha is tired of kasha.
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 grind them. They first appear at the end of long words:

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

In the same way, acquaintance with a soft sign occurs:

When a child masters all consonants and a soft sign in this way, he, purely theoretically, can independently read any text - it is enough just to write down all the vowels in the form of pictures, as well as all the consonant-vowel pairs of letters. However, in practice, we are faced with the fact that not every such pair can be easily encoded with a picture, since there are simply no suitable words in Russian that begin with this letter combination. This includes not only all sorts of exotic syllables, such as FE and BE, but also quite common HU, ZHO and SYA. There are two possible ways out of this situation. Firstly, it is not at all necessary at this stage to let the child read any texts. After all, one can confine oneself only to those in which such difficulties do not occur. Secondly, we can leave non-coding syllables as letters and just prompt the child how they are read, 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 actually perceived by the child as a single indivisible symbol (just as 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 relieved of the need to stupidly memorize more than two hundred warehouses, as those who study from Zaitsev's cubes do. Everything that makes up the main difficulties of other methods is simply absent in the rebus method.

After the child completely moves from pictures to letters, he, in fact, already knows how to almost fully read in warehouses. Unless we still have to tell him about lowercase and uppercase letters, about the solid sign and about how syllables that are not encoded by pictures, like FE and SYA, are read (unless, of course, we have done this before). But by this time he already has a fairly rich reading experience, so that the assimilation of this information cannot cause him any difficulties.

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

1. Lev Sternberg. Rebus method. Primary learning to read with the help of syllabic pictograms. Workbook. Sternberg Publishing House, St. Petersburg, 2009.

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

From the preface: The workbook “contains only single nouns, no word combinations and sentences. All words<...>written in capital letters only. It means that<...>the child is obliged to continue learning using other methods.

From my own impressions: Excellent, solid 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 the full development of reading.

2. Lev Sternberg. Word cards "Rebus method"

From the abstract: “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 a lot of different games with cards to memorize letters and develop reading speed.

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

That, in fact, is all. And it would 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.

Rebus method

This is an oral game where the child learns to read words on his own without even knowing the letters.

The rules of the game are also very simple. An 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 stress. Otherwise, the sound of the first syllable changes, for example, we will hear the word “kitten” as “kitty”, 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, in order to facilitate the task, you can offer the child a visual support in the form of images of objects. In fact, this is a rebus that is easily solved according to a given rule. A four-year-old child copes with the task in a few minutes.

Lev Shternberg: “The rebus method is based on the fact that children perceive the beginning of a word, for example, MA in the word “machine”, as one indivisible sound, and logically expect that this sound is written with one letter. (After all, children still don’t know that adults have agreed to designate one sound with two letters. It is two letters instead of one that are a difficulty for the child.) You can say that I came up with new letters - MA, LO, DU - for children it’s like one “letter ”, equivalent to the sound heard, well, adults know that this is a syllable. To make it easy for a child to guess which “letter” is encrypted here, I depicted the simplest pictures-tips.

The "Rebus method" is distinguished by its creative beginning: in each word there is a certain trick, 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 think them out loud to someone else. That's when you can say that the game is mastered. By the way, many parents also play this game with no less enthusiasm than their children.

How to understand that the child is ready to learn
Until the age of three or four, children do not understand that a word can be divided into some parts, and that a word can be made up of some parts. The word FLY for a baby is one thing, and the word MU-HA is completely different. And from the point of view of age-related speech development, this is normal. It is in Russian that you can play around with words: slow down, speed up, divide into parts, pronounce them this way and that - the meaning of the words does not change. If 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 one can speak 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, that is, to the formation of a completely different word. And if the same child is settled somewhere in England, then by the age of 3-4 he will come to 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 are made up of separate sound pieces.

Readiness for learning depends on how varied speech the baby hears, do they read poems aloud in the family or kindergarten, do they sing songs, indulge in the rhythm of speech? If all this is not there, then the child may not be ready to learn to read until the school itself.

Adult participation in learning

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

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

Difference from Zaitsev's cubes

Slogophone-speaking and Rebus-method, as well as Zaitsev's cubes, are based on working with sound warehouses. Zaitsev has all warehouses written on the faces of the cube, i.e. six warehouses are depicted on one die, and this is a whole combination, which is much more difficult to manipulate than one individual element. Therefore, I believe that buttons with one warehouse are much more convenient for a child than cubes (If the syllables are written on cardboard cards, it is also difficult to figure it out when there are a lot of cards). Pressed the button - the computer announced it. Moreover, you can press 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 and not get angry.

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

Memorizing whole written words is an important skill for developing speed reading skills. Cards with whole words, which are in the Doman method, form speed reading, I also use them in my games. However, despite the fact that I have a good attitude towards Doman's 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. To memorize words in their entirety in the West has been taught to children since time immemorial. This practice was used in parallel with the so-called spelling (among the British) and with the buchstab (among the Germans) - that is, with the technique of naming a word by spell: for example, "Bauer = Bobby, Anna, Ursula, Eva, Robert". For such pronunciation of a word, it is necessary first of all to 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 to teach the child to read not from the school bench, 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 pointlessly stare at an empty ceiling, let him remember the written words better. Doman suggested writing the words on the cards in a bright red font, because the newborn does not yet distinguish between other colors. But at the same time, the red color informs the baby about the danger, his pulse slows down, breathing quickens. And it is precisely this state of stress that Doman considers the best incentive for the child to memorize incomprehensible squiggles and words spoken by someone at that moment.

Glenn Doman was a military neurosurgeon by profession, not a psychiatrist or psychologist. And all this method of early impact on the child for Doman was only part of his scientific work, in which he proved that in people with a traumatized brain it is quite possible to compensate and restore some mental functions if they are affected by “spare” (Doman called them “hidden ”) the possibilities of the psyche. So Glenn Doman restored the ability to read in people with injuries of the left hemisphere of the brain. However, I think, what does it have to do with small children, in whom nothing is damaged and for whom nature has determined the gradual, stage-by-stage inclusion 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 up to about 6-8 years old, the brain connections necessary for such activity have not yet matured, he has not yet fully formed the connection between the hemispheres through the corpus callosum. And for this immature brain, Doman imprints whole written words into memory - not as combinations of letters, but as an indivisible image. Why is this for a baby who still has no idea what these terrible red squiggles mean and what these oral words uttered by adults mean? I can assume that such an impact on the child's natural reflexes can later turn into many different didactoneurosis.

Many techniques try to teach a child to count within the first ten, that is, within 10, perform arithmetic operations, add and subtract numbers. And I believe that it is basically impossible to perform arithmetic operations within the first ten.

Within the top ten, only:
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 simple 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 finite number. "Three plus two equals five" - this is not a chain of operations, it's just an answer by heart. Having formulated this as a "grain" of the methodology, I developed a simple system, very logical and small, how to lead a child from sequential recounting to knowing the correct answers by heart. For example, let's take finger counting. If the baby is able to say "I'm five years old" and at the same time show a spread 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, say "No, that's five!" and again show memorized five.

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

I note that almost all bunnies and squirrels in modern textbooks are suitable only for sequential counting and do not give the child the opportunity to count and add objects at once in small groups. Therefore, the child cannot get used to the wording "Three and two will be five" in any way, 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 constituent numbers with one glance - only a little habit is needed. 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 the pyramid, then the child will not count, but will immediately point to the blue twos, because “eight is ten without two” - the child must memorize.

No uniqueness

There is not a single unique element in my methods, all this has already been met in world history: syllabic pictographic reading, and counting on fingers, and counting on pyramids. For me, it turned out to be a great success that before I got into pedagogy, I had a decent amount of knowledge in game theory. I am an actor by education, and besides, I am a good chess player, that is, I know a lot about the game and how different games are built. Therefore, the content of reading and counting, familiar to me from the history of mankind, I was able to combine 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 turned out to be very similar in them.

How it all started

While still a student of the acting department, I became interested in developing pedagogy. Even then, at the All-Union seminars, where I taught school teachers acting technique and game technology, I heard the lectures of Nikolai Zaitsev for the first time. What he said and did was very consonant 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 a chance for me 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 4-5 more groups. Then in another kindergarten, where I spent 3 more classes. So 8 lessons a day for three years. I had a great opportunity to try, check, correct, improve, refine the methodology.

In addition, there was another incentive to work. In those years, in Belarus, the population had no money, no work, and sometimes food. Therefore, in order for parents to pay for classes, you had to be very convincing. Then I suggested to parents not to pay for education if in two months their baby did not learn to read. Not a weak incentive to develop the right methodology, agree?

In 1998, I returned to St. Petersburg to present the Rebus Method to the Education Committee. The methodology was met with a bang, and as a result, 18 schools wanted to purchase my teaching aids for each first grader. In the summer I was already preparing the circulation for printing, but in August the ruble collapsed. And my family and I had to urgently leave for Germany. The money that in July could have printed many thousands of textbooks was barely enough at the end of August to buy a couple of train tickets.

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 thought that in order to master reading well, it is necessary to have a well-developed speech, but experience has shown otherwise. I spoke German with an accent, but at the same time I famously taught migrants who did not speak German to read, and even more famously taught the Germans themselves. It was here that it became clear that teaching the technique of reading has nothing to do with the general cultural development of either the student or the teacher. You just need to know the right methods of training, and then it goes by itself. I lived in Germany for 11 years, and in autumn 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 is able to easily learn in a month everything that a three-year-old child will learn in two years. It must always be remembered that no child likes to do what he is not bad at. And if a child learns to read for a long time and does not enjoy reading, then he runs the risk of 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 large children, this stage of learning goes much faster than in toddlers. Secondly, of course, I will advise parents to teach their child to play Slogophone-speaking and the Rebus method. These are not only easy and high-quality methods of teaching reading, but also funny games that children really like.

The main goals of teaching languages in an educational institution is the formation of communicative, linguistic, sociocultural competencies. Communicative competence is formed in the process of mastering the skills of listening, reading, speaking and writing, the ability to answer questions, and conduct a dialogue. The development of reading skills is carried out in conjunction with the development of other types of speech activity.

Students with intellectual disabilities

The mental and speech development of a child are closely related, but at the same time, the development of speech and cognitive activity is characterized by certain features in children with intellectual disabilities.

The development of reading skills includes several successive stages:

Words are read as syllabic structures are studied.
The most difficult moment in mastering the skill of reading is the merging of sounds in a word.
First, syllables-words (au-wa), reverse syllables (am, mind), then direct open syllables (ma, mu) are read.

"Rebus method"

In order to fully implement the principle of this method, it is necessary to perform all these tasks aloud, loudly and clearly.

Method rules:

The first rule is how to isolate its first sound warehouse from the whole word (in the word spoon, not the first letter l and not the first syllable of lies, but the first warehouse lo).

You just need to clearly and rhythmically, like poems, pronounce:

KETTLE-CHA

It should be noted that in all the words that are offered to the child, the stress must certainly fall on the first syllable. This greatly facilitates the child's task and eliminates confusion with vowels, which in unstressed syllables are often pronounced differently than they are written.

As practice shows, children really like to play with names:

The second rule is how to single out their first warehouses from several whole words, loudly and rhythmically spoken aloud one after another, and understand the new resulting word.

We start playing with two words at the same time:

SCISSORS, WEIGHT... GI...

DOVE, FISH- GO ... RY ...

At this stage, we already notice that children with special needs for psychophysical development often begin to make mistakes, forgetting the original words, lose the sequence of sounds, and try to “guess” the final word.

Let's use visibility:

CAT, THREADS-KO-NO

Please note that items must be named from left to right. Often the child needs help at first by pointing at the pictures with a finger.

It turns out that the child, looking at the sequence of symbols, pronounces the words encoded in them. This is how the development of syllabic structures occurs.

Gradually, there is no need to pronounce the full names of the items depicted in the pictures - it is enough to confine ourselves to warehouses alone:

It is these simple actions of the teacher that help children quickly learn to read. The "Rebus method" captivates the reading process itself and practice shows that children like this process. It should be noted that the “rebus method” is also both a good training and accurate testing exercise.

In the course of a problem-oriented analysis of the initial and final results of the reading skill, it can be argued that the “rebus method” gives a quick and positive result.

Every four-year-old child dreams of learning to read. Books, magazines, advertising, inscriptions on the streets and on TV, on candy wrappers and on packages with toys - written language surrounds the child everywhere, it is so desired 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 read anything at all, you need to learn letters for a long, long time, learn the complex rules for their connection, study for many days, weeks, months, but you still can’t read! It’s also good if the teacher is funny, can play different games and knows how to tell a funny story “from the life of letters”. Reading does not get any better, but at least the lesson ceases to be boring to the point of yawning. Now, if it would be possible - once, and already learned! Once, and already read it! Once, and even he understood the word he read! Baby dream!

It is this child's dream that our "Rebus Method" embodies. In a few minutes, learn to read, even without knowing the letters, with almost no study at all. Well, let them read not whole stories, and not even sentences, but at least just individual words. Well, even if not 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 whole long educational path - letters, then warehouses, then words, then phrases and sentences - all that other textbooks offer. But with our book, the kid from the first lesson will learn the most interesting and important thing in reading: to understand the meaning of what he read.

Only two rules

"Rebus method" is, first of all, a game, and an oral game. In order to understand the sound principle of our game, it is necessary to perform all the tasks indicated by us out loud, loudly and rhythmically. Our child does not yet know letters, does not yet know how to read, and therefore is able to focus only on spoken words and sounds aloud.

Our game has only two rules. The first rule is how to isolate its first sound warehouse from the whole word (in the word MASK not the first letter M and not the first syllable MAC, namely the first warehouse MA). For a four-year-old child, this is not a problem, and after two or three minutes the baby masters our first rule. The second rule is how, from several whole words, loudly and rhythmically pronounced aloud one after another, to single out their first warehouses and understand the new resulting word.

From the very first minutes of the first lesson, children are fascinated by the amazing transformations of one word into another. The task of the teacher in these moments is to demonstrate the rules of the game and to keep himself from unnecessary explanations. There is no need to explain to the child what a sound, syllable or sound warehouse is. No need to tell what and how many letters the warehouse is written. You don't even need to show pictures or objects. You just need to clearly and rhythmically, like poems, pronounce:

mask - MA
palm - PA
mouse - WE
bump - SH
cat - KO
spoon - ...

... – LO
ball - me
kettle - cha
branch - BE
net - ...
pen - RU
Beetle - ...

Children really like to play with names in this oral game:

Kolya - KO
Olya - Oh
Masha - MA
Dasha - YES
Petya - PE
Fedya - FE
Ira - I
Kira - KI and etc.

Names, of course, should be familiar to the child. Any adult can easily pick up two or three dozen suitable words. The only thing to consider: each word must necessarily begin with an accent, because unstressed vowels change their sound ( kitten, bear).

The rebus method allows you to conduct classes with children who are already reading and with children who have not yet read at the same time in the same group. The peculiarities of the method are the possibility of an oral game that completely imitates all the mechanisms of reading. The principle of reading is understood by children in a matter of minutes. Extraordinarily exciting for children, very convenient for the teacher, absolutely understandable to parents.

Once the child understood the rule mask - MA and began to echo the teacher, you can proceed to the next step. Again, no extra explanation is required, you just need to clearly and rhythmically pronounce:

mask-mask - MA-MA
palm-palm - PA-PA
teapot shoes - TU-CHA
chicken teapot - KU-...
mask-ball - MA-...
cactus ball - ...

Two words is very 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-slippers — ...

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

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

Children forget the original words, lose the sequence of sounds, try to "guess" the final word and often make mistakes. It affects the lack of concentration, the inability to concentrate. On the one hand, for the sake of developing these important qualities, it would be worth continuing such oral training. But it is also possible to facilitate the task by finally giving the child visual support in the form of objects or their painted 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 prompting from an adult, children try to name the elements from right to left. And they stumble towards it with surprising constancy.

It is to such simple actions that the role of the teacher in our methodology is reduced. No complicated explanations, no long preparatory stages, no multi-part role-playing plots used by teachers today with the sole purpose of entertaining a child who is bored in class, to make the lesson fun. In the Rebus Method, children are quite passionate about the reading process itself, and children like this process.

By the decision of the expert council of the Committee on Education of St. Petersburg dated December 25, 2009 "Rebus method - teaching reading with the help of syllabic pictograms" approved for use in elementary school as an additional teaching method.

Of course, not all children are equally successful in learning. If the teacher leads a lesson with a whole group of children, then the most smart and active students become a "model" for a lagging child: do as they do, catch up with them, get ahead of them, compete with them. If an adult deals with only one child, and he suddenly did not understand the rules of the game - well, you can always stop and postpone until the next time.

It may very well be that the child is still too young for such exercises, does not yet understand what the beginning of a word is and what this adult wants to achieve from him in general. We categorically do not recommend engaging in such games with children whose speech skills and concepts have not yet been established. So, for example, three-year-old children are able to seriously transfer the rules for shortening words into everyday communication and provoke an artificial one. If a child still lacks memory, attention, abstract thinking, and, if you like, a sense of humor to master the "Rebus Method" - this can be observed at four, five, and even six years - then with this child it’s just too early to engage in reading, syllabic-pictographic, or even more phonemic-letter. "Rebus method" is both a good training and accurate testing exercise.

Oral rebus examples

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

Adults are also entertained by the solution of such puzzles by ear. For an oral game, we give examples of rebuses below.

The simplest puzzles - from two words

mask-mask - MA-MA
palm-palm - PA-PA
teapot shoes - TU-...
kettle chicken - ...
cactus ball -
ball sled -
mask box -
woodpecker
bow pillowcase
cactus pen
leaf sled
letter-lamp
cone-pillowcase
skirt-lamp
tassel-scissors
cherry scissors
robot hare
bath-bunny

The first difficulty for a child is plural

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

Simple puzzles of three words

mask-bump-pillowcase
mask-leaf-pillowcase
stork-chicken-lamp
beads-mask-tie
zebra slipper tie
cancer-cap-sneakers
kettlebell-slipper-cancer
palm tree-on a drag-mask
cactus-turnip-slippers
cancer d ear tie
hare-knife-hare
hare-cancer-hare
cancer-barrel-slippers
tiger bump pillowcase
stork-hen-skiing
pumpkin zebra tie
kettlebell-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-bank-whale
palm-duck-whale
cactus-skull-leaf
skull pumpkin turnip
duck-umbrella-fish
palm-handle-sled
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
chicken-hen-handle-hare
jar-slippers-turnip-box
letters-stork-thread-scissors
cloud-girl-box-spoon
sled-sea-vase-fish

Rebuses with unstressed o, e, i

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

sun-jar-cactus
sun-bank-tassel
house-robot-tie
house-robot-weight
tie scissors
cloud-zebra-robot
cat-mask-fish
pigeon cancer
pillowcase-tea-spoon
spoon mouse
spoon-palm-slippers
spoon-palm-gourd
cloud-sled
hare cat
letters-robot-kettlebell
robot tie
cat robot pillowcase
cat robot vase
sled cat
sun-robot-cactus
sun-robot-whale
dove-spoon-sled
pigeon-spoon-vase
barrel robot lady
cook-spoon-sled
lightning-spoon-cat
pigeon-lady chef
wolf robot slippers
umbrella-spoon-cake
dove-robot-lady
wolf-spoon-cheese
barrel-spoon-cake
wolf robot pillowcase
grouse-spoon
grouse-watering can-tie
watering can-squirrel-disk
sun ball
pepper robot
cannon-tie-spoon
tree-cherry-king
sun vase
spruce lady
cat-watering-sun
cat-watering-scissors
turnip cactus

Rebuses with separate consonants

The consonants in these oral puzzles are not pronounced as the names of the letters (Be, em, Ka, etc.), but as real short sounds. Most easily, children understand the meaning in long puzzles.

Stork-pillowcase-pillowcase-C
sled-zipper-bath-r
zipper-spoon-cake-K
palm-robot-wolf-Z
shorts-cat-lamppa-D
cloud-goose-turnip-C
cook-bear-house-R
cook-cannon-tie-y
wolf-robot-squirrel-Y
fly-crayfish-broom-Y
leaf-zipper-N
jar-pillowcase-n
jar-cancer-n
can-can-can-n
G-pen-ball
G-lamp-hare
K-thread-tie
K-fish-ball
chandelier-K
sun-k
sun-n
scissors-C
hare-L
cook-L
lightning-l
sun-l
pen-l
ny girl
month-D-broom-D
Z-broom-Z-lady
...

In principle, any parent can come up with their own puzzles. Only one thing must not be forgotten: each word-picture 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 KA instead of KO.

stress

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 the 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 aloud:

MACHINE MACHINE

After a short hitch, adults come to the conclusion that we are not talking about two units, but only one, which belongs to some Masha. For children, such a conclusion without a certain skill is almost impossible. The child finds it difficult to create many different variants of stress, he still does not know how to freely improvise in the rhythm of speech. The two simplest words are not understood by the child when they are read.

And it is absolutely impossible for the baby to understand the rhythmic and semantic difference between the following two sentences, despite the apparent simplicity of their reading:

THIS MACHINE IS A MACHINE
THIS IS A MACHINE

A change in the writing of only one letter completely changes the rhythm of the phrase read aloud. In addition, the words THIS and ETA 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 the offer

SCARECROW RAVEN

it is not about two scarecrows and one bird, but all 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 already easily put them into sounds. Leaf through any children's book, and you will find that without a strong reading skill, it is very difficult for a child to understand its text, even impossible. The greatest difficulty for understanding are short words with modified unstressed vowels, for example IT, SHE, IT, GOAT, FOOD, FEATHER and so on. Children simply do not recognize them when reading, because in oral speech it is customary to pronounce accordingly: ETA, ANA, ANO, KAZA, IDA, PYRO. Long words like BLANKET, PIANO, QUEEN are recognized by children much easier, although they require more concentration.

- Barrel-rose-lady, - we give the child an oral task.

- BEARD, - he solves it by ear and cannot understand the resulting word, because in life it sounds like BA-RA-DA.

- Dove-rose-lady, - we continue the task.

- CITIES, - the child deciphers, and cannot understand the word in the plural.

- Chef-rose-lady.

- PO-RO-YES, - and again he doesn’t recognize, but not because he doesn’t know about different breeds of cats and dogs, but because he didn’t think of rearranging the stress in the word.

It is this task - training concentration of attention and setting stress - that the "Rebus Method" solves even before the child gets acquainted with the letters.

Comment on the article "Rebus method and its place in the process of learning to read"

A lion! I'm interested in your method. Even, I think, I would use something in Ukrainian. But most of the kids I work with are developmentally delayed. I read that you stipulate that not everyone can do it, and it even happens that then children "shorten" words in a real conversation. We had Edigey's speed reading manual, which had the same effect - after reading the "mixed up" words, the children read the usual text "mixed up".
I would use this approach with caution for poorly prepared children, but for those who have already begun to read, I would give it as a useful entertaining exercise. I also use "windows" to work with the table of warehouses (systematization by vowels, like Zaitsev's second table), when we come up with a fairy tale with heroes for certain warehouses (I cut out a square window in the silhouette of a train or a house, or a robot and catch warehouses with a window).

16.02.2010 02:08:31,

Total 5 messages .

About reading

Then you need to use the second principle. 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 kid should listen carefully to what you said and be able to highlight the words that he hears. Further, when the first stages of mastering this technique are completed, you can start reading poems to your baby.

Choose topics that are interesting to him. For example, about animals, toys. With this method of learning, it is not necessary 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 do not even need to show pictures and drawings.

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

See on this site

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

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

puzzles

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

Rule 1. The objects and living beings depicted in the drawings are most often (with rare exceptions) read as words in the nominative case and the 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 - we read TOK.

Rule 3. Commas after the picture indicate how many letters to remove 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 to remove at the beginning of the word denoting what is shown in the picture. For example, an elephant is drawn with a comma in front of the picture - we read LON.

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

This is how easy it is to teach a child to read!

A certain set of numbers below or above the picture says 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 are below it - we read OK. When combining the examples in rules 3, 4 and 5, we get the hidden word COLUMNS.

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 replaced are crossed out, and substituting ones 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 you can also read it 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 CHA is written in the back - 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 I are scattered across it - we read PONY (although you can also read it as IPON, NISI or IZIN). Rule 9. The techniques listed above can be combined with each other.
Recent tasks of the forum:

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?

Proverb

Solve the rebus - find out the famous saying 🙂

Plant

Riddle rebus

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

Proverb

Try to read the saying hidden in this rebus.

You can immediately go to the description of the methodology, but here, first, I'll start with a special story. We know that skilki zusil is necessary in order to teach the little one to read. We buy real tears with alphabets, we joke with funny books from funny verses about letters, we dare to entrust the education to the primary computers from China.

That often everything is marno - to inspire us and let us zatsikaviti sina chi daughter in letters, for warehouse reading which is not enough. Varto is less likely to write a simple word, like a baby you start to stray. It appears that the warehouse is read differently, as the letters of the alphabet sound. From i go, scho unpretentious "Misha" child reads like "eat-and-sha-a."

I had it myself

Vchu sina: ""B" and "A" - tse "BA", "M" and "A" - tse "MA". Then what would it be like to write "L" and "A"? "Lee-A!" - vindicate the child. I try to guess how they taught me. Oh, voice and voice! Razbiraemo їх, stray, dehto crying, but still vyvchaemo. Chomus does not help. I guess that it was not easy for me to read the traditional method myself. I’ll choke on those who have more patience and flexibility, or else I’ll just drop the sample until the shortest hours.

It’s easier to get a child into an early development course, hire a special teacher, and then endure until school. And yet, at school, on the basis of speech, they change the technique of reading ... And why is it really so easy?

What's the secret?

It’s really possible to trust teachers, it’s not easy to know a good one, but save your nerves and spare your money and time to go to school and jokes. What will you not sacrifice for the sake of the child. Well, the truth is, the training can be stretched out for a long time, and the technique will appear ineffective or become shkidlivy. As an example, the method of developing phonemic hearing was adopted at the beginning of the school, for new studies, it is possible to reduce the creativity of the child, more, it is more natural for children sound hearing. Report about it.

Sleep with a little one: “how does the word“ mask ”become?”. And you will feel quite reasonable: “ma!”. We can certainly intrude, and repeat it later and blood in the childhood “mmmmm”, but what if we have additional difficulties in our child?

They know practically all European children without blame. The deyakі are small in case of this building, I can easily understand the logic of the grown-ups. Ale, a great number of children are satisfied with the impossibility to read, so called legacy. According to statistics, in Ukraine legasthenics are 3% of the total number of all students, in Germany 6%, in England, France and America - over 8% - practically skin-twelve children.

And yet it is easy for a child to read. In Japan, de leather letter sign designates not a phoneme, but a sound, legasteniya vіdsutnya. Until then, after the swedish volodinnya, native writing Japanese children can easily understand the intellectual nature of European letters. The floorings are easy and quick to describe the stench of English, for example, writing.

Varto is not to be respected by children for their natural spontaneity of words and sounds. About below.

That year spared me. I drank on the Russian "Rebus-method" in the measure and zamovy my own initial zoshit. Everything was good, but with the little ones they spoke Ukrainian and strayed a little bit. Here you want to wave your magic wand, so that the correspondence with the author is thoughtful, the old autumn-winter work from the adaptation of the methodology, from the improvement of the current features, the “reading” of dictionaries on the subject of specific words for everyday knowledge of small words-understand that vishikovannyam їх at a readable structural sequence, looked charms. So chi іnakshe, the first version of the bula is ready, and navesnі syn vyvchisya read. The squad was in captivity.

"Rebus method" - tse usna gra

Abi to understand the sound principle of our voice, follow all the instructions to sing out loud, loudly and rhythmically (like a video clip on the top of the page). The child is not yet able to read and does not know the letters, and then it is better to focus only on the sounds of the voice and the words.

We have only two rules:

1. The word mi bemo is less than yogo cob - the first sound warehouse.

Zayvimi will report explanations. Everything should be done, boldly and rhythmically, nibi virshiki, demonstrate small sprats of appliqués:

Mask - MA
Wafer - VA
Koshyk - KO
Spoon - LO
Listya - LI
Leika - ...

Here you can stop for a short while, asking for a child to be slaughtered. Ale call not a trace, and we continue:

… LI
Remin - RE
Kelikh - ...
Eye - Oh
Zha - ...

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

Vanya - VA
Tanya - TA
Sonya - CO
Tonya - TO.
Igor - I
Ulya - U

Five times of merry training have passed and training is ready until another rule:

2. From dekіlkoh slіv in a bunch and rhythmically voiced one by one, we see less of them on the cob - first fold - and hear it, like a new word we have come up with.

So, without explanation, we read the verse:

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

Think two words! Vtrimaymo vіrazu three!

Waffle Robot Cat - KO-RO-VA
Cat-robot-drink - ...
Cactus-leaf-drip - ...
Dim-tiger-drip - ...

We can see three! W chotirma will be more foldable, їх in memory it is important to remember the sixes:

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

Important. Children forget words, stray, try to guess. Signs of marriage concentration of respect are given, unfazed to become angry. It would be possible to learn about the development of these abilities and continue training. That oblishmo tse and help with pictures. The stink of the servant to be held by the zor's support:

From the appearance of dawn images, the process of correct reading begins. Mine is not yet readable by letters, but it is already readable! Skilki tse taken from us? Ten invested.

No, not all

The new method of transferring zaynyattya with a dekіlkoh tizhnіv, and for someone and betting months. Tse is fine. To close everything, my son's was like once two months. The transition from reading by pictures to reading by letters is easy to do in the upcoming lessons:

Why is the "Rebus Method" classy?

The child is learning fast. First results already at the same time. What to boast about, what to praise for. Navchannya does not require transcendental hourly hours, and the little one will definitely lose an hour to run around on the streets and run around at home.
Shvidky break from "Bi-A" to "BA".“Misha” - tse “mi - sha”, and not “eat - and - she - a”. You don't need to swipe your nerves for rich explanations.
"Rebus - method"

At the process of gri, everything appears by itself. Nerves are healthy. Yours and your little one.
The child is as independent as possible. Daughter Chi Xing can play alone with the computer, and you have an hour for yourself. Truthfully, play at once more cheerfully and more effectively. Garniy privіd pobuti together, at the same time experiencing the radiance of mit znannya. And on your own, your child is a riddle to our friends and relatives. It's important to remember.
Perceptive to the skin. Nothing needs to be explained. The role of the teacher in "Rebus-methodі" is reduced to simple activities. Daily explanations, annual preparatory stages. No need to work for the education of roses, only for the protection of children. The stench is quite choked up by the very process of reading and this process is appropriate for them.
Commentary by the author of the technique Lev Shternberg.
When teaching children to read for help to the "Rebus-method", children do not need to give at least a few theoretical explanations. Slid just show the children pictures and name their sounds. With this, it’s not obligatory to divide sounds (for example, “MA”, “MU”, “MYA”, “MU”) into letters / phonemes, from which stinks are formed (“M”, “A”, “U”, “I ", "YU"). It is not necessary to explain the difference between sounds, letters and warehouses. You don't need to talk about voices and voices. You do not need to classify as hard or soft, as twinkle or deaf. Mustaches of understanding and knowledge of the world do not help children or memorize letters, or understand the mechanics of reading. I saw that in some lands people started not to make sounds into voices and voices, into softness and firmness, but they turn to read, moreover, it’s faster and better, like in Europe. I have learned the whole theory of the child later. When you learn to read.
Dosvid rokiv. The Ukrainian "Rebus-method" is already a few years old, but the technique itself was born a decade ago. The author of the technique of "discovering" її on generations of children, and for the help of German localization successfully taught not only ditlakhiv, but also non-literate migrants.
Develops hearing, listening to rhythm, concentration of respect and movement. When the fathers are busy, they will indicate the progress of their children's young learners. Mourning in two, you urge the child to speak more clearly. More than once it is guessed that the child’s name is easy to pick up by ear, without remorse, those other words in the same letters. Guessing puzzles for you, there to beat, chi to understand її, try to be recognizable.
Folding has been foreseen. The tension grows step by step, the child does not overstress, just as soon as you add a trifle, the greater screed of folding, and also the cicada. And you do not need to report zusil, trying to zatsikaviti її thunder.
Thoughtful course. The gift lessons of the basic course "I'm starting to read" are a sufficient basis for learning the basics of reading. The basic course is supplemented by the expanded course "I read!" and to avenge everything in order to read the folded and folded words. Having risen at once and regularly borrowed, already in the region of 2 breasts your child can easily read the words in kshtalt "milk", "road" chi "banana".
Recommendations of professionals. The author of the methodology enlisted the commendations of professional teachers. Teachers of speech pathologists are preparing various visnovkas for Ukrainian localization. For an hour, a part of the new students came to the site for the sake of the breeders, the readers of the younger classes, and just their friends.
And the axis is one of the expert visnovkiv.
From expert reviews for the sake of the committee on the development of St. Petersburg:

Propionated materials are a well-organized compilation methodology in the gaming and logical design area on the basis of the traditional development of learning skills and the teaching of reading for children of the preschool age. The value of the technique is especially valuable in integration and directness on the development of various skills and abilities of a child: components of logical and associative thinking, spontaneity, creativity, creativity, phonemic-phonetic hearing. In the methodology of teaching and the senior rank of vikoristani elements of psycho-linguistic synthesis and the development of age linguistics and psychology of language development. It is possible to establish the methodology in different forms: as an individual, optional and independent training in groups and subgroups, as well as for individualization of training through repetition and through various variations of the initial material.

Without a doubt, the method of cikava for practice has been promoted, and it can be used as part of a preschool program as a supplementary method for the development of language and learning to read. Creates respect for creative and ecological ideas, pedagogically comprehended the idea and specifically oriented the position of the author.

Now a lot of children get involved in the methodology. Bagato who has already finished and is reading a long time ago. Vіdtodі, vrakhovuuchi dosvіd batkіv vpusknіvіv, I zrobiv chimalo perfect.

In order to take gift access to the course “I’m starting to read” folded behind the “Rebus method”, register go to the other side by entering your name and e-mail. Your special password will be sent to your e-mail to access the free lessons, and your child will get better at once.

Seal

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