Teaching methods can be different

At different times there have always been methods of teaching reading and other sciences. After a while these methods are forgotten, and after a while well-forgotten methods of learning come up again, thus becoming a new one, which is a well-forgotten old. Each of these methods has its indisputable advantages, but some disadvantages are also not deprived.

There are two main methods in pedagogical practice, which in their very basis are completely opposite. One of them is called phonological, the other is called the whole word method. Discussions about whether children should be taught phonetics and held at the beginning of the 20th century ended in the thirtieth year after the research, which led teachers to conclude that phonetics is still needed, just the question of which volume Give it to the children, remained open.

An interesting experiment was put in the course of the research. Two groups of six-year-olds were taken, one of them was taught to read by the method of whole words, and the second - according to the phonological method. The results were very entertaining: as a result of the first testing (at the first stage), the children from the first group who were taught to read by the method of whole words read aloud better. But testing at the end of the second year of training showed that children engaged in the phonological method were much better at reading unfamiliar words and significantly overtook the children from the first group in terms of the richness of their vocabulary and the level of perception.

Children, engaged in the method of whole words, often made quite typical, even the same mistakes. For example, when reading signatures under pictures, they could replace words with relatives - instead of "lion" say "tiger" and the like. Since the word in the minds of children was fixed for a strictly defined meaning, children from this group have not learned in a year to learn to read any new words without the help of adults.

So it became clear that phonetics is absolutely necessary for young students. Studies conducted recently have confirmed that most people read the words in spits. However, the process of reading is almost instantaneous, so most people think that the word is perceived entirely.

Thus it becomes clear that teaching methods of reading can not be used in isolation, but should be used in a complex. The method of whole words allows you to learn to perceive the graphic image of a word, and with the help of a phonological method the child will be able to learn to read new words.

Moreover, psychologists have confirmed that reading is nothing more than saying the text to oneself. Many believe that when reading words are perceived from the text directly. But, as experiments have shown, when reading the same parts of the cerebral cortex are involved as in the pronunciation of words. However, the ability to perceive the graphic image of a word can accelerate the very process of reading the text, and such an ability can be fully developed.

So we came very close to what can be described as intensive methods of teaching, and all methods of teaching reading can be used both in the study of the native language, and foreign. However, one should not think that we can only talk about teaching children to read. There are also active methods of teaching students to read in foreign languages and speak to them.

Active methods are based basically on the practical assimilation of new knowledge with simultaneous application of them in practice. This is the only way to learn a new foreign language in the shortest possible time. That is why these methods are widely used in various cases, but they are especially applicable when teaching foreign languages, and not just reading at preschool age.