Analyzing All mistakes recorded during inspection were grouped according to the allocated types.

The mistakes noticed and corrected by the child independently during reading too joined in total of mistakes.

Analyzing reading the pupils who are at the first, second and third steps we did not consider as mistakes repetitions of sounds, letters, syllables, words and offers.

We chose such approach to the analysis of mistakes, following N.


Bernsteins representations according to which at a stage of mastering of any skill operational structure repetitions carry out a supporting role, vopervy in relation to reading, providing deduction in shortterm memory of earlier read syllables, words, and vovtory, allowing to unite read in parts analytically in the uniform synthetic whole.


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