6. • 1.- correct components or skills deficit.
• 2.- should also correct
the deficit psycholinguistic.
• 3.- stress later in the deficient components.
7. Examples
• that breaks down words into their syllables. In the case
of / lápizl and / cup /, wouldsegment / pencil /
two strokes voice / la / and / piz / and Itazal in / ta
/ and / z /.
2. Draw squares or circles as many syllables each
word has. thus,
/ pencil / (/ the / / pencil /) ® ð ð
/ cup / (/ t / / z /) ® ð ð
•
8.
9. • One letter at a time
When they learn how they look and sound like
the letters, it is useful to focus on one letter at
a time. Display them in uppercase and
lowercase letters, and practice sound. For
example, you can turn a day on the letter B
and play it to say words with B all day.
10. Used books
Reading a book a child is important to establish a
love of learning. A child interested in books has
extra motivation to learn to read.
When starting to read, choose well his book, has to
be something that you really like and appropriate
for their age, besides having fun pictures and
drawings.
11.
12. • Concentration.
Focus on what you read. See page like a
photo. Once you have the photo page in the
head, look for words in bold, italics, captions
... This will help you see at a glance, the most
relevant of wha to read.
13. • We do not read up ..
We do not read aloud or whispering. The mind
goes faster than the sound and read aloud will
force you to stop at more than one word to
pronounce it correctly and that will slow you
down.
14. • Use your finger to read ..
Always read following the finger. This
technique is never to look back and read the
same thing twice.
15. • Stress ..
We take this reading to go, while stressing the
concepts that you consider the focus of the
paragraph for later quick read. Only they
should know the essence of the text.
