{"id":1140,"date":"2026-04-03T19:51:18","date_gmt":"2026-04-03T19:51:18","guid":{"rendered":"http:\/\/worldscientists.fr\/?p=1140"},"modified":"2026-04-03T20:06:58","modified_gmt":"2026-04-03T20:06:58","slug":"new-techniques-in-teaching-reading-in-english-the-look-read-technology","status":"publish","type":"post","link":"http:\/\/worldscientists.fr\/?p=1140","title":{"rendered":"NEW TECHNIQUES IN TEACHING READING IN ENGLISH: THE “LOOK-READ” TECHNOLOGY"},"content":{"rendered":"\n
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Author:<\/strong>\u00a0Oleg Nikolayevich Murashov, Instructor (PhD Reading)
Email:<\/strong>\u00a0handel2010@mail.ru<\/a>
Moscow<\/strong><\/p>\n\n\n\n

Abstract<\/strong><\/p>\n\n\n\n

The article presents a description of a new (alternative) technology for teaching reading in English to preschool and younger school-aged students. The relevance of the topic is driven by numerous difficulties faced by Russian-speaking students in mastering the letter-sound world of the English language and the need to find alternatives to traditional pedagogical methods (studying the English alphabet and rules), which are no longer effective today.<\/p>\n\n\n\n

The goal of this work is to present a new reading technology and the tools that have already stood the test of time. Their emergence is the result of many years of creative experimentation (over 15 years), involving about a thousand Russian-speaking children aged 6 to 9 years and dozens of instructors who have applied new reading tools in their daily practice.<\/p>\n\n\n\n

This scientific article is distinguished by a comprehensive approach: reading difficulties are identified and analyzed; the main groups of children with various reading\/perception types are defined, from which the further route of work with each group is constructed; existing alternative reading technologies are described; new tools are thoroughly described, including the history of their emergence; the reading teaching process becomes a mini-course filled with modern methodological materials.<\/p>\n\n\n\n

The results obtained during the experiment allow for the assertion that not only the speed of mastering reading in English increases, but also the quality: within just 3-4 months, over 50% of students reach an intermediate level from “zero,” surpassing the standard program by 3-4 years. Moreover, this improvement is evident not only in reading but also in general grammar. Even those who did not achieve such high results during the experiments later do not face significant difficulties in mastering the standard school English program.<\/p>\n\n\n\n

Keywords:<\/strong> educational process, teaching reading in English, alternative reading instruction, English alphabet, stress in English, Twinkl Phonics.
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Introduction<\/strong><\/p>\n\n\n\n

Teaching reading to preschool and younger school-aged children even in their native language presents significant challenges. What can be said about the difficulties faced when teaching reading in English to foreigners? (Here, “foreigners” primarily refers to all students whose native languages do not use the Latin script).<\/p>\n\n\n\n

I would also like to note that the analysis is based not only on scientific literature but, to a greater extent, on over 40 years of experience in teaching students from Russia aged 4-5 years and older, both in groups and individually.<\/p>\n\n\n\n

Before moving on to the main section of the article, it is essential to accurately determine which aspect of “reading” will be examined in detail in this article. There are three of its most important aspects are highlighted:<\/p>\n\n\n\n

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  1. Reading as understanding meanings.<\/strong> This is the most complex and simultaneously fruitful process, as it requires the utmost spirit and concentration of personal experience, yet it provides the reader with an indescribable, incomparable satisfaction! It is this level that allows one to perceive the text as something independent rather than as a mere collection of symbols\/letters or sounds.<\/li>\n\n\n\n
  2. Reading as educational material<\/strong> that enables the reader\/student to identify certain gaps in their grasp of grammar (and more) and thereby continue the process of improvement. In this sense, reading serves as a unique tool, remarkably accessible and simple for students of all ages and varying financial means and social standings.<\/li>\n\n\n\n
  3. Reading as a process of transforming symbols (letters, hieroglyphs, runic alphabet signs, Devanagari, etc.) into corresponding voice streams<\/strong> that, blending and complementing each other, create what we call “speech.” Of course, this is not yet the reading mentioned in the first point, but it serves as a foundation for deeper immersion into the unknown depths of language.<\/li>\n<\/ol>\n\n\n\n

    In this work, all attention is focused specifically on the third point, which, despite its simplicity (some might even call it “primitiveness”), requires incredible concentration and many hours of diligent practice, as it is also related to pronunciation. This is especially true for the English language, which has an extremely complex and convoluted system of rules and exceptions that intimidates every beginner.

    Difficulties in reading English<\/strong><\/p>\n\n\n\n

    Why is it so important to point out the main difficulties in reading in English? Only by clearly identifying them can we then discuss solutions to the problem. The format of this article does not allow for enumerating all these complexities; therefore, we will focus on some that we consider the most significant.<\/p>\n\n\n\n

    Firstly, in most cases, beginners are initially introduced to the alphabetic sounds of English letters. However, this sound often changes in words, and many letters become “silent,” meaning they are not pronounced. According to the theory of audio-psychophonology by the famous French scientist A. Tomatis, “the voice contains (reproduces) only what the ear can hear<\/em><\/strong>.“<\/em><\/strong> Thus, learning the English alphabet only complicates the task and, in some cases, becomes an insurmountable obstacle for students. Accustomed primarily to the alphabetic version, the student subsequently cannot correctly pronounce a word\/phrase.<\/p>\n\n\n\n

    For example, in the word cat<\/em>, the first letter C<\/strong> sounds like “si” according to the alphabet, the second letter A<\/strong> sounds like “ei,” and the third letter T<\/strong> sounds like “ti.” If someone suddenly pronounces\/reads the word according to the alphabetic version, they will get garbled nonsense: “sieiti” (instead of “k\u00e6<\/a>t”).<\/p>\n\n\n\n

    Secondly, the same vowel letter in English can have several sound variations in words. For instance, the letter A<\/strong> in the word take<\/em> sounds like “ei,”<\/strong> while in the word was<\/em>, it sounds like something in between “o”<\/strong> and “a,”<\/strong> in man<\/em> it is “\u00e6,”<\/strong> in park<\/em> it is a long “a:,”<\/strong> and in war <\/em>it is a long “\u0254\u02d0”.<\/strong> This situation, or even more convoluted scenarios, applies to most consonant letters. Interestingly, many teachers in Russian schools\u2014both public and private\u2014attempt to translate English sounds using Russian letters, which, in our opinion, should only be used in extreme cases and cannot be a primary tool.<\/p>\n\n\n\n

    Thirdly, there are a considerable number of words in English whose pronunciation cannot be explained in terms of reading rules and does not conform to any logic. This includes unreadable letters (so-called “silent” letters), very strange combinations, and exceptions that defy classification. Try to read the following words yourself:<\/p>\n\n\n\n