MESE-JÁTÉK-MOZGÁS ÖSSZEKAPCSOLÓDÁSA AZ OLVASÁSI KUDARCOK MEGELŐZÉSÉNEK MÓDSZERTANÁBAN
THE CONNECTION OF STORY, PLAY, AND MOVEMENT IN THE METHODOLOGY OF PREVENTING READING FAILURES

Summary/Abstract: Among the background factors of reading failures, the most important are the stressful, monotonous practice encountered at the beginning of the letter-learning period, the psychological pressure associated with a faltering reading technique, and the growing lack of motivation following failures. The phonemic sign system proved its extraordinary efficiency in elementary schools operating at the beginning of the 20th century, and among its fundamental principles, exploiting children's receptivity to play and movement played a prominent role. At the same time, the reading teaching program, known as a dyslexia prevention method, also successfully builds on children's joy of manipulation and discovery, thereby strengthening their motivation to read. In the conscious pedagogical work, by combining the two methods, learning letters can become a game, and reading can become a creative process. The introduction of motor hand signals embedded in stories and games—as a preliminary exercise in phonomimicry—promotes the development of phonological awareness and auditory differentiation already in the preparatory period, laying the foundation for the later sound-letter connection. A neural memory trace, strengthened and deepened by associations, thus becomes the cornerstone of long-term written language use. Its application is practical from the preparatory stage of kindergarten through the end of primary school, making it useful for kindergarten teachers and primary school teachers.

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