The theoretical foundation of the project is compiled in the main concept ["uchitsya-legko.rf — learning to read as decoding a written code"](/concepts/uchitsya-legko-rf-obuchenie-chteniyu-kak-deshifrovke-pismennogo-koda). It is the central point of the project: it describes the general model, current state, and connects specific concepts.

The project is currently at the **Idea** stage. The basic theory of reading as information reconstruction from a written code has been formed. The information entities on which learning is built have been recorded: object and situation, concept, image, spoken word, sound, written word, letters, and larger structural parts of a word.

Key components of the theory:

- [Reading is word recognition and meaning reconstruction, not sequential letter sounding](/concepts/chtenie-eto-raspoznavanie-slova-i-vosstanovlenie-smysla).
- [A written word connects several representations of the same content](/concepts/pismennoe-slovo-svyazyvaet-neskolko-predstavleniy).
- [Learning to read should go from known supports to the unknown code](/concepts/obuchenie-chteniyu-ot-izvestnyh-opor-k-neizvestnomu-kodu).
- [The oral vocabulary is the recognition base when learning to read](/concepts/ustnyy-slovar-baza-raspoznavaniya-pri-obuchenii-chteniyu).
- [A long word must be revealed through familiar structural parts](/concepts/dlinnoe-slovo-cherez-znakomye-strukturnye-chasti).
- [Hints must gradually disappear as connections are mastered](/concepts/podskazki-dolzhny-postepenno-ischezat).

The practical direction is an interactive system where the child starts with recognizable objects and words, confirms their sound, gets acquainted with the spelling, discovers repeating elements of the written code, and then applies the discovered correspondences to decode new words.

Critical principle: the system must not simultaneously require the mastery of several unknown levels. If the child does not know the concept, the spoken word, its sound, and the letters, such a word is poorly suited as starting material. The next task must rely on the already confirmed knowledge of the specific child.

The next stage of the project is to turn the theory into minimal interactive mechanics and test the main criterion: is the child able to transfer mastered correspondences to previously unseen words, rather than just memorizing shown examples.

An interactive project for teaching reading as the gradual decoding of a written code through meanings, images, and spoken words already familiar to the child.

uchitsya-legko.rf

What is needed is not a large vocabulary, but a specially selected minimal set of examples to test the hypothesis.

Foundation: [oral vocabulary as a recognition base](/concepts/ustnyy-slovar-baza-raspoznavaniya-pri-obuchenii-chteniyu) and [a network of representations of the same content](/concepts/pismennoe-slovo-svyazyvaet-neskolko-predstavleniy).

For each word, you need:

- a meaning that a child can understand;
- an unambiguously recognizable image;
- natural pronunciation;
- spelling;
- marking of the letter/sound correspondences it allows to demonstrate;
- an indication of which new words can then be attempted to be decoded based on already studied examples.

The set should be small—sufficient for a single MVP scenario. Words should be familiar to children and overlap in letters so that new decoding can be performed from several known pairs. Do not use rare or complex words just for the sake of a convenient letter set.

Put together a compact learning set to test the transfer of letter correspondences to new words.

Task: Select a minimal set of words, images, and sounds for the MVP

Select a minimal set of words, images, and sounds for the MVP