Worklog for task "Develop the second level of writing acquisition: sentence reading and punctuation"

During the elaboration of the second level, it became clear that the original task model was too narrow.

Initially, we proceeded from two main levels:

1. the first level — letters, syllables, and words, which is already implemented through the current mechanics;
2. the second level — punctuation marks and sentence construction.

In the process of research, it turned out that writing is much more complex and includes many more levels and interrelated areas. To systematize this base on "Uchitsya legko", the main concept "Theory of Writing" and 12 related concepts were created: grammatology and history of writing, graphemics, orthography, phonetics and phonology, morphemics, morphology, lexicology, syntax, punctuation, semantics, text linguistics and discourse, stylistics, and typography.

Main concept: https://учиться-легко.рф/teoriya/pismennost

This scope shows that the theoretical base of the project is significantly wider than initially assumed, and its further elaboration is in itself a large separate task.

At the same time, the key problems of the second learning level became clearer.

At the first level, the child already knows almost all the content with which the system works. They see a familiar object in a picture, know its meaning and sound. What is unfamiliar to them is mostly the written form: the word, then its syllables and letters. Therefore, the child can quite quickly establish a connection between the already known meaning and the new spelling.

At the second level, the situation is fundamentally more complex. Punctuation marks and other special signs often do not denote objects or words familiar to the child, but more abstract functions, relations, and structures. In this case, the child may simultaneously be unfamiliar with both the sign itself and what it denotes or does.

This sharply increases the number of new abstractions that need to be mastered simultaneously.

Therefore, the problem of the second level is not just to introduce the child to new signs. It is necessary to understand how to make their functions and meaning accessible for independent mastery without the mandatory constant participation of a parent or teacher.

At this stage, this exact problem has been identified. The method for solving it still requires separate research.