REGULARITIES IN THE ACQUISITION OF SPELLING BY YOUNGER PUPILS

Abstract. Currently, there is a tendency to increase the number of children with learning difficulties in general education institutions. The manifestation of such difficulties is a persistent violation in mastering and using the rules of spelling.

Persistent and specific disorder in mastering orthographic knowledge, skills and abilities is defined as dysorphography (O.I. Azova, R.I. Lalaeva, L.G. Paramonova, I.V. Prischepova, etc.). Disharmony has a negative impact on the learning process as a whole, on the development of cognitive processes in children. That is, mastering orthography is one of the most important conditions of adaptation to the conditions of school education for both normally developing children and children with a speech impairment.

The aim of the study: to identify the peculiarities of the acquisition of orthography by junior high school students with general underdevelopment of speech.

Method of research: theoretical: analysis of psychological and pedagogical literature on the problem of research

Conclusion: For junior high school students with general underdevelopment of speech is characterized by conscientious memorization of rules, but difficulties in applying them in practice, difficulties to retell the content of the spelling, inability to identify places with errors in words, the inability to learn the spelling of prefixes and prepositions, difficulties in mastering the morphological analysis of words, numerous errors in word endings, formal selection of checklist words, etc.

Keywords: orthography, grammar, spelling rules, exercise performance, articulation.

Introduction

The formation of literate writing is based on children's mastery of spelling rules and grammatical theory. The solution to the problem of spelling literacy has its roots in the primary school, since it is here that the foundations of all linguistic knowledge, skills and abilities are laid, on the correctness and strength of which the whole course of the child's further education depends to a large extent. Therefore, it is important to study the patterns of acquisition of spelling by younger pupils.

Research problem: what are the features of mastering orthography by younger students with general underdevelopment of speech?

The aim of the study: to identify the features of mastering orthography by junior high school students with general underdevelopment of speech.

The object of the study: the process of mastering orthography by junior high school students with general underdevelopment of speech.

Subject of the research: the peculiarities of mastering orthography by junior high school students with general underdevelopment of speech.

The acquisition of spelling skills by pupils from the psychological point of view is considered in the studies of D.N. Bogoyavlensky, E.D. Bozhovich, V.V. Davydov and other authors. Patterns of acquisition of spelling skills by younger pupils are presented in the studies of M.R. Lvov, G.S. Sukhobskaya, I.V. Prischepova, S.A. Rubinstein, etc.

Spelling skills are defined as "intellectual skills which are formed on the basis of mental actions; they depend on the level of development of oral speech and are included as a component of speech activity. Spelling skills are inseparable from the acquisition of grammar, which establishes the rules of spelling, with an awareness of the spelling purpose" [1].

When carrying out particular spelling activities (e.g., writing words with an unstressed vowel in the root of a word) all the pupil's attention is focused on the purpose of the activity. If the work is creative, then the pupil's consciousness is focused on the result of the speech activity as a whole, the spelling action here turns from primary to secondary [2]. It should not distract the learner's attention from the main goal, which is to convey the content of a coherent written statement. In this case, the spelling action is automatic.

The formation of spelling skills takes place through the repetition of exercises based on simple skills: writing letters automatically, carrying out a phonemic and syllabic analysis of a word, determining the morphemic composition of a word, choosing an orthogram from a word on the basis of grammatical knowledge, matching a found orthogram with its corresponding rule [4, p.78].

Having analysed G.S. Sukhobskaya's research, which is based on P.Y. Galperin's theoretical position on the gradual formation of mental activity, we can see that there are three stages in the formation of orthographic skills.

The first stage is characterised by the fact that through a system of judgements and inferences pupils can master extended reasoning, learn grammatical features of the spelling grammar, ways to identify it in specific linguistic facts. At this stage children carry out a morphological analysis of words, assign the orthograms to a group of orthograms, which are controlled by a specific spelling rule. After extending the characteristics of this group of orthograms to the required one, the correct spelling is carried out [3]. The explanation for such an extended form of actualization of the acquired knowledge is necessity to theoretically prove one's own actions.

The second stage involves the elaboration of abbreviated techniques for identifying the orthogram. Children analyse using a schema, which acts as a means of abbreviated methods of determining the necessary orthogram. Speech is characterised by its convoluted and situational nature. The tempo of the action indicates their deverbalization, lack of search for theoretical reasoning, and a number of intermediate actions of the process of fixing associative connections are highlighted. The first signs of stereotype production are noted.

The third stage is connected to the fact that children do not need visual "reinforcements" of the action in order to identify the required orthogram. There is a consolidation of the separate links into a coherent spelling action, an easier transition from one link to another, the formation of a direct association between the executive part of the first link and the justifying part of the second link [5, p.127]. The collapsing of the reasoning part shows itself in the fact that the actions are reduced in time and further deverbalization of the reasoning takes place. When the situation changes during the exercise, there is a return to earlier expanded forms of reasoning (e.g. in difficult cases of spelling).

M.R. Lvov points out that the process of spelling ability formation and its gradual development into an automated action, into a skill occurs: "motive, goal → grammar-orphographic orientation, identification of orthogram type → construction of algorithm → action on algorithm → repeated actions at "convolution" of algorithm → appearance of signs of automatism → maximum "convolution" of algorithm → self-check and self-assessment → automatism of correct writing. The whole process shown here only partially fits into the framework of elementary education, especially since more and more new types of orthograms and rules for checking them are appearing [1].

M.R. Lvov identifies the following stages in the process of forming orthographic skills:

1) motivational stage: the need for a written statement of thought;

2) the life (learning) situation generates the need to check the spelling of words, combinations, more precisely - to check the spelling of orthograms. Being aware of the motives of the forthcoming action, the pupil sets a goal, realizes the task (motivational stage);

3) searching for a way to solve the problem: grammatical justification, reliance on rules (rule), awareness of the algorithm ("orientation" stage);

4) composing an algorithm for a given case (plan, sequence of actions), checking the spelling by the steps of the algorithm ("by steps") (operational, executive stage);

5) repeated, numerous performance of action according to the rule (algorithm) in changed conditions and variants, with a gradual increase in difficulty, with a gradual " convolution" of the algorithm, its reduction, with acceleration of action (the same operational, executive stage);

6) elements of automatism, further " convolution" of the algorithm, strengthening of automatism as a result of training, exercise;

7) achievement of more or less complete automatism; self-control, self-check, strengthening of error-free writing. Gradual abandonment of the use of rules with operational purposes: they are used for the purpose of self-control (control and evaluation, self-assessment stage);

8) free automatic writing in different life situations. All attention is focused on the content of what is being written. The rules perform a kind of reserve function with a transition at the right moment to the function of control and correction.

M.R. Lvov identifies six stages which a pupil must go through in order to solve a spelling problem:

1) to see an orthogram in a word;

2) to identify the type of the orthogram: checkable or not; if yes, what topic it refers to, recall the rule

3) to specify the way of solving the problem depending on the type (type) of the orthogram;

4) to determine the "steps", the stages of solution and their sequence, i.e. to make an algorithm of problem solution;

5) solve the problem, i.e. carry out consecutive actions according to the algorithm.

As M.R. Lvov points out, there are three ways of mastering spelling: correlation of sound units of speech and graphic units of writing, sounds and letters, or language analysis and synthesis; memorising the graphic composition of a word, its "image"; solving spelling problems, or applying rules.

Considering the first way of mastering spelling, highlighted by the author, - the correlation of sound units of speech and graphic units of writing, sounds and letters, or language analysis and synthesis, we should highlight the preconditions for mastering this type of spelling. The preconditions are represented by correct articulation, kinesthetic control, sufficiently developed level of linguistic analysis and synthesis, i.e. the ability to analyze sentence structures, make sentences of words, divide words into syllables, perform quantitative, ordinal and positional sound analysis, etc [7].

Such a way of learning material as memorising the graphic composition of a word, its "image", implies a sufficiently developed long-term visual memory [8, 19]. For example, the memorisation of words in traditional spelling is based on the conscious involvement of a large number of receptors and certain thought processes (analysis, synthesis, generalisation, classification).

Spelling problem solving, or rule application: "Like any complicated thought activity, a spelling problem is based on a certain algorithm, which includes a number of 'steps', the number of which depends on the learning period and the type of rule being studied (for example, the selection of related words when checking vowels and consonant phonemes of the root in the weak position involves several steps of solution) [9, p. 145]. The solution of the spelling problem is preceded by the stage of observation of linguistic patterns, based on the development of mental and memorizing processes, the formation of the ability to distinguish phonemic and morphological units of words, the ability to perform analytic-synthetic analysis of relations between words and establish grammatical links".