Theoretical Foundations of Teaching Spelling in Primary Education

The article analyses the theoretical foundations of teaching spelling in primary education from linguistic, psychological and methodological perspectives. A classification of orthograms is developed on the basis of the principles of Uzbek orthography, and the formation of spelling skill is substantiated as a staged model. Spelling literacy is interpreted as a unity of knowledge, skill and self-monitoring. The findings of international research (orthographic mapping, the morphological approach, the orthographic depth hypothesis) are compared with Uzbek language material, and methodological principles and practical recommendations are put forward.