SPELLING OF UNSTRESSED VOWELS IN THE ROOT OF A WORD: COGNITIVE MECHANISMS, METHODOLOGICAL APPROACHES, AND WAYS TO OPTIMIZE THE FORMATION OF ORTHOGRAPHIC COMPETENCE

Abstract

The research problem lies in the fact that the spelling of unstressed vowels in the root of a word remains one of the most complex orthographic topics for students, as it requires the formation of phonemic hearing, developed morphological generalizations, and the ability to perform orthographic analysis. Modern teaching methods often prove insufficiently effective, as they rely mainly on mechanical memorization without considering the cognitive mechanisms of language information processing. The purpose of the article is to identify the linguistic and psycholinguistic basis for errors in the spelling of unstressed vowels, to identify the most effective methodological approaches, and to propose an optimized learning system aimed at improving students' orthographic competence. The solution to the problem and the achieved result. During the research, existing methods, cognitive mechanisms for recognizing the morphemic structure of a word, and orthography selection processes were analyzed. Data have been obtained that the combination of morphological, positional, and word-formation approaches significantly increases the accuracy of choosing the correct orthogram. Based on the research results, a comprehensive learning model was developed, including the stages of cognitive preparation, working with supporting diagrams, algorithmizing the selection of a test word, and a system of exercises with variable scenarios. The methodology allows for a significant reduction in errors and forms sustainable orthographic literacy skills.