On using children’s ability to implicitly master spelling in school education
https://doi.org/10.26907/2782-4756-2025-80-2-224-230
Abstract
The article considers using children’s innate sensitivity to linguistic phenomena – their linguistic intuition, in school education, which makes it possible to spontaneously acquire many spelling rules. The article presents the results of an experimental study involving 42 informants, first graders studying in two schools. In the study, even before studying linguistic rules, the first-graders’ abilities were tested to intuitively determine the word-formation and inflection structure of words, and to sensate the semantic unity of morphemes. Relying on morphemes with strong vowel sounds, children use them as a model when choosing letters in the same parts of the word (roots, prefixes, suffixes and endings) with weak vowel sounds. The article concludes that only a small part of those tested demonstrated these abilities (less than one fourth of the total number of participants in the experiment). The rest of the children were either not affected by the given model or were slightly affected. Based on the results of the study, the article highlights the need to develop a feel for language and language reflection in children by organizing linguistic and didactic environment, including games and tasks aimed at developing linguistic intuition.
About the Author
L. N. Galaktionova
Herzen State Pedagogical University of Russia
Russian Federation
Russian Federation
Galaktionova Leila Nuralievna, Researcher,
48 Moika Embankment, St. Petersburg, 191186
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Review
For citations:
Galaktionova L.N. On using children’s ability to implicitly master spelling in school education. Philology and Culture. 2025;(2):224-230. (In Russ.) https://doi.org/10.26907/2782-4756-2025-80-2-224-230
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