Volume 05 Issue 06-2025
11
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
05
ISSUE
06
Pages:
11-17
OCLC
–
1368736135
A
BSTRACT
This article examines the occurrence of errors in the written speech of primary school students due to
regional dialect, orthoepic and phonetic problems, lack of vocabulary and individual problems, as well as
ways to eliminate these problems using various teaching tasks, games and exercises. The article presents
the negative effects of local dialects in some regions of Uzbekistan on the development of correct writing
skills of primary school students, as well as teaching tasks and their results as a solution to this problem.
In addition to the textbook, in native language lessons for primary school students, it is possible to solve
spelling problems that arise in them more quickly and effectively by using educational tasks that develop
correct spelling skills.
K
EYWORDS
Primary education, correct spelling skills, spelling problems, educational tasks, schools of Uzbekistan,
regional dialect, orthoepic and phonetic problems, native language lesson.
I
NTRODUCTION
Spelling plays an invaluable role in the daily life of
each person, his way of life, his step-by-step
development and activity in society. Because, in
every layer of our life, we need to be able to express
our thoughts fluently and flawlessly, both orally
and in writing. Unfortunately, not all individuals in
society can express their speech without defects
and shortcomings.
Journal
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Research Article
Causes of Spelling Problems in Primary Grade Students and
The Use of Teaching Assignments to Eliminate Them
Submission Date:
April 12,
2025,
Accepted Date:
May 08, 2025,
Published Date:
June 10, 2025
Crossref doi:
https://doi.org/10.37547/ijasr-05-06-02
Subkhonova Sanobar Abduhalim kizi
Doctoral student of Navoi State University, Uzbekistan
Volume 05 Issue 06-2025
12
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
05
ISSUE
06
Pages:
11-17
OCLC
–
1368736135
In our daily lives, we encounter some shortcomings
when people express their thoughts in written
form, both formally and informally. One of the
factors that causes this is that the spelling and
graphics of the Uzbek language have changed
several times over the course of a century.
“The 20th century history of Uzbek writing was full
of complex processes: during this century, writing
was radically reformed three times - it was
transferred from one graphic system to another.
Such an event is rare in the history of writing of the
peoples of the world.
An analysis of available sources and documents
shows that the 20th century history of Uzbek
writing includes four periods:
1st period - years based on Arabic graphics (1900-
1929).
2nd period - years based on Latin graphics (1929-
1940).
3rd period - years based on Russian graphics
(Cyrillic) (1940-1993).
4th period - years based on dual writing (Russian-
Uzbek and Latin-
Uzbek alphabets) (since 1993)”
[1, p. 61 ]
Indeed, the transition of members of society from
one spelling and grapheme to another is a factor
that leads to a decrease in their literacy level.
Another main reason for today's spelling problems
is that people write words and sentences in the
local dialect, that is, in the form of pronunciation in
the region or district where they live, without
adhering to the norms of the literary language. We
will not be mistaken if we say that this is the most
common problem encountered by primary school
students. After a student who has just started
school, having learned to write letters and
syllables, he writes his thoughts or sentences he
has heard as he has heard and spoken them at
home and in kindergarten for years. In order to
correct this error and instill in the student the
norms of the literary language, it is necessary to
work with various materials and methods for some
time.
M
ETHODOLOGY
The correct writing skills of primary school
students can be formed and tested in information
technology classes, along with native language
lessons, using programs that develop spelling rules
on computers and various gadgets. The teacher can
also hold various competitions to test the students'
mastery of spelling rules.
First of all, spelling should be taught not as a
separate section, but as a coherent part of each
lesson. It is possible to teach the adjective phrase in
one or two lessons, but spelling should be shown to
the student as a part of writing from the literacy
period. There are times when it is necessary to
work individually with students who are slow to
acquire certain knowledge and skills. As a result of
the inability of some students to consistently apply
the phonetic and orthographic process, students
write the letters of the words they hear, often
leaving out vowels. In such processes, the
cooperation of teachers and parents gives good
Volume 05 Issue 06-2025
13
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
05
ISSUE
06
Pages:
11-17
OCLC
–
1368736135
results. Completing various educational tasks with
parents at home outside of school gives the student
not only the ability to write correctly, but also
logical thinking and a sense of unity.
The following learning tasks can be given to the
student to complete at home with his/her parents.
1) Ask your parents about their grandparents,
write their names;
2) What village or city do you live in, describe its
nature;
3) Do you or any of your relatives keep animals at
home? What names did you give them?
Through this task, the student can mainly learn the
spelling of capital letters.
Also, various learning tasks can be used to awaken
feelings such as logical thinking and critical
thinking in the student:
Task 1. Write their names under the pictures
below, paying attention to the fact that the vowels
A and O in these words are pronounced exactly in
place of each other.
Volume 05 Issue 06-2025
14
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
05
ISSUE
06
Pages:
11-17
OCLC
–
1368736135
Task 2. Make an oral story on the topic “Fruits are
necessary for our health”, in which you will make
sentences using the names of fruits with the vowels
I and U. Write the names of the fruits in your
notebook.
Example: grapes, dates, strawberries, plums…
D
ISCUSSION
In several districts of the Samarkand region, we
witness the use of graphemes interchangeably in
the written speech of primary school students in
words containing the letters U (in the word
"uzum") and O' (in the word "o‘rdak"), I (in the
word "ilon"), and E (in the word "echki") There are
three sections in the grammar of each language,
and these sections cannot be mastered by simply
memorizing them. These are: phonetics, orthoepy,
and orthography. Because these sections are
precisely the sections that are studied practically,
where the theoretical knowledge learned is applied
in practice by completing various exercises and
learning tasks. Some teachers try to teach the
section of orthography, the skill of correct writing,
to students by memorizing words, but this is a
wrong process. Because it is a well-known
phenomenon that knowledge learned through
mechanical memory leaves memory faster. If a
student does not apply theoretical rules in practice
by writing words in the text, he will not be able to
master the orthography section well. First of all, it
is necessary to explain to students the connection
between sounds and letters from the period of
teaching literacy. That is, each sound in the word
that the student pronounces should be represented
by letters in the writing process, and accordingly, it
should be taught that we should get used to
pronouncing each word correctly and fluently in
the process of our speech, and that we should write
these sounds and words in the same notebook. By
organizing games using the letters of the alphabet,
the student is trained to pronounce each letter
Volume 05 Issue 06-2025
15
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
05
ISSUE
06
Pages:
11-17
OCLC
–
1368736135
correctly. In this process, the phonetics and
orthography sections are conducted side by side.
The student tries to write the sounds and words he
pronounces in the process of learning sounds and
letters, but cannot fully perceive the sounds in this
word, for example, the word byram can be
expressed in writing as byram, bayrim, and in
order to eliminate these errors, the teacher can
give the student the task of saying and writing
words starting with the letter k and ending with the
letter a. In order to further interest the student, it
is also good to give the student the task of creating
various short words from a set of wooden and
magnetic letters.
R
ESULT
Also, cre
ating a personal “student dictionary” for
the student, in which he writes and draws new,
difficult-to-write words that he is learning, will
help the student develop aesthetic pleasure, a
sense of creativity, and spelling skills.
Developing students' correct writing skills through
the extensive use of written work is also an
effective method. In primary school students, such
types of written work as dictation, statement, and
simple essay are widely used. All types of dictation
develop students' correct writing skills. If a student
uses a copy dictation and writes out loud, the
spelling of the words he is writing will be more
firmly imprinted in his memory. Because during
this process, the process of mastering spelling rules
takes place through both the auditory and visual
factors. “The visual factor is the viewing and
copying of words that are difficult to spell. Copying
such words and sentences, visual dictations,
posters and tables with the spelling of difficult
words, highlighting the stressed letter in a different
color play a special role.
The listening factor is the student must clearly hear
and understand the words the teacher is saying. He
must perceive the differences in meaning of
sounds.” [3, p. 6]
The correct writing skills of primary school
students can be formed and tested in information
technology classes, along with native language
lessons, using programs that develop spelling rules
on computers and various gadgets. The teacher can
also hold various competitions to test the students'
mastery of spelling rules. There are three sections
in the grammar of each language, and these
sections cannot be mastered by simply memorizing
them. These are: phonetics, orthoepy, and
orthography. Because these sections are precisely
the sections that are studied practically, where the
theoretical knowledge learned is applied in
practice by completing various exercises and
learning tasks. Some teachers try to teach the
section of orthography, the skill of correct writing,
to students by memorizing words, but this is a
wrong process. Because it is a well-known
phenomenon that knowledge learned through
mechanical memory leaves memory faster. If a
student does not apply theoretical rules in practice
by writing words in the text, he will not be able to
master the orthography section well. First of all, it
is necessary to explain to students the connection
between sounds and letters from the period of
teaching literacy. That is, each sound in the word
that the student pronounces should be represented
Volume 05 Issue 06-2025
16
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
05
ISSUE
06
Pages:
11-17
OCLC
–
1368736135
by letters in the writing process, and accordingly, it
should be taught that we should get used to
pronouncing each word correctly and fluently in
the process of our speech, and that we should write
these sounds and words in the same notebook. By
organizing games using the letters of the alphabet,
the student is trained to pronounce each letter
correctly. In this process, the phonetics and
orthography sections are conducted side by side.
The student tries to write the sounds and words he
pronounces in the process of learning sounds and
letters, but cannot fully perceive the sounds in this
word, for example, the word byram can be
expressed in writing as byram, bayrim, and in
order to eliminate these errors, the teacher can
give the student the task of saying and writing
words starting with the letter k and ending with the
letter a. In order to further interest the student, it
is also good to give the student the task of creating
various short words from a set of wooden and
magnetic letters.
Also, creating a personal “student dictionary” for
the student, in which he writes and draws new,
difficult-to-write words that he is learning, will
help the student develop aesthetic pleasure, a
sense of creativity, and spelling skills.
Developing students' correct writing skills through
the extensive use of written work is also an
effective method. In primary school students, such
types of written work as dictation, statement, and
simple essay are widely used. All types of dictation
develop students' correct writing skills. If a student
uses a copy dictation and writes out loud, the
spelling of the words he is writing will be more
firmly imprinted in his memory. Because during
this process, the process of mastering spelling rules
takes place through both the auditory and visual
factors. “The visual factor is the viewing and
copying of words that are difficult to spell. Copying
such words and sentences, visual dictations,
posters and tables with the spelling of difficult
words, highlighting the stressed letter in a different
color play a special role.
The listening factor is the student must clearly hear
and understand the words the teacher is saying. He
must perceive the differences in meaning of
sounds.” [3, p. 6]
C
ONCLUSION
In general, students go through different stages in
the process of forming and developing correct
writing skills, in this process the teacher must be
able to use technologies and methods appropriate
to each stage, and also select the educational tasks
presented to the student in accordance with his
age. However, to develop correct writing skills, we
use only textbooks, which leads to a slowdown in
this process. If the teacher correctly directs various
educational tasks to the student, then of course
there will be a positive change in the spelling of
each student.
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Volume 05 Issue 06-2025
17
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
05
ISSUE
06
Pages:
11-17
OCLC
–
1368736135
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