TAKING INTO ACCOUNT AGE-RELATED CHARACTERISTICS OF STUDENTS WHILE STUDYING ORTHOGRAPHY IN GRADE 5

The article addresses the relevant issue of considering the age-related and psychological-cognitive characteristics of fifth-grade students in the process of studying orthography within the framework of the New Ukrainian School. It is substantiated that the transition from primary to basic secondary education is accompanied by changes in thinking, attention, memory, and learning motivation, which, in turn, affects students’ attitudes toward learning the Ukrainian language and therefore requires a revision of methodological approaches to teaching spelling. The study proves the effectiveness of combining traditional and innovative forms of orthography instruction, including the use of visualization, mnemonic phrases, game-based and symbolic images, digital educational platforms, and various types of dictations. It is shown that the use of interactive exercises on Wordwall and LearningApps contributes to the activation of cognitive activity, the development of self-control, and a positive attitude toward learning. Particular attention is paid to the integration of orthography instruction with the development of coherent speech, which ensures the conscious application of spelling norms in real written communicative situations. The possibilities of integrating spelling tasks into lesson cycles and thematic educational modules oriented toward activity-based and reflective approaches are analyzed. Emphasis is placed on the importance of formative assessment, peer assessment, and text editing as means of developing students’ spelling awareness. Practical recommendations for teachers regarding the selection of methods and teaching tools for orthography instruction, taking into account the principles of continuity and differentiation, are outlined. The article highlights the expediency of creating a comfortable educational environment that reduces learning anxiety and fosters sustained interest in language education among fifth graders. It is concluded that systematic consideration of the age-related characteristics of Grade 5 students optimizes the process of forming spelling competence, enhances the culture of written speech, and contributes to students’ successful adaptation to learning in basic secondary school.