Orthographic literacy of Russian-speaking schoolchildren in Latvia

The research is devoted to one of the current problems of speech development of Russian-speaking schoolchildren of the diaspora (grades 4, 6 and 9) - orthographic literacy and is intended to contribute to the research on this problem. The topicality of the problem is substantiated by the necessity to explore the issues related to the quality of written speech, including orthographic knowledge and skills in the Russian (native) language of bilingual schoolchildren living outside Russia. The topic has not been sufficiently studied. The aim of the research is to describe the orthographic literacy of Latvian Russian-speaking schoolchildren of grades 4, 6 and 9 in 2015-2021. The research is based on the analysis of written works of 11 938 schoolchildren that were developed by the author of the article and specia- lists of education and science of Latvia. The methods of research include comparative, statistical, focus-group discussion. The research results: 1) the level of orthographic literacy of Latvian Russian-speaking bilinguals remains low; 2) the same typical spelling mistakes are found in the speech of schoolchildren of all ages, but the mistakes rate depends on the bilingual education model; 3) schoolchildren have difficulties in spelling arguments; 4) the main reasons of schoolchildren’s spelling mistakes in Russian include the low motivation of school- children to develop literacy in written speech, interlanguage interference, insufficient amount of school hours on studying spelling material of the Russian language at school; 5) the literacy in Russian is less important than in English and Latvian in the value paradigm of schoolchildren. According to the new educational reform of Latvia (Skola2030), the number of Russian language lessons in schools for national minorities is significantly reduced. It is possible to predict a further decline in the level of spelling in schoolchildren in the coming years. Therefore, understanding objective orthographic difficulties encountered of bilingual schoolchildren open prospects for further exploration of effective orthography strategies in teaching the mother tongue to bilingual schoolchildren in a changing environment.