CROSS-LINGUISTIC INFLUENCE AND INSTRUCTIONAL SUPPORT IN SPELLING SKILLS AMONG EMERGING UZBEK–RUSSIAN BILINGUAL CHILDREN IN RURAL AREAS

When a child communicates in one language at home and another in a preschool educational setting, and opportunities to learn writing vary, interpreting assessments of early spelling skills becomes more complex. Recent studies highlight the importance of dynamic assessment of language and literacy skills. However, the specific effects of this approach on written word production require separate investigation.