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Abstract: The article dwells upon the problems of spelling skills formation of secondary school pupils in the conditions of modernization of school education and implementation of the New Standard (2010). Analysis of the latest psycho-pedagogical literature shows that about 30% of secondary school pupils have evident signs of dysorthographia and dysgraphia. The article describes the reasons of pupils’ illiteracy and provides guidelines for remedial work for elimination of systematic spelling rules violation. As an innovative approach in the field of teaching spelling the author suggests integration of the Russian language teaching methods with psychology, special pedagogy, and logopedics, which take into account individual and psychological peculiarities of pupils. The author assumes that the results of experimental teaching manifest positive dynamics in the development of pupils’ writing skills and the successful adaptation of the most pupils at the intermediate level of study. The author considers the developmental control to be the most important stage in the system of work over mistakes because it allows the pupils to make conscious corrections of their mistakes. The author comes to the conclusion about inevitability of synthesis of traditions and innovations in the field of teaching orthography due to the fact that the development of writhing skills depends on reproductive assignments to a greater degree than the skills of oral speech.