Two groups of five-years-old children were mastering the beginnings of spelling by the same programme, but the matter distribution and lesson organization were different. In the first or them children were tought united speech-thinking activity, where self-regulation was needed, and only after that they did specific sound analysis of words. In the second group there was an opposite order. Children from the first group obtained an orientation in sound speech as a whole, and sound analysis was not a situation skill, but a natural process in auditory language perception. This strategy seems to be more effective and adequate for preschoolers (the second group was less successful).