Proceso de enseñanza de la ortografía. Estrategia lúdica para estudiantes de séptimo año de EGB

Leidy Mercedes  Banchón Muñoz; Mary Elisa  Alvarez  Yosa; Virginia Jacqueline  Sánchez Andrade

doi:10.51736/sa.v7iEspecial 5.374

Authors

Leidy Mercedes Banchón Muñoz Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0009-0002-9598-2993
Mary Elisa Alvarez Yosa Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0009-0005-2971-671X
Virginia Jacqueline Sánchez Andrade Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0000-0001-9233-243X

DOI:

https://doi.org/10.51736/sa.v7iEspecial%205.374

Keywords:

recreational activities, basic general education, learning spelling, adapted teaching materials

Abstract

The present study focused on the implementation of a strategy designed to promote the learning of spelling among seventh grade students of Basic General Education (EGB). Over a period of four months, 25 students and 15 teachers of the subject of Language and Literature were recruited to participate in the study. The strategy consisted of using a variety of games and recreational activities, as well as adapted teaching materials, to address specific spelling rules. A competitive and fun atmosphere was fostered, with symbolic prizes for outstanding students. The results showed significant progress in learning spelling, as well as an improvement in the students' attitude and commitment towards the subject. This approach resulted in an enriching and effective experience for everyone involved, positively contributing to the development of spelling skills and the classroom learning environment.

Downloads

Download data is not yet available.

References

Daffern, T., & Critten, S. (2019). Student and teacher perspectives on spelling. The Australian Journal of Language and Literacy, 42(1), 40-57. https://link.springer.com/article/10.1007/bf03652025

Graham, S., & Santangelo, T. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing, 27, 1703-1743. https://link.springer.com/article/10.1007/s11145-014-9517-0

Kramer, A.-W., Schaaf, J. V., & Huizenga, H. M. (2023). How much do you want to learn? High-school students' willingness to invest effort in valenced feedback-learning tasks. Learning and Individual Differences, 108, 102375. https://www.sciencedirect.com/science/article/pii/S104160802300119X

Macías, R. H., & Vélez, C. (2022). Ortografía divertida con la tecnología. Una experiencia de aprendizaje con estudiantes de básica media. http://201.159.222.12:8080/handle/56000/2268

O’Sullivan, O. (2000). Understanding spelling. Reading, 34(1), 9-16. https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9345.00128

Pacton, S., & Peereman, R. (2023). Morphology as an aid in orthographic learning of new words: The influence of inflected and derived forms in spelling acquisition. Journal of Experimental Child Psychology, 232, 105675. https://www.sciencedirect.com/science/article/pii/S0022096523000516

Pan, S. C., Rickard, T. C., & Bjork, R. A. (2021). Does spelling still matter—and if so, how should it be taught? Perspectives from contemporary and historical research. Educational Psychology Review, 1-30. https://link.springer.com/article/10.1007/s10648-021-09611-y

Sotomayor, C., Ávila, N., Bedwell, P., Domínguez, A., Gómez, G., & Jéldrez, E. (2017). Desempeño ortográfico de estudiantes chilenos: claves para la enseñanza de la ortografía. Estudios pedagógicos (Valdivia), 43(2), 315-332. https://www.scielo.cl/scielo.php?pid=S0718-07052017000200017&script=sci_arttext&tlng=en

Spilling, E. F., Rønneberg, V., Rogne, W. M., Roeser, J., & Torrance, M. (2023). Writing by hand or digitally in first grade: Effects on rate of learning to compose text. Computers & Education, 198, 104755. https://www.sciencedirect.com/science/article/pii/S0360131523000325

Trappey, C. V., Trappey, A. J., & Lin, S. C.-C. (2020). Intelligent trademark similarity analysis of image, spelling, and phonetic features using machine learning methodologies. Advanced Engineering Informatics, 45, 101120. https://www.sciencedirect.com/science/article/pii/S1474034620300896

Treiman, R. (2018). Teaching and learning spelling. Child Development Perspectives, 12(4), 235-239. https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdep.12292

Welby, P., Spinelli, E., & Bürki, A. (2022). Spelling provides a precise (but sometimes misplaced) phonological target. Orthography and acoustic variability in second language word learning. Journal of Phonetics, 94, 101172. https://www.sciencedirect.com/science/article/pii/S009544702200047X