Diagnosis ortográfica en la Educación General Básica: una aproximación a través de escritos estudiantiles
The aim of this research was to analyse spelling mistakes made by students of different socioeconomic status and gender. It is field research because the corpus is constituted by 40 pieces of writing done by 17 students enrolled in a private institution and 23 in a public one, both located in the ci...
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| פורמט: | bachelorThesis |
| שפה: | spa |
| יצא לאור: |
2025
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| נושאים: | |
| גישה מקוונת: | https://dspace.unl.edu.ec/jspui/handle/123456789/32100 |
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הוספת תג | סיכום: | The aim of this research was to analyse spelling mistakes made by students of different socioeconomic status and gender. It is field research because the corpus is constituted by 40 pieces of writing done by 17 students enrolled in a private institution and 23 in a public one, both located in the city of Loja, Ecuador. At the time of the research, the school year September, 2021-July, 2022, the scribes were in the 10th year of primary school Education. Theoretically, the study is based on the RAE (2010) and Carbonell de Grompone (1974). The most recurrent spelling problem was the omission of accents in acute, grave (with hiatus) and proparoxytone words (57% in females, 43% in males; 52% in public and 48% in private schools); followed by the indiscriminate and arbitrary use of upper case by lower case (60% in females, 40% in males; 53% in public and 47% in private schools). The third difficulty encountered was the indiscriminate substitution of s-c spelling (53% in males, 47% in females; 93% in public and 7% in private schools) and, finally, hypersegmentation (the causal conjunction written por que), which met 50% in male, 50% in female; 75% in public and 25% in private schools. According to the results, the spelling performance of students from different socio-economic status, showed dissimilarities in favour of the high socio-economic group (42%). It was also evident that females recorded more spelling mistakes (55%), which is at variance with other researches such as Backhoff Escudero et al. (2008) and Sotomayor et al. (2017). It was also noticeable a 34% error rate in common adolescent vocabulary words such as: jóvenes, décimo, día, más, también. It is concluded that due to the demands regarding writing skills do not end, but rather multiply in this first quarter of the 21st century, everyone involved in the education environment at any level (macro, meso and micro) must seek and implement actions to strengthen spelling |
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