Estrategias didáctico-ortográficas para mejorar la tildación de palabras agudas, graves, esdrújulas y uso de c, s, z, v, b; en 8vo EGB en la Unidad Educativa “Ricardo Muñoz Chávez” en el año 2019-2020.

Abstract

This research emerges from the problems observed in the pre-professional practices carried out in eighth-year students of basic general education in the EU Ricardo Muñoz Chávez. During these practices, spelling mistakes occurrence stands out. The mistakes observed in writing are not only found in the way of writing words but also in the stress, often causing a change in the meaning of what is written. In order to contribute to the correction of the problem arises “Didactic-orthographic strategies to improve writing and stressing words (agudas graves, and esdrujulas) and use of c, s, z, v, b; in 8th EGB in the Educational Unit “Ricardo Muñoz Chávez”; in the year 2019-2020. The strategies created are based on the viso-audio gnosic motor method, which suggests involving the senses for a complete grasp of everything that is taught and thus achieve better understanding and learning. This research is based on the qualitative approach, although it has a quantitative data collection instrument, a pre-test applied to 48 students that confirmed the learning deficiencies. It makes use of the action research method with a socio critical paradigm, and instruments such as field diaries and interviews with the teacher about the subject were applied. All the information collected allowed to highlight the lack of application of didactic strategies, which are presented in the developed proposal. The proposal consists of worksheets, infographics about the subject and a game designed by the authors that will improve the spelling of eighth-year students, although the work can be applied to students of different years with the necessary adaptations to age and knowledge. These strategies are aimed at teachers who wish to apply them and improve their students spelling.