Understanding Spelling: Importance and Methods
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ScribdTranslationsUnderstanding Spelling: Importance and Methods
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ScribdTranslations1. Spelling.
1.1 Definition
According to the RAE. Royal Spanish Academy (2010), spelling is composed of
the rules that regulate the writing of a language.
Camps, Milian, Bigas, Camps, & Cabré (2007) mentions that spelling is
consider the strict level of correspondence between sound and letter.
Gabarró (2011) mentions that the ability to write correctly and
incorrectly is the spelling.
Salmerón (2002) states that spelling is the result of knowledge of the
language and the practice[ CITATION Sal02 l 3082 ].
Maqueo (2005) says that spelling is like the image of preparation of
Individuals, many people have education and write with poor spelling, this
gives a bad impression of work.
1.2 Importance of teaching spelling
Barberá, Collado, Morató, & Rizo (2001) mention that spelling is
important since the writing of it is a conduit for learning
from reading and writing, being a sociocultural synthesizer.
Gabarró (2011) proposes that spelling is very important because if
we do not master it, we do not have the possibilities to access higher education or
to a good job.
1.3 Levels of spelling.
Gabarró (2011, p.14) points out that there are three periods of orthography:
1.) Pre-orthographic period: while learning to read and write, most of
Children have to phonetically decode the words in order to transcribe them.
At this moment, we should not yet introduce specific spelling tasks
until they read and write fluently.
2) Learning period of the visual spelling strategy: as I have said,
this period should not begin until the mastery of writing is clear and
fluid: when the student writes smoothly, without phonetically deciphering the
words when written. In general, almost all students are mature enough to
this phase occurs around the age of eight. The fundamental aspect of this phase is to learn to
to 'see' the words, that is, to teach the mental gesture that people make with
good spelling so that they integrate it unconsciously. Once that the
students have automated the mental gesture of 'seeing' the words in their mind,
but only after achieving it, can one move on to the next stage.
3) Incorporation of basic vocabulary and spelling rules
fundamentals: until approximately the age of twelve, the most
It is essential that students master the vocabulary that is most commonly used.
1.4 Methods of evaluating spelling
Gabarró (2011) believes that for an effective evaluation it must meet three
requirements. It has to be specific in what is intended to be evaluated, in this case
spelling mistakes. It must be coherent with similar knowledge, it will have
that give similar results. It must be objective as it needs to be corrected by
different people.
Camps, Milian, Bigas, Camps, & Cabré (2007) propose as methods of
evaluation of spelling level tests and control instruments
evaluation of the process such as word boxes, evaluation charts
collective and individual control panels.
Galve et al. (2008) differ that the most common tests in the evaluation of the
spelling is the completion of letters, the completion of syllables, the
completion of words, the dictation of words, the dictation of sentences or
sentences, the dictation of text, and the writing of words from images.
1.4.1 Diagnostic evaluation.
Galve (2008) mentions two ways to conduct diagnostic assessment.
a) Review the student's notebook to analyze the student's spelling. This
The form is less objective.
b) Create a type of material to serve for evaluation. This way is
more precise and objective.
1.5 Communicative approach.
The SEP (2017) in the book of Key Learnings mentions that 'to the
Integral education understands what letters are and how they work,
spelling, punctuation, the distribution of graphic space; similarly, it is
It is necessary for them to understand the vocabulary, morphology, syntax, and arrangement.
graphic and the plots that distinguish each textual genre. The learning of all
these systems of signs and practices that constitute them are only possible when
students have the need to interpret, study, and produce texts, of
to resolve the problems that reading and writing texts present.
Gómez (1998) considers that written language has a formal character.
in oral expression. The reader requires that what is written has clarity, precision,
coherence and cohesion to be sure of what is being said.
2. Learning strategies.
Diaz (2002) states that learning strategies are procedures that
a teacher uses flexible instruments for learning
significantly and solve problems.
Beltrán (2003) mentions that learning strategies are constituted
by processes, techniques, and strategies that are involved in the act of learning.
Camero, Martín, Herrero (200) differ that learning strategies are
tools that help the teacher contribute to the implementation and
development of students' competencies. It is based on a sequence
didactics composed of introduction, development, and conclusion.
References
Barberá, V., Collado, J., Morató, J., & Rizo, M. (2001). Didactics of spelling.
Strategies for its practical application. Madrid: Ceac.
Beltrán Llera, J. (2003). LEARNING STRATEGIES. Journal of
Education, 55-73.
Camps, A., Milian, M., Bigas, M., Camps, M., & Cabré, P. (2007). The teaching of
spelling. Barcelona: GRAÓ.
Díaz Barriga, A. F. (2002). Teaching strategies for learning
significant a constructivist interpretation. Mexico: McGraw-Hill.
Gabarró, D. (2011). Dominar la ortografía. Barcelona: Boira.
Galve Manzano, J. L., Trallero Sanz, M., y Dioses Chocano, A. (2008).
Fundamentals for intervention in spelling learning. Madrid:
Preschool and Special Education Sciences
Gomez, M. (1998). Writing Workshops. Mexico: SEP.
Maqueo, A. (2005). Ortografía. Limusa.
RAE. Royal Spanish Academy. (2010). Spelling of the Spanish Language. Madrid:
ESPASA.
Salmerón, D. (2002). Ortografía para todos. México: Titán.
Suárez, C., Martín del Buey, F. J., & Herrero Díez, F. d. (2000). Styles and
learning strategies in university students.