Estrategias didácticas para mejorar la ortografía en los estudiantes del séptimo año de la U.E. “Luis Aveiga Barberán” del cantón El Carmen.

Abstract

This study analyzes the effect iveness of didact ic strategies designed from theoretical foundat ions to improve spelling learning in seventh-grade students at U.E "Luis Aveiga Barberán". The implementation of interactive act ivit ies and participatory methods showed a posit ive impact, reflected in a significant improvement in students' spelling skills. Through surveys, valuable informat ion was collected regarding students' perceptions and attitudes towards spelling learning. The data revealed that most students found the new strategies more attractive and useful compared to tradit ional methods, additionally reporting increased confidence and motivation to improve in this area. The study was based on constructivist learning theories and contextualized practice, which were essent ial for designing the didact ic strategies. The practical applicat ion of these theories allowed for the creation of a dynamic and effective learning environment, facilitat ing better assimilat ion of spelling rules. The analysis of surveys and classroom observat ions evidenced that students who benefited from the didactic strategies showed a notable improvement in their spelling tests. These results confirm that an interaction-based and consistent practice methodology can overcome tradit ional difficult ies in spelling education. It is recommended to integrate these didact ic strategies permanent ly into the seventh-grade curriculum at U.E "Luis Aveiga Barberán", as well as to conduct periodic teacher training to update and enrich the techniques used. The continuit y and adaptation of these strategies can benefit future groups of students. It is important to consider that this study was conducted in a specific context with a limited sample of students.