Enseñanza de la ortografía, tratamiento didáctico y consideraciones de los docentes de Educación Primaria de la provincia de Almería
Identificadores
URI: http://hdl.handle.net/10481/60474Metadatos
Afficher la notice complèteEditorial
Universidad de Granada
Materia
Spelling Teaching Learning Education Research
Date
2015Referencia bibliográfica
Fernández-Rufete Navarro, A (2015): Enseñanza de la ortografía, tratamiento didáctico y consideraciones de los docentes de Educación Primaria de la provincia de Almería, Investigaciones Sobre Lectura, 4, 7-24. [http://hdl.handle.net/10481/60474]
Résumé
Through collating of the views of
primary school teachers who teach
the area of Spanish language and
literature, this research seeks to deal
with the opinions of teachers
andmethodological approaches used
in the teaching of writing. We
establish a high concern to
makespelling a priority and
recognise a widespread failure in the
results obtained by the students; the
willingness of teachers to implement
new educational proposals for
teaching of writing and calls for a
reflection on didactic approaches is
clear.
In this descriptive investigation, the
questionnaire is the instrument used
to collect data from teachers. The
sample is established by a total of
140 teachers from 25 schools. After
collecting the data, these data were
analyse to get a general view of the
situation of the learning of the
spelling from the point of view of
primary school teachers who teach
the area of Spanish language and
literature in Almería and province.
Forteaching, writing is basic
necessity in all knowledges of
primary and it is one of the quality
indicators in our educational system
as a basic element for the control of
the written language.
The teaching of spelling through
activities involving written
composition appears to be critical for
teachers who claim agreed alternatives
should be included in the planning in
all knowledges of primary. In turn,
there is the necessity of the schools are
on the same page and agree lesson
plans which are going to make
consubstantial and hard-wearing
changes on approaches and methods to
be applied in the teaching of spelling
and including all areas of knowledge.