Browsing by Author "Caza López Emily Jazmina"

Filter results by typing the first few letters
Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    La ortografía en la redacción de textos escolares en los estudiantes de quinto grado de los paralelos “A” y “B” de Educación General Básica de la Unidad Educativa “Santa Rosa”, de la ciudad de Ambato
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-01-20) Caza López Emily Jazmina; Mera Constante Medardo Alfonso; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica
    The research work was carried out with the purpose of analyzing spelling in the writing of school texts among fifth-grade students in sections "A" and "B" of Basic General Education at the "Santa Rosa" Educational Unit. This topic is important due to the number of spelling errors that can be found in a text, affecting its coherence and comprehension. The methodology used was both field-based and bibliographic, as the institution was directly visited to observe and apply the instruments, and books, journals, and other reliable sources supporting the research were consulted. The line of research focuses on social and educational behavior. The study level achieved is exploratory and descriptive, as it addresses a topic that has been little studied in this context and details the phenomena as they occur in reality. The techniques for data collection included a test for the students and an interview with the teachers. These methods made it possible to determine the level of spelling and writing among the students. The population consisted of 65 students and 2 teachers. The results show that the students’ level of spelling and writing is deficient due to factors such as lack of interest from the students, insufficient support at home, and little emphasis placed on the topic by the teachers. In conclusion, the students' spelling has a certain degree of impact on their writing: those who face greater spelling difficulties produce writings that do not adhere to grammatical rules and are harder to understand.