El Juego como Estrategia Didáctica para el Mejoramiento de la Ortografía en Niñas de Tercer Grado.

Abstract

The present work of degree shows the strategies used to improve the process of reading and writing, based on the learning difficulties presented in the use of spelling rules. The objective of the project is: To implement strategies through the game to improve spelling in the students of the technical school the presentation of the third grade. The specific objectives: a) To determine the strategies to improve spelling in the students. b) To use the game to promote the good use of spelling rules. c) To evaluate the strategies used in the game to improve spelling in the students of the technical school la presentación, third grade c. A study was conducted under a qualitative approach, with the ludic method, and the context is represented by 20 students of third grade C. The following data collection techniques were used: participant observation, characterization test, content analysis. The instruments are: field diary, unstructured verbal interview, evaluative test and academic planning. The phases that led the research process were: a) Needs studies; b) Theoretical references; c) Proposal; d) Institutional and inter-institutional activities; e) Evaluation of the integral teaching practice; f) Final considerations. The main results were: a) Learning of the reading and writing process; b) meaningful learning; and c) empathy and the ability to adequately write spelling rules. It was concluded that by implementing this didactic strategy the students are developing cognitive skills that allow them to achieve academic performance.