The development of orthographic competence, as a singular component of the teaching-learning of spelling, remains fully valid today, since people in a general sense, and adolescents specifically, ...present countless writing errors from the first school grades to professional level, which affect the communication process. The objective of this article is to disseminate the main findings of the research carried out at the high school level in the Dominican Republic to transform this reality. The research approach was qualitative, from the application of a systematization of experiences of its main author, enriched with other methods of the theoretical and empirical levels. The results showed different regularities based on the analysis of the declared essential categories: teaching-learning of spelling, development of spelling competence and playful approach. The contradiction that exists between the insufficient development of orthographic competence in the students of the selected sample and their perceptions about it was demonstrated. The main scientific result was a methodology with a playful approach for the development of orthographic competence, which is applicable to different contexts, if it is adapted to existing conditions. This methodology considers the existing theoretical references, related to the teaching-learning of spelling, which, it could be determined, did not manage to organically integrate the needs, interests, and motivations of secondary level students.
O desenvolvimento da competência ortográfica, como componente singular do ensino-aprendizagem da ortografia, mantém-se hoje plenamente válido, uma vez que as pessoas em geral, e os adolescentes, em particular, apresentam inúmeros erros de escrita desde as primeiras séries escolares, até o nível profissional, o que afeta o processo comunicativo. O objetivo do artigo é divulgar os principais resultados da pesquisa realizada no nível secundário na República Dominicana para transformar essa realidade. A abordagem da investigação foi qualitativa, a partir da aplicação de uma sistematização de experiências do seu autor principal, enriquecida com outros métodos dos níveis teórico e empírico. Os resultados mostraram diferentes regularidades a partir da análise das categorias essenciais declaradas: ensino-aprendizagem da ortografia, desenvolvimento da competência ortográfica e abordagem lúdica. Foi demonstrada a contradição que existe entre o desenvolvimento insuficiente da competência ortográfica nos alunos da amostra selecionada e suas percepções sobre ela. O principal resultado científico foi uma metodologia para o desenvolvimento da competência ortográfica com uma abordagem lúdica, aplicável a diferentes contextos, desde que adaptada às condições existentes. Esta metodologia tem em conta os referenciais teóricos existentes, relacionados com o ensino-aprendizagem da ortografia, que se pôde constatar não conseguiram integrar organicamente as necessidades, interesses e motivações dos alunos do ensino secundário.
El desarrollo de la competencia ortográfica, como componente singular de la enseñanza-aprendizaje de la ortografía, mantiene en los tiempos actuales plena vigencia, pues las personas en sentido general, y los adolescentes, en particular, presentan innumerables errores de escritura desde los primeros grados escolares, hasta el nivel profesional, lo que afecta el proceso comunicativo. El objetivo del artículo es divulgar los principales hallazgos de la investigación realizada en el nivel secundario de la República Dominicana para transformar dicha realidad. El enfoque de la investigación fue cualitativo, a partir de la aplicación de una sistematización de experiencias de su autor principal, enriquecida con otros métodos de los niveles teórico y empírico. Los resultados arrojaron diferentes regularidades partiendo del análisis de las categorías esenciales declaradas: enseñanza-aprendizaje de la ortografía, desarrollo de la competencia ortográfica y enfoque lúdico. Se demostró la contradicción que existe entre el insuficiente desarrollo de la competencia ortográfica en los estudiantes de la muestra seleccionada y sus percepciones acerca de ello. El principal resultado científico fue una metodología para el desarrollo de la competencia ortográfica con enfoque lúdico, la cual es aplicable a diferentes contextos, siempre que sea adaptada a las condiciones existentes. Esta metodología tienen en cuenta los referentes teóricos existentes, relacionados con la enseñanza-aprendizaje de la ortografía, los cuales, se pudo determinar, que no lograban integrar orgánicamente las necesidades, intereses y motivaciones de los estudiantes del nivel secundario.
Background
The relationship between oral language and the writing process at early acquisition stages and the ways the former can enhance or limit the latter has not been researched extensively.
Aims
...The predictive relationship between kindergarten oral narrative competence and the first‐ and second‐grade written narrative competence was explored in a 3‐year longitudinal study. Among the first and second graders, the relationship between orthographic competence and narrative competence in written productions was also analysed.
Sample
One hundred and nine Italian children participated in this study.
Measures
Kindergarteners produced an oral narrative, whereas the first and second graders produced a written narrative. The oral and written narratives were analysed in terms of cohesion, coherence, and structure. The first‐grade orthographic competence was assessed via a dictation task.
Results
Multiple linear regression and mediational analyses were performed. Kindergarten oral narrative competence affected the first‐ and second‐grade written narrative competence via a mediational effect of orthographic competence.
Conclusion
The results suggest the importance of practicing oral narrative competence in kindergarten and first grade and the value of composition quality independent of orthographic text accuracy.
This contribution examines the orthographic competence of Italian students, on the basis of their answers to questions related to orthography in the INVALSI tests of Italian. After a presentation of ...the structural characteristics of Italian orthography, we ask ourselves what kinds of variables affect the difficulty of the orthographic questions at different school levels; what kinds of strategies (phonological, lexical or morphosyntactic) may be activated by the students when answering these questions; if it is possible to identify a progression of difficulty in the questions administered at different school levels and, if yes, in what sense. We attempt to answer these questions by means of a quantitative (percentages of correct answers) and qualitative (peculiar characteristics) analysis of the orthographic questions administered within the tests of Italian, by taking into consideration the following variables: school level, the question intent, the question format, the correction criteria and the statistical elaboration of students’ answers.
El Marco Común Europeo de Referencia para las Lenguas (en adelante MCERL) y su actualización, el Volumen Complementario con Nuevos Descriptores, recogen las competencias necesarias para el desarrollo ...de las destrezas orales y escritas en una lengua extranjera, entre ellas la competencia ortoépica, que relaciona directamente ambas destrezas, quedando definida en el MCERL como la correcta pronunciación de una lengua partiendo de su forma escrita (Consejo de Europa, 2002; p. 115). No se debe hacer ningún análisis de dicha competencia sin establecer una relación coherente con las competencias fonológica y ortográfica. Así pues, la competencia ortoépica podría ser considerada como el resultado de la fusión de ambas competencias en una sola, cuyo dominio permite que el hablante aprendiz sea capaz de descodificar las relaciones entre sonidos y grafías y leer correctamente palabras, oraciones y textos en la lengua meta. El presente artículo pretende analizar dicha relación y el papel de la competencia ortoépica en la enseñanza de lenguas extranjeras. Finalmente, se analizarán las actividades propuestas en el MCERL y las estrategias descritas en el documento para el desarrollo de la misma.
•Adults with lower orthographic knowledge (LSS) are slower readers in Spanish.•Left angular and supramarginal regions hyper-activate in LSS on spelling decisions.•When spelling-skilled subjects (HSS) ...read pseudohomophones, ACG is activated.•fMRI brain activations in HSS represent higher specialization for word recognition.•Brain activation underlying spelling decision reflects orthographic skills in Spanish.
Orthographic competence allows automatic word recognition and reading fluency. To elucidate how the orthographic competence in Spanish-speaking adults might affect the neurofunctional mechanisms of visual word recognition, 32 young adults equally divided in two groups (HSS: High Spelling Skills, and LSS: Low Spelling Skills) were evaluated using fMRI methods, while they performed an orthographic recognition task involving pseudohomophones. HSS achieved significantly more correct responses and lower reaction times than LSS. Interestingly, LSS showed greater activation in the left angular and supramarginal regions with increased bilateral activation pattern in the inferior frontal gyrus, and the anterior temporal and posterior parietal regions. In contrast, HSS showed a more left-lateralized pattern over these regions along with higher activation of the anterior cingulated gyrus for misspelled words. Results suggest that the differences found in cortical activation patterns might be explained by the higher degree of specialization for word recognition in HSS, a group of participants that due to their greater orthographic skills require less engagement of processing resources to succeed in the task.
This article presents a study made in the framework of magister on the improvement of the orthographic competence of secondary school students. Our research consists in trying out the integration of ...the computer in French learning and its contribution at the time of orthographic revision of their writings. We want to evaluate the effects of this tool on the performance of students of 1st year secondary school concerning grammatical spelling.
Cet article présente une étude faite en magister sur l amélioration de la compétence orthographique au secondaire. Notre recherche consiste à expérimenter l intégration de l outil informatique en cours de FLE et son apport lors de la révision orthographique des écrits par les élèves. Nous voulons évaluer les effets de cet outil sur la performance des élèves de 1ère année secondaire en ce qui concerne l orthographe grammaticale.
U jezikoslovnoj se kroatistici mnogo pisalo o pravopisu i pravopisnim priručnicima iz različitih aspekata, međutim ne i iz glotodidaktičkoga aspekta te do sada ne postoji ni jedna analiza postojećih ...pravopisnih priručnika i rješenja u njima s obzirom na njihovu primjenjivost u nastavi hrvatskoga kao inoga jezika (HIJ-a). Dosad provedena istraživanja o pravopisnoj kompetenciji u HIJ-u rezultirala su opisom pravopisne kompetencije na razinama B1 i B2 (Grgić i Udier, 2012; Udier, 2013a; Udier, 2015), pokazala njezinu važnost u stjecanju jezične kompetencije i ukazala na poteškoće u poučavanju i učenju hrvatskoga pravopisa, osobito s obzirom na hrvatske standardološke i sociolingvističke čimbenike (Udier, 2013b). U ovome se radu iznose rezultati komparativne analize suvremenih hrvatskih pravopisnih priručnika i njihovih pravopisnih rješenja s obzirom na mogućnost njihove primjene u nastavi HIJ-a. Usporedbom rezultata analize pravopisnih rješenja u pojedinim pravopisnim priručnicima nastojat će se odgovoriti na pitanje koja su pravopisna rješenja najprimjerenija te koji je pravopisni priručnik najprikladniji za upotrebu u nastavi HIJ-a. Nastojat će se dokazati polazišna teza da su jednostavnost i sažetost pravopisnih pravila i uvriježenost pravopisnih rješenja najvažniji čimbenici njihova učinkovita usvajanja. Također će se iznijeti rezultati istraživanja ovladanosti učenika HIJ-a pojedinim segmentima hrvatskoga pravopisa u odnosu na činjenicu jesu li tim segmentima bili poučavani eksplicitno ili implicitno te će se odgovoriti na pitanje je li učinkovitije implicitno ili eksplicitno poučavanje pravopisa.
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