Pedagogical intervention to improve spelling awareness in primary school students

Abstract

Orthographic competence influences the quality of school writing; however, persistent difficulties remain in basic education, along with methodological limitations in its teaching, highlighting the need for contextualized pedagogical interventions. The objective of this study was to implement a pedagogical intervention aimed at developing orthographic awareness in seventh-grade students at the fiscomisional school “La Providencia.” The study followed a mixed pre-experimental design with 31 students. A pretest, a twelve-week intervention, and a posttest were applied, complemented by surveys and classroom observation. Frequencies, percentages, and qualitative categories were analyzed. The pretest showed a predominance of low performance levels; after the intervention, high-level performance increased across all dimensions. Perceptions indicated greater understanding, motivation, and improvement in written production. It is concluded that a structured intervention, based on diagnostic assessment and active strategies, contributes to strengthening orthographic awareness.