Concepciones docentes y déficits en la escritura entre el alumnado de educación primaria
Abstract
Abstract: In recent decades numerous studies have been concerned about the favorable conditions of learning and teaching for children to appropriate writing as an effective tool. He ceased to be interested in the teaching conception of writing that privileged graphic-phonic strategies, which allowed a recognition of the formal structure of the code. However, writing is first learned and then perfected. Therefore, the beginnings in the writing learning condition the subsequent progress. A study with 201 primary school children from 3rd to 6th grade confirms the diversity of errors that, at the end of the primary stage, students commit, which causes deficits in the use of writing as a tool for creation. The results obtained trace a profile of writer in poor training. The mechanics of writing fail. It is necessary for the teacher to add, to the already complex process of teaching-learning the written code, a work of reinforcement and systematic correction during the rest of the stage, since the future interest in writing of the students will depend on it.
