Didactic approach to spelling in ninth-grade Spanish Literature classes: accentuation
DOI:
https://doi.org/10.62451/rep.v4i1.167Keywords:
Accentuatio, methodological didactic treatment, orthographic component, basic secondary educationAbstract
This study aims to analyze and propose a didactic-methodological approach to the treatment of stress accentuation as a fundamental orthographic component in Spanish Language and Literature classes in the ninth grade at the Revolución Bolivariana de Cienfuegos Educational Institution, based on the recognition of persistent difficulties faced by secondary school students in the correct use of graphic accents, which directly affects the quality of written production and the development of communicative competence. The research employed theoretical-level methods to determine the state of the art regarding the teaching of orthography and accentuation, as well as empirical-level methods aimed at systematizing previous studies and analyzing pedagogical practice and the performance of teachers and students in addressing this orthographic component. In addition, expert judgment was used to validate the relevance, applicability, and feasibility of the proposed didactic approach. The results reveal shortcomings in the methodological treatment of accentuation within the teaching-learning process and highlight the need to strengthen its functional integration into the construction of written texts. The analysis shows that a systematic and contextualized didactic treatment of stress accentuation contributes significantly to the development of orthographic and communicative competencies. It is concluded that re-signifying the didactic-methodological treatment of accentuation, as one of the most affected orthographic components in basic secondary education, constitutes a viable alternative for strengthening students’ orthographic competence in the final year of this educational level and for improving the quality of their transition to pre-university education.
References
Balmaseda Neyra, O. (2001). Enseñar y aprender ortografía. Editorial Pueblo y Educación.
Chango Tipantiza, E. M., Pullas Cadena, B. L., & Bravo Alvarado, R. N. (2024). Estrategias Didácticas Innovadoras para Potenciar el Aprendizaje de la Ortografía y Escritura en los Estudiantes de Octavo Año de E.G.B. del Sistema Educativo Ecuatoriano. Ciencia Latina Revista Científica Multidisciplinar, 8(4), 6733-6759. https://doi.org/10.37811/cl_rcm.v8i4.12862
Domínguez Gálvez, D. L. (2022). Competencia Ortografía en los estudiantes de Nivelación de la Universidad Estatal del Sur de Manabí [Tesis de Maestría, Universidad Estatal del Sur de Manabí].
González, M. A. (2022). Estrategias para el desarrollo de la ortografía acentual en estudiantes de secundaria [Tesis de licenciatura, Universidad Nacional Autónoma de Nicaragua].
González, R. A., & Grandales, I. M. (2023). ¡ Al aula! Didáctica de la locución. RUTH.
Hernández Ferrer, E. A., & Vaca Morales, M. A. (2022). La motivación con ejercicios lúdico-prácticos para favorecer la ortografía en un grupo de tercer grado de secundaria [Trabajo de titulación, Benemérita y Centenaria Escuela Normal del Estado de San Luis Potosí].
Ibarra Hurtado, E., & Cadena León, A. M. (2024). Fortalecimiento del aprendizaje de la acentuación ortográfica por medio de la gamificación en estudiantes de cuarto grado [Tesis de maestría, Universidad de Cartagena].
Lincango Arias, M. L. (2024). Material didáctico en la enseñanza-aprendizaje de palabras según el acento en niños/as de quinto año de EGB [Tesis de licenciatura, Universidad Central del Ecuador].
Menéndez-Socarrás, Z., & Abreus-González, A. (2025). El tratamiento de las reglas de acentuación en estudiantes de la educación primaria. Revista Episteme & Praxis, 3(2), 56-62. https://doi.org/10.62451/rep.v3i2.101
Perea Siller, F. J. (2013). La neutralización en la Fonología española (1950–1965) de Emilio Alarcos Llorach. Romance philology, 67(1), 95-111.
Rodríguez Galvez, P. R. (2024). Fonética y fonología española. Aplicación didáctica [Tesis Doctoral, Universidad Nacional de Educación Enrique Guzmán y Valle].
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ingris Ramos-Iznaga, Zaydelys Lucrecia Torres-Calzadilla
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in Episteme & Praxis agree to the following terms:
1. Copyright
Authors retain unrestricted copyright to their work. Authors grant the journal the right of first publication. To this end, they assign the journal non-exclusive exploitation rights (reproduction, distribution, public communication, and transformation). Authors may enter into additional agreements for the non-exclusive distribution of the version of the work published in the journal, provided that acknowledgment of its initial publication in this journal is given.
© The authors.
2. License
The articles are published in the journal under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). The terms can be found at: https://creativecommons.org/licenses/by-nc-sa/4.0/deed.en
This license allows:
- Sharing: Copying and redistributing the material in any medium or format.
- Adapting: Remixing, transforming, and building upon the material.
Under the following terms:
- Attribution: You must give appropriate credit, provide a link to the license, and indicate if any changes were made. You may do this in any reasonable manner, but not in any way that suggests the licensor endorses or sponsors your use.
- NonCommercial: You may not use the material for commercial purposes.
- ShareAlike: If you remix, transform, or build upon the material, you must distribute your creation under the same license as the original work.
There are no additional restrictions. You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
