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APPLIED PLAY STRATEGIES FOR LEARNING ACCENTUATION AND TILDATION AT THE PRIMARY LEVEL

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DOI:

https://doi.org/10.1590/SciELOPreprints.8408

Keywords:

Strategies, games, primary school, accentuation, spelling competence

Abstract

Knowing the didactic procedures that help to acquire the correct use of graphic accentuation through play is very relevant at an educational level for the child. This article aims to establish the importance of playful strategies applied for learning accentuation and accentuation at the primary level. For this purpose, a systematic review of documents was carried out, and the PRISMA methodology was followed during the search process. The registry consisted of the review of documents in Latindex, Dialnet, Scopus, SciELO, and Elsevier, whose publication period is between 2019 and 2023, as keywords were considered strategies, games, accentuation, primary and spelling, finding 80 manuscripts in Spanish and English, of which 30 were chosen according to the inclusion criteria. The documents related to the review carried out show the importance of introducing the game as a teaching strategy to ensure that primary school students learn to mark and accentuate correctly. It is concluded that although playful strategies in isolation do not guarantee comprehensive learning regarding accentuation and accentuation skills, they do constitute essential tools to achieve said learning.

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Author Biography

Héctor Raúl Santa María Relaiza, Universidad César Vallejo

Facultad de Educación

Posted

04/09/2024

How to Cite

Ramos, G. I. T., & Relaiza, H. R. S. M. (2024). APPLIED PLAY STRATEGIES FOR LEARNING ACCENTUATION AND TILDATION AT THE PRIMARY LEVEL. In SciELO Preprints. https://doi.org/10.1590/SciELOPreprints.8408

Section

Applied Social Sciences

Plaudit

Data statement

  • The research data is contained in the manuscript