Efectos del mal uso de las reglas ortográficas en el desempeño académico de los estudiantes de cuarto año de Educación General Básica

This study analyses the negative effects of incorrect use of spelling rules on the academic performance of fourth-year students in Basic General Education (EGB). Using a qualitative case study approach, data was collected through observation, interviews and document analysis. The results reveal that the most common spelling errors include the incorrect use of accents, capital letters and letters such as b, v, h, c, s and z. These errors have a direct impact on the quality of writing, text comprehension and school performance assessment. The pedagogical approach observed was mostly traditional and behaviourist, with little use of active or differentiated strategies. It is concluded that poor spelling instruction hinders the acquisition of communication skills and negatively affects cross-curricular learning in other areas.