Materiales Didácticos para la Enseñanza de la Ortografía en Estudiantes de Cuarto Año de Educación Básica

The present study analyzes the teaching of spelling in primary education, identifying difficulties in the application of spelling standards and in the use of effective pedagogical strategies. A mixed approach was used, using surveys and interviews to obtain a comprehensive view of the phenomenon. The applied techniques addressed five fundamental dimensions: mastery of spelling, teaching strategies and methodologies, use of teaching materials, correction and feedback, and external factors that influence spelling learning. The results show that the teaching of spelling continues to be based on traditional methods, with a limited implementation of innovative strategies and updated teaching resources. Teachers recognize the importance of spelling, but express the need for more training in active methodologies and the use of educational technologies. Likewise, students present diverse attitudes towards spelling, influenced by their reading habits, the availability of teaching materials and the sociocultural context. Correction and feedback, although present, are not always applied systematically and effectively, which affects student learning. It is concluded that the incorporation of diversified teaching strategies, supported by technological tools and interactive materials, can improve the teaching of spelling, favoring the development of communicative competence. It is recommended to strengthen teacher training and expand the availability of teaching resources adapted to learning needs.