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Estrategias Lúdico-Pedagógicas para el Fortalecimiento de las Competencias Ortográficas.

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Title: Estrategias Lúdico-Pedagógicas para el Fortalecimiento de las Competencias Ortográficas.
Alternate Title: Playful-pedagogical strategies for strengthening spelling skills.
Authors: Lamus Pardo, Inés1 ineslamusp@hotmail.es, Castillo de Cuadros, Olga2 ocastillo@unipamplona.edu.co, Bracho P., Kleeder J.3 kleeder.bracho@unipamplona.edu.co
Source: CIE Knowledge, Research & Education Magazine / Revista Conocimiento, Investigación y Educación CIE. jul-dic2025, Vol. 2 Issue 21, p111-120. 10p.
Subject Terms: *Spelling ability, *Educational intervention, *Qualitative research, *Fifth grade (Education), *Academic motivation, *Educational games, *Cognitive learning theory, *Action research
Abstract (English): The research project "Ausubel's Meaningful Learning Theory in Improving Spelling Skills" analyzed the impact of Ausubel's principles on strengthening spelling skills in fifth-grade students at the Guadalupe Agricultural Technical Institute in Santander, Colombia. Given the low performance evidenced in written work and standardized tests, a playful and didactic approach based on meaningful learning was designed. Using a qualitative approach and action research design, 13 students participated over three months, utilizing a diagnostic guide, field notes, and participant observation. The "Spelling at 100%" strategy, with Ausubel as my guiding principle, organized into eight workshops, demonstrated progressive improvements in the use of spelling rules, increased motivation, and greater participation. The results confirm meaningful and contextualized learning aligned with the classroom's needs. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): La investigación Teoría del Aprendizaje Significativo de Ausubel en el Mejoramiento de Competencias Ortográficas analizó la incidencia de los principios de Ausubel en el fortalecimiento de la ortografía en estudiantes de quinto grado del Instituto Técnico Agropecuario de Guadalupe, Santander, Colombia. Ante el bajo desempeño evidenciado en producciones escritas y pruebas estandarizadas, se diseñó una propuesta lúdico-didáctica basada en el aprendizaje significativo. Con enfoque cualitativo y diseño de investigación-acción, participaron 13 estudiantes durante tres meses, utilizando guía diagnóstica, diario de campo y observación participante. La estrategia Ortografía al 100, con Ausubel como mi bien, organizada en ocho talleres, evidenció avances progresivos en el uso de normas ortográficas, mayor motivación y participación. Los resultados confirman aprendizajes significativos acordes con las necesidades del aula. [ABSTRACT FROM AUTHOR]
Copyright of CIE Knowledge, Research & Education Magazine / Revista Conocimiento, Investigación y Educación CIE is the property of CIE Knowledge, Research & Education Magazine and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
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DbLabel: Education Research Complete
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PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Data: Estrategias Lúdico-Pedagógicas para el Fortalecimiento de las Competencias Ortográficas.
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  Data: Playful-pedagogical strategies for strengthening spelling skills.
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  Data: <searchLink fieldCode="AR" term="%22Lamus+Pardo%2C+Inés%22">Lamus Pardo, Inés</searchLink><relatesTo>1</relatesTo><i> ineslamusp@hotmail.es</i><br /><searchLink fieldCode="AR" term="%22Castillo+de+Cuadros%2C+Olga%22">Castillo de Cuadros, Olga</searchLink><relatesTo>2</relatesTo><i> ocastillo@unipamplona.edu.co</i><br /><searchLink fieldCode="AR" term="%22Bracho+P%2E%2C+Kleeder+J%2E%22">Bracho P., Kleeder J.</searchLink><relatesTo>3</relatesTo><i> kleeder.bracho@unipamplona.edu.co</i>
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  Data: <searchLink fieldCode="JN" term="%22CIE+Knowledge%2C+Research+%26+Education+Magazine+%2F+Revista+Conocimiento%2C+Investigación+y+Educación+CIE%22">CIE Knowledge, Research & Education Magazine / Revista Conocimiento, Investigación y Educación CIE</searchLink>. jul-dic2025, Vol. 2 Issue 21, p111-120. 10p.
– Name: Subject
  Label: Subject Terms
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  Data: *<searchLink fieldCode="DE" term="%22Spelling+ability%22">Spelling ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Fifth+grade+%28Education%29%22">Fifth grade (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+games%22">Educational games</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+learning+theory%22">Cognitive learning theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Action+research%22">Action research</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: The research project "Ausubel's Meaningful Learning Theory in Improving Spelling Skills" analyzed the impact of Ausubel's principles on strengthening spelling skills in fifth-grade students at the Guadalupe Agricultural Technical Institute in Santander, Colombia. Given the low performance evidenced in written work and standardized tests, a playful and didactic approach based on meaningful learning was designed. Using a qualitative approach and action research design, 13 students participated over three months, utilizing a diagnostic guide, field notes, and participant observation. The "Spelling at 100%" strategy, with Ausubel as my guiding principle, organized into eight workshops, demonstrated progressive improvements in the use of spelling rules, increased motivation, and greater participation. The results confirm meaningful and contextualized learning aligned with the classroom's needs. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: La investigación Teoría del Aprendizaje Significativo de Ausubel en el Mejoramiento de Competencias Ortográficas analizó la incidencia de los principios de Ausubel en el fortalecimiento de la ortografía en estudiantes de quinto grado del Instituto Técnico Agropecuario de Guadalupe, Santander, Colombia. Ante el bajo desempeño evidenciado en producciones escritas y pruebas estandarizadas, se diseñó una propuesta lúdico-didáctica basada en el aprendizaje significativo. Con enfoque cualitativo y diseño de investigación-acción, participaron 13 estudiantes durante tres meses, utilizando guía diagnóstica, diario de campo y observación participante. La estrategia Ortografía al 100, con Ausubel como mi bien, organizada en ocho talleres, evidenció avances progresivos en el uso de normas ortográficas, mayor motivación y participación. Los resultados confirman aprendizajes significativos acordes con las necesidades del aula. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of CIE Knowledge, Research & Education Magazine / Revista Conocimiento, Investigación y Educación CIE is the property of CIE Knowledge, Research & Education Magazine and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191564134
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    Languages:
      – Code: spa
        Text: Spanish
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      Pagination:
        PageCount: 10
        StartPage: 111
    Subjects:
      – SubjectFull: Spelling ability
        Type: general
      – SubjectFull: Educational intervention
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Fifth grade (Education)
        Type: general
      – SubjectFull: Academic motivation
        Type: general
      – SubjectFull: Educational games
        Type: general
      – SubjectFull: Cognitive learning theory
        Type: general
      – SubjectFull: Action research
        Type: general
    Titles:
      – TitleFull: Estrategias Lúdico-Pedagógicas para el Fortalecimiento de las Competencias Ortográficas.
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            NameFull: Lamus Pardo, Inés
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            NameFull: Castillo de Cuadros, Olga
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            NameFull: Bracho P., Kleeder J.
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              M: 07
              Text: jul-dic2025
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              Y: 2025
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