Contrast of results of standardized tests and of own elaboration on students spelling

Abstract

At present, there are numerous cases of pupils with difficulties in reading and writing that directly interfere with their school performance. The shortage of studies in this sense, especially concerning writing, and of tests of psychopedagogical evaluation in the classroom has been one of the reasons that have driven the making of this study. The aim of this research is to evaluate the writing using the dictation of a text ad hoc, contrasting it with some tasks traditionally used to evaluate the spelling, which make up the battery of evaluation of the writing processes (PROESC) of Cuetos, Ramos and Ruano (2002). In short, this study is characterized by its non-experimental, correlational design. The sample consisted of 30 students (20 boys and 10 girls), enrolled in the 1st year of ESO, considering the ideal moment to implement specific programs to optimize the study dimensions. The results indicate high and moderate correlations between the evaluated aspects that validate the text elaborated, fulfilling, to a large extent, the hypotheses raised in this research.