Resumen

GRANADOS RAMOS, Dora Elizabeth  y  TORRES MORALES, Patricia. Writing Mistakes in Spanish in Third-Grade children. Pensam. psicol. [online]. 2016, vol.14, n.2, pp.113-124. ISSN 1657-8961.  https://doi.org/10.11144/Javerianacali.PPSI14-2.eeen.

Objective. Describing the mistakes in written work of third grade children of elementary school in public schools, keeping in mind their low results in the State exams. Method. 42 third graders of elementary school of Xalapa, Veracruz, Mexico participated, being 8 years of age the average age. The Wechsler Intelligence Scale for Children (WISC-IV) standardized for the Mexican population was used as well as the Evaluación Neuropsicológica infantil (ENI). Results. Several meaningful differences where observed in the ANOVA test when comparing the total of mistakes in the narrative composition, with the narrative coherence and with the length of the narrative production; and when comparing the precision of the writing with the perception and listening memory processes. The spelling, visual, spatial and listening errors predominated. Conclusion. The analysis of the written work of the children allowed to describe their characteristics, the types of errors and the neuropsychological processes associated with writing mistakes.

Palabras clave : Writing; errors; memory; perception; attention.

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