Writing Mistakes in Spanishin Third-Grade children

Abstract

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
Neuropsicolóica 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.