Herrera MD, Falero GL

Language: Spanish
References: 3
Page: 103-105
PDF size: 360.45 Kb.

ABSTRACT

The teaching of orthographic vocabulary at the Latin American School of Medicine is a matter of interest for the authors of this work because of the importance of the appropriate use of language in the pre-school students of this center, taking into account that Spanish is the language in which they must communicate during their studies in Cuba and must be used in all subjects of the curriculum. It has been verified in observations to classes and with the application of research methods and instruments (surveys, interviews, among others), that in the Latin American School of Medicine students present some difficulties that affect the meanings of words and some changes of phonemes graphemes that interfere in their proper communication. Therefore, the objective of this work is to elaborate a set of activities for the development of orthographic vocabulary in ELAM pre-graduate students. The results will be expressed from the theoretical and empirical inquiries that allow corroborating their validity with the application of the set of activities and the criteria issued by the users, which are considered adequate.

REFERENCES

1. Alpízar Castillo R. (1995). El léxico de la terminología: intento de la sistematización. Ed. Pueblo y Educación, La Habana, p. 25.

2. Balmaseda Neyra O. (1991). Morfología y actividad independiente en el aprendizaje ortográfico. En revista Educación, No. 80, año XXI. Ciudad de la Habana, julio–diciembre.

3. Cruz Acosta R. Arafat Zaragoza Y. (2009). Los problemas ortográficos. Editorial de Libros para la Educación, La Habana, p.1.