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The following is a report that provides information about the spelling stage of learners. The

knowledge and skills that students have of spelling in one’s native language serves them in

many ways from comprehension to vocabulary knowledge and fluency.

This test consists of 25 words that go from simple to more complex. The students is asked to

spell the words, this involves the pupil writing the word on a piece of paper where they have

to include special characters. Depending on the number of words spelled correctly with their

specific features highlighted, we can place the student in a category that mainly permits

tackle those features that have not been dominated based on the grade they are in.


This piece of assessment was a bit confusing at the beginning. After reading the instructions a

couple of times and a video on YouTube, I understood the correct way of assigning scores

and determining the student’s actual level of orthographic knowledge. On this occasion I had

the help of my seven-year-old Isabella. She is in third grade and was willing to be put to the

test. I explained to her what she was going to be. She asked me why I had to this. I explained

to her that I needed to complete homework for my doctoral program. She gave me a smile

and said “ok, father”. I think this test is easy to administer (the part where students listen to

the word and sentence). Although the Spanish version of this instrument that you provided

had some instructions, they are not enough for someone to carry it out without having to look

in other sources.

Isabella did not find this test very difficult. She was a bit nervous-laughing when she heard

words like bilingue, geometria and intangible. She said, “I have never heard or seen this

word”. In this sense I have a few questions or comments. The word autobús bearing the stress

mark in Ecuador is not very common. Instead, we use the shorter version bus which is not

accentuated. I don't know if this may interfere with a fair assessment of student performance.
Also, the word psicologo is more commonly spelled without the silent p. It's been ages since I

see this word spelled with a p. I wonder if other words that target the same orthographic

features could be used instead.


This child did quite well on the test. She spelled 18 of the 25 words correctly, 3 of which

missed the accent mark. In fact, it was this area labeled as Acentos & Afijos where she had the

most trouble: 4 words out of 8 words that bore stress marks had them missing. I want to

mention that I did not emphasize putting the stress marks up until geometría. I discovered

that she did not know the rule that changes the final z in many nouns to ces to form the plural

of those nouns. Although this second to last column had the most mistakes, in the last column

there was one word that was incorrectly misspelled: it missed the stress mark and the initial p

in psicólogo.


Using the evidence provided by the test, Isabella needs to do some revision of the three

groups of words that are marked based on which syllable is the stressed one: agudas, graves y

esdrújulas. I don't know however if these rules of stress marks placing are taught in third
grade. It is a question for my colleagues in the primary teacher education program at my