PARTICIPATIVE SPELLING CORRECTION

Abstract

Correction allows teachers to check if students has achieved the proposed goal. The school tradition considers that only the teacher is able to detect achievements and failures of the students in their learning process. However, inviting students to correct improves their training (Bélair, 2000), because they are more aware of the mistakes and take more responsibility for their own instruction (Cassany, 1993). This article presents the results of a study carried out among the teachers of Spanish of the municipality of Oviedo; teachers were asked about the frequency with which they made certain types of correction: 1) Teacher corrects everything, 2) Teacher marks the mistakes, 3) Student corrects himself with the original text; 4) Student corrects the exercise of a partner, 5) Correction in pairs, 6) Correction in class-group