Perfil de los procesos de escritura en escolares de tercero a séptimo de Educación General Básica

Profile of writing processes in students from the third to the seventh year of Basic General Education

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Publicado: 2026-11-03
DOI: https://doi.org/10.33996/revistahorizontes.v10i44.1339
Palabras clave:
"Aprendizaje"; "Educación General Básica"; "Escritura"; "Evaluación educativa"; "Habilidades lingüísticas"
Keywords:
"Learning"; "Basic General Education"; "Scripture"; "Educational evaluation"; "Language skills";

Contenido principal del artículo

Rosa Elvia Sánchez Paladines
Universidad Técnica Particular de Loja. Loja, Ecuador
https://orcid.org/0009-0001-5177-3367
Contexto: La escritura constituye una competencia fundamental para el aprendizaje escolar; sin embargo, la evidencia ecuatoriana obtenida mediante instrumentos estandarizados para evaluar sus procesos resulta limitada. Objetivo: Caracterizar los procesos de escritura en estudiantes de tercero a séptimo de Educación General Básica mediante la Batería de Evaluación de los Procesos de Escritura, PROESC. Metodología: Se diseñó un estudio cuantitativo, no experimental, transversal y descriptivo-comparativo con 267 estudiantes de una institución educativa fiscomisional de Loja, Ecuador, seleccionados mediante muestreo no probabilístico por conveniencia. Resultados: Los procesos fonológicos representaron la principal fortaleza, con porcentajes de desempeño esperado superiores al 87 % en dictado de pseudopalabras. Las mayores dificultades se concentraron en ortografía arbitraria, hasta 84.3 % de estudiantes con dificultades en sexto grado, ortografía reglada, convenciones de la escritura y producción textual. El desarrollo de la escritura no presentó una progresión lineal entre los grados escolares. Conclusión: El perfil de escritura evidencia un dominio consolidado de las habilidades fonológicas y desafíos persistentes en ortografía, convenciones y composición textual, lo que indica la necesidad de fortalecer la evaluación e intervención pedagógica durante toda la Educación General Básica.
Background: Writing constitutes a fundamental skill for school learning; However, Ecuadorian evidence obtained through standardized instruments to evaluate its processes is limited. Objective: To characterize writing processes among students from the third to the seventh year of Basic General Education through the Writing Process Evaluation Battery, PROESC. Methodology: A quantitative, non-experimental, transversal and descriptive-comparative study was designed with 267 students from a fiscal commission educational institution in Loja, Ecuador, selected through non-probabilistic sampling for convenience. Results: Phonological processes represent the main strength, with expected performance percentages exceeding 87% in dictation of pseudowords. The greatest difficulties were concentrated in arbitrary spelling, up to 84.3% of students with difficulties in sixth form, regulated spelling, writing conventions and textual production. The development of writing does not present a linear progression between school grades. Conclusion: The writing profile highlights a consolidated mastery of phonological skills and persistent challenges in spelling, conventions and textual composition, which indicates the need to strengthen assessment and pedagogical intervention throughout Basic General Education.

Detalles del artículo

Número

Vol. 10 Núm. 44 (2026): Octubre - Diciembre

Sección

INVESTIGACIONES

Cómo citar

Sánchez Paladines, R. E. (2026). Perfil de los procesos de escritura en escolares de tercero a séptimo de Educación General Básica. Horizontes Revista De Investigación En Ciencias De La Educación, 10(44), 1-17. https://doi.org/10.33996/revistahorizontes.v10i44.1339
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