THE USE OF SPELLING RULES FOR HIGH SCHOOL STUDENTS AND THEIR TEACHING TODAY

Abstract

The article addresses the problem of the poor use of spelling rules in high school students, identifying their impact on written communication and educational quality. Its general objective was to analyze how these rules are currently applied and taught, highlighting their relevance in learning processes. Methodologically, the research follows a qualitative approach based on a documentary review, using databases from the last 10 years to identify pedagogical theories and strategies applied to the Colombian educational context. The results show that the disuse of spelling rules affects the coherence and cohesion of student texts, hindering their understanding. Factors such as the lack of emphasis on their teaching in educational institutions, the excessive use of technology and the lack of reading are highlighted as elements that aggravate this problem. Likewise, the need to incorporate innovative pedagogical strategies that reactivate interest in spelling is underlined, prioritizing teaching capacity and the design of attractive methodologies for high school students. In conclusion, the study highlights that mastery of spelling rules is essential to ensure clear and effective communication. A comprehensive approach to teaching is proposed, combining technological tools with traditional practices, to reinforce their learning. This will not only strengthen linguistic skills but will also contribute to the professional and social development of students, allowing them to face the challenges of the contemporary environment.