Análisis de los errores en la lectura y en el lenguaje escrito en niños de Educación Primaria Error Analysis in Reading and Writing found in Primary School Children

The aim of this descriptive study is to determine the characteristics of reading and writing errors of Colombian children who are in second grade and who don’t present neu ropsychological issues. To achieve this goal, 61 children aged between 7 and 9 years old were divided in two groups, the first group was formed by students with high or superior achievement in Spanish, and other was formed by those with basic or lower achievement in Spanish. Results allowed to identify and compare errors and grammatical categories used from both groups. Differences and simi larities were found in both groups such as the following mistakes: omission, substitutions, additions, translocations, orthographic mistakes, mirror-writing, word joining and segmentation. We concluded that omission and addition are the most common errors. Also, it was found that the occurrence of errors in reading assignments is less common in children with high achievement, presenting better precision, and therefore a greater generalization of phonological structure of words. However, a greater number of errors were found in writing tasks with these children due to the larger quantity of written words. Resumen El objetivo del presente estudio es caracterizar los tipos de error en lectura y lenguaje escrito que presentan ninos colombianos de segundo grado de primaria sin antecedentes neuropsicologicos. Para esto, fueron eva luados 61 ninos (7-9 anos) divididos en dos grupos, uno con rendimiento alto o superior y otro con basico o bajo en Lengua Castellana. Los resultados permitieron identificar y comparar los tipos de error y las categorias gramaticales utilizadas por cada grupo. Se encontraron diferencias y semejanzas entre los grupos en errores como omision susti tuciones, adiciones, traslocaciones, errores ortograficos, escritura en espejo, union de palabras y segmentacion. Los errores mas frecuentes fueron la omision y la adicion. Se encontro que la aparicion de errores en las tareas de lectura es menos frecuente en los ninos con rendimiento alto, presentando mejor precision y, por lo tanto, mayor gene ralizacion de estructura fonologica de las palabras. No obstante, se encontro mayor numero de errores en las tareas de escritura de estos ninos, relacionado con una mayor cantidad de palabras escritas.