Error Correction Methodology as A Means of Improving Literacy

Abstract

This article presents the findings of an experimental study examining the effectiveness of a systematic error correction methodology as a means of enhancing the orthographic and punctuation literacy of sixth-grade students. The study involved 184 participants divided into experimental and control groups. A structured methodology was developed and implemented, comprising the classification of errors by type, identification of their underlying causes, formulation of relevant orthographic rules, construction of verification algorithms, and maintenance of individual error reference booklets by each student. The experimental findings demonstrate that the systematic application of this methodology leads to a statistically significant reduction in the total number of errors — an average decrease of 49% over a four-month intervention period. In addition, orthographic awareness among participants improved by 36%, and self-monitoring skills were observed to develop in 72% of students. A notable shift was also recorded in the nature of errors produced: the proportion of errors attributable to an incomplete knowledge of spelling rules declined from 45% to 12%. The most effective instructional techniques identified through the study were error classification, the use of individual error reference booklets, and the development of verification algorithms. The results of this research may serve as a basis for improving the teaching of orthography and punctuation at the lower secondary level, and offer practical implications for the design of literacy-focused instruction in mainstream school settings.