RELEVANCE OF SPELLING SKILLS IN THE DEVELOPMENT OF WRITTEN COMMUNICATION COMPETENCE IN PRIMARY EDUCATION

Abstract

The development of communicative competences in primary education is one of the most complex and decisive challenges for the comprehensive growth of students in today’s educational context. Within this framework, orthographic competences emerge as a fundamental component that transcends the mere application of normative rules, becoming an articulating element of written communicative competence—particularly during the formative years in which the foundations for subsequent linguistic development are established. This analytical essay critically examines the relevance of orthographic competences as a constitutive element of written communicative competence, arguing that their effective development requires a pedagogical reconceptualization that integrates them as essential communicative tools rather than treating them as isolated technical skills. The methodology consisted of a critical documentary analysis of the literature, with emphasis on empirical studies and theoretical proposals. The main findings reveal that orthographic competences function as cognitive automatisms that free attentional resources for higher-order processes in text composition, thereby facilitating the development of more complex argumentative,

narrative, and expository skills. The analysis also shows that the most effective methodological approaches are those that integrate orthographic development with authentic writing activities, incorporate playful and motivational elements, and acknowledge individual differences in learning processes. It is concluded that orthographic competences require a comprehensive pedagogical approach that conceptualizes them as essential communicative tools contributing to meaning-making and enabling effective participation in academic and social literacy practices.