<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2550-6722</journal-id>
<journal-title><![CDATA[Revista Chakiñan de Ciencias Sociales y Humanidades]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Chakiñan]]></abbrev-journal-title>
<issn>2550-6722</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Chimborazo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2550-67222024000300278</article-id>
<article-id pub-id-type="doi">10.37135/chk.002.24.14</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[ESTRATEGIAS LÚDICAS APLICADAS PARA EL APRENDIZAJE DE LA ACENTUACIÓN Y TILDACIÓN EN EL NIVEL PRIMARIO]]></article-title>
<article-title xml:lang="en"><![CDATA[APPLIED PLAY STRATEGIES FOR LEARNING ACCENTUATION AND TILDATION AT THE PRIMARY LEVEL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tapia]]></surname>
<given-names><![CDATA[Gloria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santa María]]></surname>
<given-names><![CDATA[Héctor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo Facultad de Educación ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<numero>24</numero>
<fpage>278</fpage>
<lpage>300</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2550-67222024000300278&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2550-67222024000300278&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2550-67222024000300278&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Conocer los procedimientos didácticos que favorezcan adquirir de forma correcta el uso de la acentuación gráfica mediante el juego resulta muy relevante a nivel educativo para el niño. El objetivo del presente artículo es establecer la importancia de las estrategias lúdicas aplicadas para el aprendizaje de acentuación y tildación en el nivel primario. Para ello fue realizada una revisión sistemática de documentos y para el proceso de búsqueda se siguió la metodología PRISMA. El registro consistió en la revisión de documentos en Latindex, Dialnet, Scopus, SciELO y Elsevier, cuyo lapso de publicación se encuentre entre 2019 y 2023, como palabras clave fueron consideradas: estrategias, juegos, acentuación, primaria y ortografía, encontrándose 80 manuscritos en idioma español e inglés, de los cuales 30 fueron escogidos conforme a los criterios de inclusión. Los documentos afines a la revisión realizada muestran la importancia de introducir el juego como estrategia didáctica para conseguir que el estudiante de primaria aprenda a tildar y acentuar correctamente. Se concluye que, aunque las estrategias lúdicas de manera aislada no garantizan el aprendizaje integral respecto a competencias de acentuación y tildación, sí constituyen herramientas esenciales para alcanzar dicho aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Knowing the didactic procedures that help to acquire the correct use of graphic accentuation through play is very relevant at an educational level for the child. This article aims to establish the importance of playful strategies applied for learning accentuation and accentuation at the primary level. For this purpose, a systematic review of documents was carried out, and the PRISMA methodology was followed during the search process. The registry consisted of the review of documents in Latindex, Dialnet, Scopus, SciELO, and Elsevier, whose publication period is between 2019 and 2023, as keywords were considered strategies, games, accentuation, primary and spelling, finding 80 manuscripts in Spanish and English, of which 30 were chosen according to the inclusion criteria. The documents related to the review carried out show the importance of introducing the game as a teaching strategy to ensure that primary school students learn to mark and accentuate correctly. It is concluded that although playful strategies in isolation do not guarantee comprehensive learning regarding accentuation and accentuation skills, they do constitute essential tools to achieve said learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estrategias]]></kwd>
<kwd lng="es"><![CDATA[juegos]]></kwd>
<kwd lng="es"><![CDATA[primaria]]></kwd>
<kwd lng="es"><![CDATA[acentuación y tildación]]></kwd>
<kwd lng="es"><![CDATA[competencia ortográfica]]></kwd>
<kwd lng="en"><![CDATA[games]]></kwd>
<kwd lng="en"><![CDATA[primary school]]></kwd>
<kwd lng="en"><![CDATA[accentuation]]></kwd>
<kwd lng="en"><![CDATA[spelling competence]]></kwd>
</kwd-group>
</article-meta>
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