Description and categorization of stated approximate orthographic practices by preschool teachers
This study presents an investigation that focuses on teaching practices that foster orthographic development. In this regard, its objectives are to describe and categorize stated approximate spelling practices by preschool teachers ( N = 5). Analysis of the findings reveals that these practices can be used in different ways by varying the context of the writing situation and by grouping work together. Other variables that should be taken into consideration when implementing these kinds of activities include time management, frequency during the week and educational objectives.