Error analysis approach Significance in reducing spelling mistakes for primary school students in Palestine (Third Grade student as a model)

Abstract

This study aimed to identify the role of the Error analysis approach Significance in reducing spelling mistakes for primary school students in Palestine. In order to achieve the study objectives, the researcher used an observation sheet to monitor spelling errors and then find out how common they are. The study sample consisted of (46) of third grade students The study found a list of spelling mistakes for third graders, amounting to (17) mistakes. The most common error rate was (79%) in the hamza skill, adding a letters to the word, and deleting some letters from the word. The researcher presented some of the students' spelling mistakes and interpretation, which occurred with the learners and their linguistic interpretations. The study is based on three levels: definition, description and interpretation of the mistakes.