ABSTRACT
The process of teaching writing was impacted during virtual education by the Covid 19 pandemic in the first years of study, due to the inadequate use of methodological strategies. Dysorthography is a disorder that affects between 10 to 15% of the population in Latin America and is considered one of the first factors that affect the student's school performance, so we sought to implement a methodological guide of phonemes to contribute positively to learning in students in the third year of basic education. The research was field, descriptive, and bibliographic documentation was applied. Through the application of the methodological guide of phonemes, it was possible to observe the continuous improvement of the students in the learning process. The development of the research was necessary, since it was possible to determine in the first instance that the students do not have a correct spatial orientation, there is confusion with the letters b and d, because they do not recognize phonemes, so their writing is not legible, it is evident that dysorthography affects 70% of the academic performance in the area of language and literature. After four months of application of this phoneme guide, the results were excellent, with an 80% improvement in the teaching and learning process. It is considered that 52% of the students recognize the phonemes, 30% correctly apply punctuation marks and a 40% improvement in performance has been observed. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.