Eficacia de un programa de escritura orientado metacognitivamente en alumnos de 3º a 6º grado de educación primaria con dificultades de aprendizaje en escritura

  1. Sandra Limia González
  2. Manuel Deaño Deaño
  3. Ángeles Conde Rodríguez
  4. Valentín Iglesias Sarmiento
  5. Sonia Alfonso Gil
  6. Fernando Tellado González
Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2017

Issue Title: La psicología hoy: retos, logros y perspectivas de futuro. Psicología infantil

Volume: 3

Issue: 1

Pages: 61-70

Type: Article

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More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Abstract

The present study aims to show the effects of a writing instruction program that uses the facilitation of planning as a means to improve students’ written compositions. The sample consisted of 13 students from third to sixth grade in a concert ourensano center with learning disabilities in writing and other specific necessities of educative support ; their ages ranged from 8 to 11 years. Using a two-group design and post control measures, the writing intervention program was applied to these students in 24 sessions with a frequency of three sessions per week over two months; the control group post received traditional education through its group of class. Measuring instruments of cognitive processes and writing processes were used for the experimental and control group. The analysis of variance indicate that the writing intervention program is effective in improving students’ written competence of the sample with LD in writing, as compared to their control, the highest scores of their classes reach a performance equal to the one of the best in the most complex aspects of writing. Furthermore, the analysis suggests the relevant role of cognitive planning in writing composition.

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