Resumen

OCHOA-ANGRINO, Solanlly; CORREA-RESTREPO, Miralba; ARAGON-ESPINOSA, Lucero  y  MOSQUERA-ROA, Santiago. Strategies to support the writing of narrative texts. educ.educ. [online]. 2010, vol.13, n.1, pp.27-41. ISSN 0123-1294.

Research on metacognitive development shows evidence of self-regulatory capabilities in small children. However, when writing narrative texts, children display limited or only superficial regulation in terms of revising and correcting their written work when not guided by adults. The purpose of this article is to describe and explain an educational psychological initiative that promotes self-regulated writing of narrative texts by primary school students. This initiative and the role of students and teachers in it are described step-by-step. The conclusion is that writing is a constructive and resourceful process that is enriched during interaction with others and, by teaching metacognitive strategies, teachers can contribute to the development of self-regulated writing.

Palabras clave : Learning process; metacognition; teaching children; reading-writing; children's writing.

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