Abstract

OCHOA-ANGRINO, SOLANLLY; ARAGON ESPINOSA, LUCERO; CORREA RESTREPO, MIRALBA  and  MOSQUERA, SANTIAGO. METACOGNITIVE FUNCTIONING IN ELEMENTARY SCHOOL CHILDREN DURING THE WRITING OF A NARRATIVE TEXT BEFORE AND AFTER A COLLABORATIVE CORRECTION GUIDE. Act.Colom.Psicol. [online]. 2008, vol.11, n.2, pp.77-88. ISSN 0123-9155.

This study describes the metacognitive functioning of 90 children, students of third to fifth grade from two public schools, on a writing task before and after a group correction guideline. The results before the group correction showed that children focused on editorial aspects of writing such as words, grammar, spelling, and punctuation; however, the same children after the group correction detected mistakes related to the text's structure and tried to correct them. The results suggest that in writing tasks, children are able to display advanced metacognitive processes and skills when they are encouraged by teachers and peers to evaluate structural aspects such as content, coherence, writing goals, and possible readers.

Keywords : metacognition; writing; interaction; fiction texts; elementary school.

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