Resumo

VALENCIA SERRANO, Marcela  e  CAICEDO TAMAYO, Adriana Maria. Metacognitive strategies for improving written composition processes: Literature review. CES Psicol [online]. 2015, vol.8, n.2, pp.1-30. ISSN 2011-3080.

The aim of this article is to present a literature review on metacognitive strategies instruction for improving writing processes in students. 42 studies published since 2002 to 2013 were analyzed in a chart, where their objectives, designs, instructional programs and methodological issues were registered; also their results and contributions. Results show programs were effective for improving the students' written texts, in terms of quality and development of metacognitive skills such as planning, monitoring and reviewing of written productions. Finally, suggestions were identified in order to continue studying this topic in greater depth, to provide some guidelines for the design of programs of psycho-educational intervention to help improve written composition.

Palavras-chave : Writing Composition; Metacognitive Strategies; Metacognitive Processes; Educational Instruction; Educational Intervention; Students; Metacognition.

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