Abstract
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 stepby-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.
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 stepby-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.
| Translated title of the contribution | Strategies to support the writing of narrative texts |
|---|---|
| Original language | Spanish |
| Pages (from-to) | 27-41 |
| Number of pages | 15 |
| Journal | Educación y Educadores |
| Volume | 13 |
| Issue number | 1 |
| State | Published - Apr 2010 |
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