La adquisición de la autorregulación en composición escrita

Résumé

The complexity and high cognitive demand of the writing process explains why it is necessary that the best writers need high levels of self-regulation. Therefore, the aim of this study is to explore the role of two key components of strategy-focused instruction, such as direct instruction and modeling, an approach that aims to teach self-regulation strategies. The sample consists of 133 students in 5th and 6th grade of primary education, divided into 6 classes in the same school. Four classes, randomly chosen, received strategy-focused instruction: two classes received a program focusing on declarative metacognitive knowledge through direct instruction and two others received a program focusing on procedural metacognitive knowledge through modeling. These were compared with two other control groups that received a program focused on textual product. The study followed a pretest-postest design in which holistic and text-analytic measures of product quality and process measures derived from analysis of notes made during planning were taken. The results indicate a significant improvement in both experimental conditions versus control, and different procedures for text planning.