Strategies to support the writing of narrative texts
Keywords:
Learning process, metacognition, teaching children, reading-writing, children’s writing (Source, Unesco Thesaurus).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.
Downloads
How to Cite
Issue
Section
License
1. Proposed Policy for Journals That Offer Open Access
Authors who publish with this journal agree to the following terms:
This journal and its papers are published with the Creative Commons License Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). You are free to share copy and redistribute the material in any medium or format if you: give appropriate credit, provide a link to the license, and indicate if changes were made; don’t use our material for commercial purposes; don’t remix, transform, or build upon the material.
