INTERVENCIÓN EN ESTRATEGIAS METACOGNITIVAS PARA EL MEJORAMIENTO DE LOS PROCESOS DE COMPOSICIÓN ESCRITA: ESTADO DE LA CUESTIÓN (Metacognitive strategies for improving written composition processes: Literature review)
Resumen
Este artículo presenta una revisión de estudios que documentan intervenciones dirigidas a la enseñanza de estrategias metacognitivas para mejorar los procesos de composición escrita de estudiantes. Se analizaron 42 artículos de investigación publicados entre los años 2002 y 2013, los cuales fueron reseñados en una matriz que permitió identificar sus objetivos, diseños, programas instruccionales, resultados y aportes. Los análisis de las intervenciones mostraron efectividad en el mejoramiento de las producciones escritas de los estudiantes en cuanto a su calidad y desarrollo de habilidades metacognitivas como la planificación, monitoreo y revisión de las producciones escritas. Se identificaron recomendaciones para seguir profundizando en la temática abordada y generar lineamientos para el diseño de programas de intervención psico-educativos que contribuyan al mejoramiento de la composición escrita.
Palabras clave: Composición Escrita, Estrategias Metacognitivas, Procesos Metacognitivos, Instrucción Educativa, Estudiantes, Escritura, Metacognición.
Abstract
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.
Keywords: Writing Composition, Metacognitive Strategies, Metacognitive Processes, Educational Instruction, Educational Intervention, Students, Metacognition.
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Referencias bibliográficas
Arías-Gundín, O., y García, J.N. (2006). Intervención en estrategias de revisión del mensaje escrito. El Papel de la Revisión en los Modelos de Escritura. Aula Abierta, 88, 37-52.
Bausela, E. (2007). Relación entre autorregulación y autoconocimiento de la escritura con la coherencia y productividad de un texto. Cuestiones Pedagógicas, 18, 257-270.
Beard, R., y Burell, A. (2010). Investigating narrative written by 9-11 year-old. Journal of Research in Reading, 33 (1), 77-93.
Bui, Y., Schumaker, J. y Deshler, D. (2006). The Effects of a Strategic Writing Program for Students with and without Learning Disabilities in Inclusive Fifth-Grade Classes. Learning Disabilities. Research and Practice, 21 (4), 244-260.
Brunstein, J., y Glaser, C. (2011). Testing a path-analytic mediation model of how self-regulated writing strategies improve fourth graders’ composition skill: A randomized control trail. Journal of Educational Psychology, 103 (4), 922-938.
Camps, A. (1999). Motivos para escribir. Elements d`acció Educative, 251, 5-10.
Corden, R. (2002). Developing Reflective Writers in Primary Schools: Findings from Partnership Research. Educational Review, 54(3), 249-276.
Corden, R. (2003). Writing is more than “Exciting”: Equipping Primary Children to Become Reflective Writers. Literacy and Language, 37(1), 18-26
De La Paz, S. y Graham, S. (2002). Explicitly Teaching Strategies, Skills and Knowledge: Writing Instruction in Middle School Classrooms. Journal Of Educational Psychology, 94(4), 687-698.
Dix, S. (2006). ‘‘What did I change and why did I do it?’’ Young writers’ revision practices. Literacy, 40 (1), 3-10.
Fidalgo, R., Torrance, M., y García, J. (2008). The long-term effects of strategy-focussed writing instruction for grade six students. Contemporary Educational Psychology, 33, 672–693.
Flores, R; Torrado, M. (2003). Explorando la metacognición: evidencia en actividades de lectura y escritura en niños y niñas de 5 a 10 años de edad. Revista Colombiana de Psicología, 12, 85-98.
Florez, R., Torrado, M., Arévalo, I., Mesa, C., Mondragón, S y Vanegas, C. (2005). Habilidades metalingüísticas, operaciones metacognitivas y su relación con los niveles de competencia en lectura y escritura: un estudio exploratorio. Forma y function, 18, 15 – 44.
García, J., y De Caso, A. (2002). ¿Es posible mejorar la composición en alumnos con dificultades de aprendizaje y/o bajo rendimiento académico sin que cambie la flexibilidad hacia la escritura? Psicothema, 14(2), 456-462.
Glaser, C., y Brunstein, J.C. (2007). Improving Fourth–Grade Student’s Composition Skills: Effects of Strategy Instruction and Self-Regulation Procedures. Journal of Educational Psychology, 99(2), 297-310.
Graham, S., Harris, K.A y Troia, G.A. (2000). Self-Regulated Strategy Development Revisited: Teaching Writing Strategies to Struggling Writers. Topics in Language Disorders, 20(4), 1-14.
Harris, K y Graham, S. (1999). Programmatic Intervention Research: Illustrations from the Evolution of Self- Regulated Strategy Development. Learning Disability Quarterly, 22, 251-262.
Harris, K.R; Graham, S; Mason, L.H y Saddler, B. (2002). Developing Self-Regulated Writers. Theory Into Practice, 41(2), 110-115
Harris, K., Graham, S. y Mason, L. (2006). Improving the writing, Knowledge and Motivation of Struggling Young Writers: Effects of Self-Regulated Strategy Development With and Without Peer Support. American Educational Research Journal, 43 (2), 295-340.
Harris, K.R., Santangelo, Y y Graham, S. (2008). Self-Regulated Strategy Development in Writing: Going Beyond NLEs to a more Balanced Approach. Instructional Science, 36, 395-408
Harris, K., Lynne, K., Graham, S., Driscoll, S., Sandmel, K., Brindle, M., Schatschneider, C. (2012). Practice-based professional development for self-regulated strategies development in writing. Journal of Teacher Education, 63(2), 103-119.
Hough, T., Hixson, M., Decker, D., y Bradley, S. (2012). The Effectiveness of an Explicit Instruction Writing Program for Second Grader. Journal of Behavioral Education, 21, 163-174.
Hui-Tzu, M. (2005). Training students to become successful peer reviewers. System 33, 293 – 308.
Jacobs, G.M. (2004). A Classroom Investigation of the Growth of Metacognitive Awareness in Kindergarden Children through the Writing Process. Early childhood Education Journal, 32 (1), 17-23.
Kirpatrick, L., y Klein, P. (2009). Planning text structure as a way to improve students’ writing from sources in the compare- contrast genre. Learning and Instruction, 19(4), 309-321.
Kihura, S., O´neill, R., Hawken, L., y Graham, S. (2012). The effectiveness of teaching 10th grade students STOP, AIMS and DARE for planning and drafting persuasive text. Exceptional Children, 78(3), 335-355.
Lacon de De Lucia, Nelsi and Ortega De Hocevar, Susana. (2008). Cognición, metacognición y escritura. Revista. Signos, 41(67), 231-255.
Lane, K., Harris, S., Graham, J., L. Weisenbach, M., Brindle, A., y Morphy, P. (2008). The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students With Behavioral and Writing Difficulties. Journal of Special Education, 41(4): 234 – 253.
Lane, K., Harris, K., Graham, S., Driscoll, S., Sandmel, K., Morphy, P., Hebert, M., House, E., y Schatschneider, C. (2011). Self-Regulated strategy development at tier 2 for second-grade students with writing and behavioral difficulties: A Randomized control trial. Journal of Research on Educational Effectiveness, 4(4), 322-353.
Larkin, S. (2009). Socially mediated metacognition and learning to write. Thinking skills and Creativity, 4, 149-159.
Lee, I. (2003). L2 writing teacher’s perspectives, practices and problems regarding error feedback. Assessing Writing, 8, 216 – 237.
Lienemann, T.O., Graham, S., Janssen, B.L y Reid, R. (2006). Improving the Writing performance of Struggling Writers in Second Grade. The Journal of Special Education, 40(2), 66-78.
Mason, L.H; Harris, K.R y Graham, S. (2002). Every Child Has a Story to Tell: Self- Regulated Strategy Development for Story Writing. Education and Treatment of Children, 25(4), 496-506.
Mason, L., Hickey, K., Suchram, D y Kedem, Y.(2006).TWA+PLANS Strategies for Expository Reading and Writing: Effects for Nine Fourth-Grade Students. Exceptional Children. 73(1), 69-89.
Ochoa, S., Aragón, L., Correa, M. y Mosquera, S. (2008). Funcionamiento metacognitivo de niños escolares en la escritura de un texto narrativo antes y después de una pauta de corrección conjunta. Acta colombiana de psicología, 11 (2), 77-88.
Paquette, K. (2009). Integrating the 6+1 writing traits model with cross-age tutoring: an investigation of elementary students’ writing. Literacy Research and Instruction, 48, 28-38.
Paris, S., y Winograd P. (2007). The Role of Self-Regulated Learning in Contextual Teaching: Principles and Practices for Teacher Preparation. Recuperado de http://www.ciera.org/library/archive/2001-04/0104prwn.pdf
Perez, S.A. (2001). Revising During Writing in a Second Grade Classroom. Educational Research Quarterly, 25(1), 27-32.
Perry N., y VandeKamp K. (2000). Creating classroom contexts that support youngchildren's development of self-regulated learning. International Journal of Educational Research, 7, 821-843.
Perry N., Phillips L. y Hutchinson L. (2006) Perry, N., Phillips, L. y Hutchinson, L: (2006). Mentoring student teachers to support self-regulated learning. The Elementary School Journal, 106 (3), 237-254.
Perry, N., Hutichinson, L., y Thauberger, C. (2008). Talking about teaching self-regulated learning: Scaffolding student teachers´development and use of practices that promote self-regulated learning. International Journal of Educational Research, 47, 97-108.
Ross, J., Rolheiser, C., y Hogaboam, A. (1999). Effects of Self-Evaluation Training on Narrative Writing. Assesing Writing, 6(1), 107-132.
Saddler, B. y Asaro, K. (2007). Increasing Story Quality Through Planning and revising: Effects of young Writers with Learning Disabilities. Learning Disability Quarterly, 30(4), 223-234.
Saddler, B., Moran, S., Graham, S y Harris, K.R. (2004).Preventing Writing Difficulties: The Effects of Planning Strategy Instruction on The Writing Performance of Struggling Writers. Exceptionality, 12(1), 3-17.
Salvador, F. y García, A. (2009). El proceso de revisión en la composición escrita de alumnos de Educación Primaria. Revista Española de Pedagogía, 58, 242, 61-76.
Tracy, B., Ried, R., y Graham, S. (2009). Teaching Young Students Strategies for Planning and Drafting Stories: The Impact of Self-Regulated Strategy Development. The Journal of Educational Research 102 (5), 323 -331.
Torrance, M., Fidalgo, R., y García, J. (2007). The teachability and effectiveness of cognitive self-regulation in sixth-grade writers. Learning and Instruction 17, 265 – 285.
Velásquez Rivera, M. (2005). Entrenamiento en el uso de estrategias para la producción de textos escritos en estudiantes universitarios. Lit. lingüíst., 16, 281-295.
Watanabe, L., Hall-Kenyon, K. (2011). Improving young children’s writing: the influence of story structure on kindergartner’s writing complexity. Literacy Research and Instruction, 50, 272-293.
Wong, B., Jai, D., Ellis, P. y Watson K. (2008 ). The comparative efficacy of two approaches to teaching sixth graders opinion essay writing. Contemporary Educational Psychology, 33(4), 757-784.
Yarrow, F y Topping, K (2001). Collaborative writing: The effects of metacognitive prompting and structured peer interaction. British Journal of Educational Psychology, 71, 261 – 282.
Zumbrunn, S., y Brunning ,R. (2012). Improving the writing knowledge of emergent writers: the effects of self-regulated strategy development. Reading and Writing, 25 (5), 1-20.
Bausela, E. (2007). Relación entre autorregulación y autoconocimiento de la escritura con la coherencia y productividad de un texto. Cuestiones Pedagógicas, 18, 257-270.
Beard, R., y Burell, A. (2010). Investigating narrative written by 9-11 year-old. Journal of Research in Reading, 33 (1), 77-93.
Bui, Y., Schumaker, J. y Deshler, D. (2006). The Effects of a Strategic Writing Program for Students with and without Learning Disabilities in Inclusive Fifth-Grade Classes. Learning Disabilities. Research and Practice, 21 (4), 244-260.
Brunstein, J., y Glaser, C. (2011). Testing a path-analytic mediation model of how self-regulated writing strategies improve fourth graders’ composition skill: A randomized control trail. Journal of Educational Psychology, 103 (4), 922-938.
Camps, A. (1999). Motivos para escribir. Elements d`acció Educative, 251, 5-10.
Corden, R. (2002). Developing Reflective Writers in Primary Schools: Findings from Partnership Research. Educational Review, 54(3), 249-276.
Corden, R. (2003). Writing is more than “Exciting”: Equipping Primary Children to Become Reflective Writers. Literacy and Language, 37(1), 18-26
De La Paz, S. y Graham, S. (2002). Explicitly Teaching Strategies, Skills and Knowledge: Writing Instruction in Middle School Classrooms. Journal Of Educational Psychology, 94(4), 687-698.
Dix, S. (2006). ‘‘What did I change and why did I do it?’’ Young writers’ revision practices. Literacy, 40 (1), 3-10.
Fidalgo, R., Torrance, M., y García, J. (2008). The long-term effects of strategy-focussed writing instruction for grade six students. Contemporary Educational Psychology, 33, 672–693.
Flores, R; Torrado, M. (2003). Explorando la metacognición: evidencia en actividades de lectura y escritura en niños y niñas de 5 a 10 años de edad. Revista Colombiana de Psicología, 12, 85-98.
Florez, R., Torrado, M., Arévalo, I., Mesa, C., Mondragón, S y Vanegas, C. (2005). Habilidades metalingüísticas, operaciones metacognitivas y su relación con los niveles de competencia en lectura y escritura: un estudio exploratorio. Forma y function, 18, 15 – 44.
García, J., y De Caso, A. (2002). ¿Es posible mejorar la composición en alumnos con dificultades de aprendizaje y/o bajo rendimiento académico sin que cambie la flexibilidad hacia la escritura? Psicothema, 14(2), 456-462.
Glaser, C., y Brunstein, J.C. (2007). Improving Fourth–Grade Student’s Composition Skills: Effects of Strategy Instruction and Self-Regulation Procedures. Journal of Educational Psychology, 99(2), 297-310.
Graham, S., Harris, K.A y Troia, G.A. (2000). Self-Regulated Strategy Development Revisited: Teaching Writing Strategies to Struggling Writers. Topics in Language Disorders, 20(4), 1-14.
Harris, K y Graham, S. (1999). Programmatic Intervention Research: Illustrations from the Evolution of Self- Regulated Strategy Development. Learning Disability Quarterly, 22, 251-262.
Harris, K.R; Graham, S; Mason, L.H y Saddler, B. (2002). Developing Self-Regulated Writers. Theory Into Practice, 41(2), 110-115
Harris, K., Graham, S. y Mason, L. (2006). Improving the writing, Knowledge and Motivation of Struggling Young Writers: Effects of Self-Regulated Strategy Development With and Without Peer Support. American Educational Research Journal, 43 (2), 295-340.
Harris, K.R., Santangelo, Y y Graham, S. (2008). Self-Regulated Strategy Development in Writing: Going Beyond NLEs to a more Balanced Approach. Instructional Science, 36, 395-408
Harris, K., Lynne, K., Graham, S., Driscoll, S., Sandmel, K., Brindle, M., Schatschneider, C. (2012). Practice-based professional development for self-regulated strategies development in writing. Journal of Teacher Education, 63(2), 103-119.
Hough, T., Hixson, M., Decker, D., y Bradley, S. (2012). The Effectiveness of an Explicit Instruction Writing Program for Second Grader. Journal of Behavioral Education, 21, 163-174.
Hui-Tzu, M. (2005). Training students to become successful peer reviewers. System 33, 293 – 308.
Jacobs, G.M. (2004). A Classroom Investigation of the Growth of Metacognitive Awareness in Kindergarden Children through the Writing Process. Early childhood Education Journal, 32 (1), 17-23.
Kirpatrick, L., y Klein, P. (2009). Planning text structure as a way to improve students’ writing from sources in the compare- contrast genre. Learning and Instruction, 19(4), 309-321.
Kihura, S., O´neill, R., Hawken, L., y Graham, S. (2012). The effectiveness of teaching 10th grade students STOP, AIMS and DARE for planning and drafting persuasive text. Exceptional Children, 78(3), 335-355.
Lacon de De Lucia, Nelsi and Ortega De Hocevar, Susana. (2008). Cognición, metacognición y escritura. Revista. Signos, 41(67), 231-255.
Lane, K., Harris, S., Graham, J., L. Weisenbach, M., Brindle, A., y Morphy, P. (2008). The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students With Behavioral and Writing Difficulties. Journal of Special Education, 41(4): 234 – 253.
Lane, K., Harris, K., Graham, S., Driscoll, S., Sandmel, K., Morphy, P., Hebert, M., House, E., y Schatschneider, C. (2011). Self-Regulated strategy development at tier 2 for second-grade students with writing and behavioral difficulties: A Randomized control trial. Journal of Research on Educational Effectiveness, 4(4), 322-353.
Larkin, S. (2009). Socially mediated metacognition and learning to write. Thinking skills and Creativity, 4, 149-159.
Lee, I. (2003). L2 writing teacher’s perspectives, practices and problems regarding error feedback. Assessing Writing, 8, 216 – 237.
Lienemann, T.O., Graham, S., Janssen, B.L y Reid, R. (2006). Improving the Writing performance of Struggling Writers in Second Grade. The Journal of Special Education, 40(2), 66-78.
Mason, L.H; Harris, K.R y Graham, S. (2002). Every Child Has a Story to Tell: Self- Regulated Strategy Development for Story Writing. Education and Treatment of Children, 25(4), 496-506.
Mason, L., Hickey, K., Suchram, D y Kedem, Y.(2006).TWA+PLANS Strategies for Expository Reading and Writing: Effects for Nine Fourth-Grade Students. Exceptional Children. 73(1), 69-89.
Ochoa, S., Aragón, L., Correa, M. y Mosquera, S. (2008). Funcionamiento metacognitivo de niños escolares en la escritura de un texto narrativo antes y después de una pauta de corrección conjunta. Acta colombiana de psicología, 11 (2), 77-88.
Paquette, K. (2009). Integrating the 6+1 writing traits model with cross-age tutoring: an investigation of elementary students’ writing. Literacy Research and Instruction, 48, 28-38.
Paris, S., y Winograd P. (2007). The Role of Self-Regulated Learning in Contextual Teaching: Principles and Practices for Teacher Preparation. Recuperado de http://www.ciera.org/library/archive/2001-04/0104prwn.pdf
Perez, S.A. (2001). Revising During Writing in a Second Grade Classroom. Educational Research Quarterly, 25(1), 27-32.
Perry N., y VandeKamp K. (2000). Creating classroom contexts that support youngchildren's development of self-regulated learning. International Journal of Educational Research, 7, 821-843.
Perry N., Phillips L. y Hutchinson L. (2006) Perry, N., Phillips, L. y Hutchinson, L: (2006). Mentoring student teachers to support self-regulated learning. The Elementary School Journal, 106 (3), 237-254.
Perry, N., Hutichinson, L., y Thauberger, C. (2008). Talking about teaching self-regulated learning: Scaffolding student teachers´development and use of practices that promote self-regulated learning. International Journal of Educational Research, 47, 97-108.
Ross, J., Rolheiser, C., y Hogaboam, A. (1999). Effects of Self-Evaluation Training on Narrative Writing. Assesing Writing, 6(1), 107-132.
Saddler, B. y Asaro, K. (2007). Increasing Story Quality Through Planning and revising: Effects of young Writers with Learning Disabilities. Learning Disability Quarterly, 30(4), 223-234.
Saddler, B., Moran, S., Graham, S y Harris, K.R. (2004).Preventing Writing Difficulties: The Effects of Planning Strategy Instruction on The Writing Performance of Struggling Writers. Exceptionality, 12(1), 3-17.
Salvador, F. y García, A. (2009). El proceso de revisión en la composición escrita de alumnos de Educación Primaria. Revista Española de Pedagogía, 58, 242, 61-76.
Tracy, B., Ried, R., y Graham, S. (2009). Teaching Young Students Strategies for Planning and Drafting Stories: The Impact of Self-Regulated Strategy Development. The Journal of Educational Research 102 (5), 323 -331.
Torrance, M., Fidalgo, R., y García, J. (2007). The teachability and effectiveness of cognitive self-regulation in sixth-grade writers. Learning and Instruction 17, 265 – 285.
Velásquez Rivera, M. (2005). Entrenamiento en el uso de estrategias para la producción de textos escritos en estudiantes universitarios. Lit. lingüíst., 16, 281-295.
Watanabe, L., Hall-Kenyon, K. (2011). Improving young children’s writing: the influence of story structure on kindergartner’s writing complexity. Literacy Research and Instruction, 50, 272-293.
Wong, B., Jai, D., Ellis, P. y Watson K. (2008 ). The comparative efficacy of two approaches to teaching sixth graders opinion essay writing. Contemporary Educational Psychology, 33(4), 757-784.
Yarrow, F y Topping, K (2001). Collaborative writing: The effects of metacognitive prompting and structured peer interaction. British Journal of Educational Psychology, 71, 261 – 282.
Zumbrunn, S., y Brunning ,R. (2012). Improving the writing knowledge of emergent writers: the effects of self-regulated strategy development. Reading and Writing, 25 (5), 1-20.
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Publicado
2015-10-29
Cómo citar
Valencia Serrano, M., & Caicedo Tamayo, A. M. (2015). INTERVENCIÓN EN ESTRATEGIAS METACOGNITIVAS PARA EL MEJORAMIENTO DE LOS PROCESOS DE COMPOSICIÓN ESCRITA: ESTADO DE LA CUESTIÓN (Metacognitive strategies for improving written composition processes: Literature review). CES Psicología, 8(2), 1–30. Recuperado a partir de https://revistas.ces.edu.co/index.php/psicologia/article/view/3170
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Revista CES Psicología ISSN 2011 3080
Facultad de Psicología, Universidad CES Primera edición 2008. Última actualización Mayo 18 de 2022. Todos los derechos reservados. Hecho el depósito legal que exige la ley.
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