Abstract

Recent studies have found a link between deficits in metacognitive processes of planning and difficulties in the production of written text. The aim of the first study is to analyze the functionality of metacognitive skills and planning processes in 60 children (M = 8, SD = 0.52), 30 typically being development and 30 with dysorthography. In the second study, children who presented difficulties have undergone training to develop metacognitive skills. There are significant differences between the two groups in both the processes analyzed. The results of the second study showed the importance of metacognitive intervention in the development of spontaneous writing.