Resumen
La competencia escritora constituye un componente esencial del aprendizaje en educación primaria y requiere estrategias pedagógicas sustentadas en evidencia científica. Este estudio tuvo como objetivo sintetizar las estrategias utilizadas para desarrollar la competencia escritora mediante una revisión sistemática de investigaciones publicadas entre 2020 y 2025. Se siguieron las directrices PRISMA 2020 y la calidad metodológica se evaluó con el Mixed Methods Appraisal Tool. La búsqueda se realizó en Scopus, Web of Science, ERIC y ScienceDirect, seleccionándose 12 estudios. La síntesis temática permitió identificar tres clústeres de convergencia: enseñanza explícita y autorregulación, interacción entre pares con mediación tecnológica e intervenciones diferenciadas según el desarrollo del estudiante. Los hallazgos evidencian que las estrategias más efectivas integran procesos cognitivos, metacognitivos y colaborativos mediante una mediación docente sistemática. Se concluye que el desarrollo de la competencia escritora demanda enfoques pedagógicos integrales, progresivos y contextualizados.
Citas
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[20] A. A. Aitken, K. Van Haren, D. Patenaude, M. Halkowski, H. Kheirkhah, and S. Chiat, “Empowering young writers: Enhancing perspective-taking and persuasive writing through STOP DARE+ in social studies,” Education Sciences, vol. 15, no. 5, Art. no. 557, 2025, doi: 10.3390/educsci15050557.
[2] Y.-S. G. Kim and S. Graham, “Expanding the direct and indirect effects model of writing: Reading–writing relations and dynamic relations as a function of measurement and dimensions of written composition,” Journal of Educational Psychology, vol. 114, no. 2, pp. 215–238, 2022, doi: 10.1037/edu0000564.
[3] S. Graham, “A revised writer(s)-within-community model of writing,” Educational Psychologist, vol. 53, no. 4, pp. 258–279, 2018, doi: 10.1080/00461520.2018.1481406.
[4] S. Graham and K. R. Harris, “An examination of the design principles underlying a self-regulated strategy development study,” Journal of Writing Research, vol. 10, no. 2, pp. 139–187, 2018, doi: 10.17239/jowr-2018.10.02.02.
[5] Y.-S. G. Kim, D. Yang, M. Reyes, and C. Connor, “Writing instruction improves students’ writing skills differentially depending on focal instruction and children: A meta-analysis for primary grade students,” Educational Research Review, vol. 34, Art. no. 100408, 2021, doi: 10.1016/j.edurev.2021.100408.
[6] G. Barton, M. Khosronejad, M. Ryan, L. Kervin, and D. Myhill, “Teaching creative writing in primary schools: A systematic review of the literature through the lens of reflexivity,” The Australian Educational Researcher, vol. 51, pp. 1311–1330, 2024, doi: 10.1007/s13384-023-00641-9.
[7] M. J. Page et al., “The PRISMA 2020 statement: An updated guideline for reporting systematic reviews,” BMJ, vol. 372, Art. no. n71, 2021, doi: 10.1136/bmj.n71.
[8] Q. N. Hong et al., “The Mixed Methods Appraisal Tool version 2018 for information professionals and researchers,” Education for Information, vol. 34, no. 4, pp. 285–291, 2018, doi: 10.3233/EFI-180221.
[9] L. Rodríguez-Málaga, M. Cueli, and C. Rodríguez, “Exploring the effects of strategy-focused instruction in writing skills of 4th grade students,” Metacognition and Learning, vol. 16, pp. 179–205, 2021, doi: 10.1007/s11409-020-09247-3.
[10] R. Bouwer and C. van der Veen, “Write, talk and rewrite: The effectiveness of a dialogic writing intervention in upper elementary education,” Reading and Writing, vol. 37, pp. 1435–1456, 2024, doi: 10.1007/s11145-023-10474-8.
[11] A. Yamaç, E. Öztürk, and N. Mutlu, “Effect of digital writing instruction with tablets on primary school students’ writing performance and writing knowledge,” Computers & Education, vol. 157, Art. no. 103981, 2020, doi: 10.1016/j.compedu.2020.103981.
[12] N. Salas, M. Birello, and T. Ribas, “Effectiveness of an SRSD writing intervention for low- and high-SES children,” Reading and Writing, vol. 34, pp. 1653–1680, 2021, doi: 10.1007/s11145-020-10103-8.
[13] M. Arrimada, M. Torrance, and R. Fidalgo, “Response to intervention in first-grade writing instruction: A large-scale feasibility study,” Reading and Writing, vol. 35, pp. 943–969, 2022, doi: 10.1007/s11145-021-10211-z.
[14] B. Bai, J. Wang, and H. Zhou, “An intervention study to improve primary school students’ self-regulated strategy use in English writing through e-learning in Hong Kong,” Computer Assisted Language Learning, vol. 35, no. 9, pp. 2265–2290, 2022, doi: 10.1080/09588221.2020.1871030.
[15] K. K. Wijekumar, K. R. Harris, S. Graham, and P. Lei, “A teacher technology tango shows strong results on 5th graders persuasive writing,” Educational Technology Research and Development, vol. 70, no. 4, pp. 1415–1439, 2022, doi: 10.1007/s11423-022-10117-9.
[16] İ. Demirbaş and A. Şahin, “The effect of digital stories on primary school students’ creative writing skills,” Education and Information Technologies, vol. 28, pp. 7997–8025, 2023, doi: 10.1007/s10639-022-11440-7.
[17] M.-I. Vicol, M.-L. Gavriluț, and L. Mâță, “A quasi-experimental study on the development of creative writing skills in primary school students,” Education Sciences, vol. 14, no. 1, Art. no. 91, 2024, doi: 10.3390/educsci14010091.
[18] J. Fernandez and J. Guilbert, “Self-regulated strategy development’s effectiveness: Underlying cognitive and metacognitive mechanisms,” Metacognition and Learning, vol. 19, pp. 1091–1135, 2024, doi: 10.1007/s11409-024-09398-7.
[19] Y. Kiziltaş and E. Kultas, “The effect of Web 2.0 tools on primary school students’ writing motivation and their role in developing creative writing skills,” Education and Information Technologies, vol. 30, pp. 15993–16022, 2025, doi: 10.1007/s10639-025-13419-6.
[20] A. A. Aitken, K. Van Haren, D. Patenaude, M. Halkowski, H. Kheirkhah, and S. Chiat, “Empowering young writers: Enhancing perspective-taking and persuasive writing through STOP DARE+ in social studies,” Education Sciences, vol. 15, no. 5, Art. no. 557, 2025, doi: 10.3390/educsci15050557.
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