Improvement of the learning process of writing through the routines of thought

The learning of writing requires the intervention of cognitive processes of great complexity, which causes difficulties in their acquisition from early ages. The sharing of knowledge, ideas, and personal hypotheses that each student is building through proposals that enhance cognitive reflection on the process of construction of writing can be a very useful strategy for mastering this learning. The objective of this work was to analyze the effect that the intervention of a program focused on the development of skills that favor access to the writing system through dynamics that enhance the ability to think and reason in a shared way through the routines of thought presents in the process of acquisition of writing. A quasi-experimental design of comparison between groups with pretest and posttest measurements was used. The study involved 356 students aged between 5 and 6 years. The results weigh the potential value of the program and support the development of teaching models that integrate thinking skills into classroom practice for the improvement of the writing system in the first school levels.