Abstract
Is it possible to improve writing composition in learning disabilities (LD) and/or low achievement (LA) students without changes in reflexivity toward writing? Our aim is to test the efficacy of a writing composition and reflexivity training program in LD and/or LA students. Data support hypothesis of improvement in experimental group in writing composition productivity and coherence and that tests used to assess productivity and coherence are sensitive to changes after training. Other way, there is not confirmation about hypothesis related with improvement of reflexive layout in trained students, nor sensitivity of tests used to assess reflexivity (vs., impulsivity) after program training. This suggests the relative stability of this construct and the need for seeking more useful alternatives with instructional propos for LD and/or LA students, in the approach of self-regulation and meta-cognition toward writing composition.
