Abstract
A proposal on training cognitive processes and textual structures in children with writing disabilities. This study analyzes the results of an instructional program about cognitive process and textual structures developed in a group of schoolchildren with writing disabilities. It was conducted with sixtyfive children attending three different public schools in La Coruña; thirty-nine of them presented writing disabilities. We assigned twenty-two children to the experimental group and seventeen to the control group, whereas the remaining twenty six were considered good writers. The subjects were evaluated in three occasions, through a pretest, a postest, and a retest. The experimental group received strategy training four hours per week over a period of five months, as an extracurricular activity. According to the analysis of variance carried out, specific instruction in writing strategies improves the processes of planning, organizing and textual-making.
