Escritura colaborativa en alumnos de primaria: un modelo social de aprender juntos

this article presents research aimed at evaluating the effects of a program to strengthen elementary students' skills in writing informative texts (hti). the sample included 120 sixth-graders from two public schools. sixty students from school 1 (the experimental group) participated in the hti program, and sixty students from school 2 (the control group) continued with their regular classes. the individual and groups versions of the textual composition test (ict) were given at the beginning and end of the school year. the results showed that the students in the experimental group-who, unlike the control group, participated in various collaborative writing activities-appropriated in an individual, self-regulated manner the skills for writing coherent, informative, and organized texts.