Textual planning interventions in Primary Education: a systematic review

Abstract

According to various cognitive and sociocognitive models (Bereiter y Scardamalia, 1987; Flower & Hayes, 1981), planning is one of the basic subprocesses in writing. This approach supports the teaching of planning strategies to students as a tool that positively impacts the quality of writing. However, there is a lack of studies that analyze to what extent the improvements in writing after applying an intervention can be related to the planning component and its strategies. The article presents a systematic review of 21 scientific articles published between 2012 and 2023 in indexed journals in Web of Science, Scopus and Scielo databases, which included planning interventions in primary education writing. We investigate the categories related to planning and determine the relationship between planning instruction and writing improvement. The review followed the Prism 2020 Statement (Page et al., 2021), a methodology that constitutes a guide to ensure transparency in the mechanisms of analysis of systematic review articles. Results indicate an improvement in the quality of writing product (e.g. structure, length, discursive skills and coherence) and in writing process (e.g. performance, motivation and awareness). Based on these findings, it was possible to establish a relationship between planning instruction and the improvements reported in 76, 2% of the systematized studies.