Narration and Metacognition: a Teaching Intervention for Enhancing Literacy in Third Grade Primary School Students

Abstract

The objective of this study was the design, implementation, and evaluation of a teaching intervention that integrates strategies derived from cognitive, sociocognitive, sociocultural, and sociolinguistic-textual approaches. The intervention aimed to strengthen students' ability to produce communicative narrative texts and to enhance their metacognitive knowledge, enabling them to effectively manage the challenges associated with the writing process. The research involved three third-grade primary school classes, two of which formed the experimental groups and one served as the control group. Variables were assessed before and after the intervention using student-generated texts and semi-structured interviews. The findings demonstrated the positive impact of the teaching intervention on written language production at both the cognitive and metacognitive levels.