Escritura creativa para mejorar la producción de textos en Educación General Básica Media
DOI:
https://doi.org/10.64747/615qr467Palabras clave:
escritura creativa, producción textual, voz estudiantil, retroalimentación entre pares, gobernanza educativaResumen
La escritura creativa puede ampliar la voz del alumnado, pero su sola incorporación no garantiza textos mejor organizados ni una participación equitativa. Esta síntesis realista examinó qué condiciones y mecanismos permiten fortalecer la producción textual en edades equivalentes a Educación General Básica Media y tradujo los hallazgos al contexto ecuatoriano. El 29 de julio de 2026 se ejecutaron seis búsquedas en OpenAlex y Crossref. Se recuperaron 1.200 registros, se depuraron 1.036 unidades únicas y se evaluaron 72 candidatos. El corpus integró 40 publicaciones científicas y siete fuentes oficiales. La configuración más consistente articuló consignas con opciones acotadas, modelos de autor, planificación explícita, conversación entre pares, retroalimentación utilizable, reescritura y audiencia auténtica. Estos componentes activan autoría, conocimiento del género, autorregulación y conciencia del lector; sus resultados comprenden ideación, coherencia, elaboración, voz, revisión y motivación. La elección sin andamiaje puede producir dispersión, mientras la enseñanza formularia puede mejorar la estructura a costa de la voz. El currículo ecuatoriano respalda planificación, redacción, revisión y uso de recursos, pero la implementación exige liderazgo pedagógico, tiempo protegido, criterios comunes y participación segura. Se propone un ciclo institucional que combina voz estudiantil, enseñanza explícita, coevaluación y seguimiento de calidad, equidad y agencia.
Referencias
Arrimada, M., Torrance, M., & Fidalgo, R. (2022). Response to Intervention in first-grade writing instruction: A large-scale feasibility study. Reading and Writing, 35(4), 943–969. https://doi.org/10.1007/s11145-021-10211-z
Asaro-Saddler, K., Moeyaert, M., Xu, X., & Yerden, X. (2021). Multilevel meta-analysis of the effectiveness of self-regulated strategy development in writing for children with ASD. Exceptionality, 29(2), 150–166. https://doi.org/10.1080/09362835.2020.1850457
Bai, B., Wang, J., & Zhou, H. (2022). An intervention study to improve primary school students’ self-regulated strategy use in English writing through e-learning in Hong Kong. Computer Assisted Language Learning, 35(9), 2265–2290. https://doi.org/10.1080/09588221.2020.1871030
Barton, G., Khosronejad, M., Ryan, M., Kervin, L., & Myhill, D. (2024). Teaching creative writing in primary schools: A systematic review of the literature through the lens of reflexivity. The Australian Educational Researcher, 51(4), 1311–1330. https://doi.org/10.1007/s13384-023-00641-9
Barwasser, A., Nobel, K., Asaro-Saddler, K., Saddler, B., & Grünke, M. (2025). The effects of a graphic organizer with storytelling intervention on writing quality and attitude towards writing of third graders with German as a second language. European Journal of Psychology of Education, 40(1). https://doi.org/10.1007/s10212-024-00908-4
Bouwer, R., & van der Veen, C. (2024). Write, talk and rewrite: The effectiveness of a dialogic writing intervention in upper elementary education. Reading and Writing, 37(6), 1435–1456. https://doi.org/10.1007/s11145-023-10474-8
Bueno-Alastuey, M. C., Vasseur, R., & Elola, I. (2022). Effects of collaborative writing and peer feedback on Spanish as a foreign language writing performance. Foreign Language Annals, 55(2), 517–539. https://doi.org/10.1111/flan.12611
Cao, S., Zhou, S., Luo, Y., Wang, T., Zhou, T., & Xu, Y. (2022). A review of the ESL/EFL learners’ gains from online peer feedback on English writing. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1035803
Demirbaş, İ., & Şahin, A. (2023). The effect of digital stories on primary school students’ creative writing skills. Education and Information Technologies, 28(7), 7997–8025. https://doi.org/10.1007/s10639-022-11440-7
Escott, S., & McCrudden, M. T. (2022). Investigating self-regulated strategy development for persuasive writing with elementary school students in Aotearoa/New Zealand. Journal of Research in Childhood Education, 36(3), 392–405. https://doi.org/10.1080/02568543.2021.1990168
Fernandez, J., & Guilbert, J. (2024). Self-regulated strategy development’s effectiveness: Underlying cognitive and metacognitive mechanisms. Metacognition and Learning, 19(3), 1091–1135. https://doi.org/10.1007/s11409-024-09398-7
Finkenstaedt-Quinn, S. A., Watts, F. M., & Shultz, G. V. (2024). Reading, receiving, revising: A case study on the relationship between peer review and revision in writing-to-learn. Assessing Writing, 59, 100808. https://doi.org/10.1016/j.asw.2024.100808
Finlayson, K., & McCrudden, M. T. (2022). Teacher-implemented self-regulated strategy development instruction for story writing with year 2 students in Aotearoa/New Zealand: A mixed methods study. Teaching and Teacher Education, 119, 103846. https://doi.org/10.1016/j.tate.2022.103846
Gilbert, F. J., & Dobson, T. (2025). Towards boundary crossing: Primary and secondary school teachers teaching creative writing and its redrafting. English Teaching: Practice & Critique, 24(1), 17–32. https://doi.org/10.1108/etpc-03-2024-0039
González-Diaz, V., Parr, E., & Nourie, K. (2025). Using constructs of ‘good’ writing to develop ‘a voice of one’s own’ in the primary school classroom. Literacy, 59(1), 34–54. https://doi.org/10.1111/lit.12397
Grenner, E., Johansson, V., van de Weijer, J., & Sahlén, B. (2021). Effects of intervention on self-efficacy and text quality in elementary school students’ narrative writing. Logopedics Phoniatrics Vocology, 46(1), 1–10. https://doi.org/10.1080/14015439.2019.1709539
He, W., & Gao, Y. (2023). Explicating peer feedback quality and its impact on feedback implementation in EFL writing. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1177094
Herder, A., Berenst, J., de Glopper, K., & Koole, T. (2020). Sharing knowledge with peers: Epistemic displays in collaborative writing of primary school children. Learning, Culture and Social Interaction, 24, 100378. https://doi.org/10.1016/j.lcsi.2020.100378
Högemann, J., Cunha, J., Núñez, J. C., Vallejo, G., Rodríguez, C., & Rosário, P. (2021). Writing intervention with elementary students struggling with writing: Examining approach profiles to teacher feedback on writing quality and motivational variables. Reading and Writing, 34(7), 1681–1710. https://doi.org/10.1007/s11145-021-10159-0
Jiménez, J. E., de León, S. C., García, E., & Seoane, R. C. (2023). Assessing the efficacy of a Tier 2 early intervention for transcription skills in Spanish elementary school students. Reading and Writing, 36(5), 1227–1259. https://doi.org/10.1007/s11145-022-10329-8
Kiziltaş, Y., & Kultas, E. (2025). The effect of web 2.0 tools on primary school students’ writing motivation and their role in developing creative writing skills. Education and Information Technologies, 30(11), 15993–16022. https://doi.org/10.1007/s10639-025-13419-6
Korosidou, E., & Griva, E. (2024). Fostering students’ L2 writing skills and intercultural awareness through digital storytelling in elementary education. International Electronic Journal of Elementary Education. https://doi.org/10.26822/iejee.2024.355
Lee, S. H., & Bernstein, M. (2022). Narrative writing progress of rural elementary students in mixed-ability online pairings. Rural Special Education Quarterly, 41(4), 184–196. https://doi.org/10.1177/87568705221110464
Li, M., Chen, Y. T., Huang, C. Q., Hwang, G. J., & Cukurova, M. (2023). From motivational experience to creative writing: A motivational AR-based learning approach to promoting Chinese writing performance and positive writing behaviours. Computers & Education, 202, 104844. https://doi.org/10.1016/j.compedu.2023.104844
Li, W., & Zhang, F. (2021). Tracing the path toward self-regulated revision: An interplay of instructor feedback, peer feedback, and revision goals. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.612088
Messiou, K., de los Reyes, E. J., Potnis, C., Dong, P., & Rwang, V. K. (2025a). Student voice: Bringing about change in primary schools. International Journal of Qualitative Studies in Education, 38(3), 374–389. https://doi.org/10.1080/09518398.2025.2455982
Messiou, K., de los Reyes, J., Potnis, C., Dong, P., & Rwang, V. K. (2025b). Student voice for promoting inclusion in primary schools. International Journal of Inclusive Education, 29(7), 1168–1182. https://doi.org/10.1080/13603116.2024.2317729
Ministerio de Educación del Ecuador. (2016a). Currículo de Educación General Básica Media. https://educacion.gob.ec/curriculo-media/
Ministerio de Educación del Ecuador. (2016b). Currículo de Lengua y Literatura. https://educacion.gob.ec/curriculo-lengua-literatura/
Ministerio de Educación del Ecuador. (2017). Manual para la implementación y evaluación de los estándares de calidad educativa. https://educacion.gob.ec/
Ministerio de Educación del Ecuador. (2022). Estándares de Aprendizaje: Lengua y Literatura. https://educacion.gob.ec/
Ministerio de Educación del Ecuador. (2023). Plan Nacional de Formación Permanente. https://educacion.gob.ec/
Ministerio de Educación del Ecuador. (s. f.-a). Currículo de EGB Media. Recuperado el 29 de julio de 2026, de https://educacion.gob.ec/curriculo-media/
Ministerio de Educación del Ecuador. (s. f.-b). Genero ideas para escribir. Recuperado el 29 de julio de 2026, de https://recursos.educacion.gob.ec/red/genero-ideas-para-escribir/
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Pawson, R., Greenhalgh, T., Harvey, G., & Walshe, K. (2005). Realist review—A new method of systematic review designed for complex policy interventions. Journal of Health Services Research & Policy, 10(1_suppl), 21–34. https://doi.org/10.1258/1355819054308530
Presidencia de la República del Ecuador. (2023). Reglamento General a la Ley Orgánica de Educación Intercultural. Registro Oficial, Segundo Suplemento No. 254. https://educacion.gob.ec/
Ray, A. B., & FitzPatrick, E. (2024). Instructional coaches in elementary settings: Writing the wave to success with self-regulated strategy development for the informational genre. Learning Disabilities Research & Practice, 39(1), 37–52. https://doi.org/10.1177/15405826231218251
Ray, A. B., Torres, C., & Cao, Y. (2023). Improving informative writing in inclusive and linguistically-diverse elementary classes through self-regulated strategy development. Exceptionality, 31(5), 319–343. https://doi.org/10.1080/09362835.2023.2174119
Rosário, P., Högemann, J., Núñez, J. C., Vallejo, G., Cunha, J., Rodríguez, C., & Fuentes, S. (2019). The impact of three types of writing intervention on students’ writing quality. PLOS ONE, 14(7), e0218099. https://doi.org/10.1371/journal.pone.0218099
Salas, N., Ventura, J., & Llauradó, A. (2026). Long-term effects of an SRSD writing intervention for elementary school children. Reading and Writing, 39(3), 817–844. https://doi.org/10.1007/s11145-025-10721-0
Stuulen, J., Bouwer, R., & van den Bergh, H. (2024). Effects of a comparative feedback method on peer feedback characteristics and revision quality. L1-Educational Studies in Language and Literature, 24(1), 1–21. https://doi.org/10.21248/l1esll.2024.24.1.671
Sun, H., & Wang, M. (2025). Effects of teacher intervention and type of peer feedback on student writing revision. Language Teaching Research, 29(3), 1094–1113. https://doi.org/10.1177/13621688221080507
Svenlin, M., & Sørhaug, J. O. (2023). Collaborative writing in L1 school contexts: A scoping review. Scandinavian Journal of Educational Research, 67(6), 980–996. https://doi.org/10.1080/00313831.2022.2115128
Teng, M. F. (2020). Young learners’ reading and writing performance: Exploring collaborative modeling of text structure as an additional component of self-regulated strategy development. Studies in Educational Evaluation, 65, 100870. https://doi.org/10.1016/j.stueduc.2020.100870
Teng, M. F. (2021). Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, 35, 61–76. https://doi.org/10.30827/portalin.v0i35.16861
Tsiriotakis, I. K., Grünke, M., Spantidakis, I., Vassilaki, E., & Stavrou, N. A. M. (2020). The impact of an explicit writing intervention on EFL students’ short story writing. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.565213
Uslu, A., & Uslu, N. A. (2021). Improving primary school students’ creative writing and social-emotional learning skills through collaborative digital storytelling. Acta Educationis Generalis, 11(2), 1–18. https://doi.org/10.2478/atd-2021-0009
Vicol, M. I., Gavriluț, M. L., & Mâță, L. (2024). A quasi-experimental study on the development of creative writing skills in primary school students. Education Sciences, 14(1), 91. https://doi.org/10.3390/educsci14010091
Wong, G., Greenhalgh, T., Westhorp, G., Buckingham, J., & Pawson, R. (2013). RAMESES publication standards: Realist syntheses. BMC Medicine, 11(1). https://doi.org/10.1186/1741-7015-11-21
Zioga, C., & Bikos, K. (2020). Collaborative writing using Google Docs in primary education: Development of argumentative discourse. Turkish Online Journal of Distance Education, 21(1), 133–142. https://doi.org/10.17718/tojde.690372
Descargas
Publicado
Versiones
- 2026-08-27 (2)
- 2026-06-30 (1)
Número
Sección
Licencia
Derechos de autor 2026 María Fernanda Rodríguez-Ruiz
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Las personas autoras conservan los derechos de autor sobre sus trabajos y conceden a RLPCG el derecho de primera publicación y una licencia no exclusiva para publicar, reproducir, distribuir, preservar, indexar y comunicar públicamente el artículo.
Los trabajos se publican bajo la licencia Creative Commons Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0). Esta licencia permite copiar, redistribuir, adaptar y transformar el material en cualquier medio o formato para fines no comerciales, siempre que:
- se reconozca adecuadamente la autoría;
- se cite a RLPCG como fuente de primera publicación;
- se incluya un enlace a la licencia;
- se indique si se realizaron modificaciones;
- no se sugiera que las personas autoras o la revista respaldan el uso realizado.
Las personas autoras pueden depositar la versión publicada en repositorios institucionales, temáticos o personales y compartirla en redes académicas, siempre que se mantengan la referencia bibliográfica, el enlace a la publicación original y el identificador persistente disponible.
