En este artículo se presenta un estudio instruccional sobre composición escrita en el que se enfatizan los procesos de planificación de la escritura. Se compararon dos grupos de alumnos con dificultades de aprendizajey/o bajo rendimiento de 5° y 6° de Educación Primaria, procedentes de 10 centros educativos de León, con mediciones antes y después. El grupo experimental fue sometido a un programa instruccional de 25 sesiones durante tres meses, y el grupo control no recibió instrucción específica. Los resultados apoyan las hipótesis (i) de mejoría en productividady coherencia tras el entrenamiento y (ii) de mejoría en las habilidades de composición, tras el entrenamiento. Los datos indican que la secuencia instructiva resulta muy eficaz para desarrollar habilidades de escritura más parecidas a las de expertos en los alumnos con dificultades de aprendizajey/o bajo rendimiento entrenados.
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