This study was designed to assess a model of the development of planning in writing skills. We also attempted to teach children (nine and twelve years old) how to plan before writing a composition. The model proved to be replicable, but the effects of training on planning could not be attained. We concluded that planning, so fundamental for adequate school behaviour, develops only through many years of practice. Short-term training can hardly elicit the reflective behaviour necessary for planning activities. Further we discuss the pitfalls of the training and suggest possible improvements.
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