Perfil de los procesos de escritura en escolares de tercero a séptimo de Educación General Básica

Background: Writing constitutes a fundamental skill for school learning; However, Ecuadorian evidence obtained through standardized instruments to evaluate its processes is limited. Objective: To characterize writing processes among students from the third to the seventh year of Basic General Education through the Writing Process Evaluation Battery, PROESC. Methodology: A quantitative, non-experimental, transversal and descriptive-comparative study was designed with 267 students from a fiscal commission educational institution in Loja, Ecuador, selected through non-probabilistic sampling for convenience. Results: Phonological processes represent the main strength, with expected performance percentages exceeding 87% in dictation of pseudowords. The greatest difficulties were concentrated in arbitrary spelling, up to 84.3% of students with difficulties in sixth form, regulated spelling, writing conventions and textual production. The development of writing does not present a linear progression between school grades. Conclusion: The writing profile highlights a consolidated mastery of phonological skills and persistent challenges in spelling, conventions and textual composition, which indicates the need to strengthen assessment and pedagogical intervention throughout Basic General Education.