El mapa del cuento y el acrónimo relatar: Dos estrategias para la escritura de cuentos por estudiantes con dificultades de aprendizaje

The purpose of this research was to evaluate whether teaching the strategies story map and RELATAR acronym by using the Self-Regulated Strategy Development model (SRSD) (translated to spanish as modelo de Desarrollo de Estrategias de Autorregulacion, DEAR) facilitates writing stories in students with learning disabilities (LD) who speak Spanish. For this experimental study, with a multiple baseline across subjects design, a selection of three 6thgrade students (2 male and 1 female), 10 and 13 years old, was made from a public primary school, in state Trujillo (Venezuela). After applying these strategies through the self-regulated model, results showed that all the students widely improved their stories in relation to description, extension and quality (quantitative and qualitative aspects). Along time, these students kept their achievements to an extent that none of them came back to the type of story they used to write in the baseline phase. Finally, recommendations are offered for teachers and future research.