Abstract:

This paper is aimed at analyzing the writing expression of gypsy pupils attending primary school in Granada (Spain). Specifically, this research relies on Flower and Hayes’ (1981) and Hayes’ (1996) socio-cognitive framework to unveil the processes of these kinds that gypsy children carry out when they write a text. This qualitative research, studies a “case study” of eighteen gypsy pupils. “Cognitive interviews” and “Mistake-Correction tasks” are used to gather data. «Content analysis» is followed at an interpretational level. Cross-reading of sets of data and within sets of data was also practiced thoroughly to allow further data analysis. This form of data interpretation involved identifying differences and similarities across sets of data bearing in mind differential characteristics of the research subjects. Finally, some guidelines are recommended with the objective of overcoming and/or correcting the difficulties experienced by gypsy children as they interfere with the pupils’ writing ability development. Further research implications are discussed.