Planning plays an important role in the production of written texts. Little is known about why children plan and the plans they create when they are not explicitly instructed. This study explores the plans that elementary school children in Years 1, 3, and 5 create before writing a text. We compared performance of children educated in Catalan and in English (the United Kingdom) and examined whether the plans were related to their language and literacy skills. Children of all ages produced plans before writing either by producing a draft or an organizer. The types of plan changed with age and were influenced by the educational context. Plans were not associated with either the text length or the text quality. Nor were language, literacy, and transcription skills associated with the plans. School instruction is important for producing plans but, at this stage, children’s self-generated plans do not impact on the texts produced.

中文翻译：

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儿童写作计划：特点及对写作成绩的影响

计划在书面文本的生产中起着重要作用。关于儿童为什么计划以及在没有明确指示时他们制定的计划知之甚少。本研究探讨了 1、3 和 5 年级的小学生在撰写文本之前制定的计划。我们比较了受加泰罗尼亚语和英语（英国）教育的儿童的表现，并检查这些计划是否与他们的语言和识字技能有关。所有年龄段的孩子在写作之前都通过草稿或组织者制定计划。计划的类型随着年龄的增长而变化，并受教育背景的影响。计划与文本长度或文本质量无关。语言、识字和转录技能也与计划无关。学校教学对于制定计划很重要，但是，