This paper analyzes the development of writing skills in the early years of Elementary School, referring to large scale literacy assessment, using a longitudinal program called Evaluation of Basic Education of the State of Espírito Santo Program (Programa de Avaliação da Educação Básica do Estado do Espírito Santo - Paebes Alfa). The written data is also analyzed in its dialogue with the reading data. Thus, in addition to discussing types of items used in this writing assessment, we make an analysis that provides a contribution to the understanding of differences between reading and writing skills which are also often perceived as "faces of the same coin", that is, such as learning styles that occur simultaneously and indistinctly. As the analysis here indicates, the consolidation of literacy, decoding skills tend to occur before coding skills.
External evaluation; Writing; Elementary school; Paebes Alfa
