Based on the conception that written language is a system of signs that supports the intellectual functions, this paper presents the results of a research aimed at investigating the processes that build up in children during the initial phase of their learning to read and write, at school, when encouraged to use writing as a mnemonic resource. From activities involving registration of texts orally produced by the children, we can conclude that the uprising of indifferentiated spellings due to the presence, in the texts, of quantities, words which are repeated and which the children are familiar to the spelling, made it possible for the students to establish a functional relation to writing and therefore employ it as a nmeumonic resource.
Learning to read and write; Writing; Mnemonic resource
