This work analyzes the writing process of 3rd and 5th grade students, focusing on the revision actions they produce. We investigate if the revision actions of both groups differ in quantitative and qualitative terms, in tasks where they revise the text they have written and also in tasks where the text was written by another person. Our theoretical framework includes studies in Psycholinguistics, Cognitive Psychology and textual Linguistics. A set of three experimental activities was carried out, which addressed both revision of formal aspects and aspects related to the textual content. The results indicate that the amount and the type of revision actions vary according to schooling, the type of writing task (free plot and reproduction of known stories) and familiarity with the text (if the student revises his own text or a text written by another person). Concerning the categories established for revision actions, there were significant differences both in the comparison of categories and also differences between the degree of complexity in the same category. Four revision aspects were analyzed in a more detailed way: orthography, punctuation, coreference and semantic inconsistences. The results contributed to set possible development stages related to writing expertise. Besides the theoretical contribution to writing development studies, this thesis has also an applied potential: a grade of linguistic-textual abilities which are relevant to teaching writing in Elementary school and that considers the cognitive and linguistic demand involved in textual production.