Este articulo presenta una revision de estudios que documentan intervenciones dirigidas a la ensenanza de estrategias metacognitivas para mejorar los procesos de composicion escrita de estudiantes. Se analizaron 42 articulos de investigacion publicados entre los anos 2002 y 2013, los cuales fueron resenados en una matriz que permitio identificar sus objetivos, disenos, programas instruccionales, resultados y aportes. Los analisis de las intervenciones mostraron efectividad en el mejoramiento de las producciones escritas de los estudiantes en cuanto a su calidad y desarrollo de habilidades metacognitivas como la planificacion, monitoreo y revision de las producciones escritas. Se identificaron recomendaciones para seguir profundizando en la tematica abordada y generar lineamientos para el diseno de programas de intervencion psico-educativos que contribuyan al mejoramiento de la composicion escrita. Palabras clave: Composicion Escrita, Estrategias Metacognitivas, Procesos Metacognitivos, Instruccion Educativa, Estudiantes, Escritura, Metacognicion. Abstract The aim of this article is to present a literature review on metacognitive strategies instruction for improving writing processes in students. 42 studies published since 2002 to 2013 were analyzed in a chart, where their objectives, designs, instructional programs and methodological issues were registered; also their results and contributions. Results show programs were effective for improving the students’ written texts, in terms of quality and development of metacognitive skills such as planning, monitoring and reviewing of written productions. Finally, suggestions were identified in order to continue studying this topic in greater depth, to provide some guidelines for the design of programs of psycho-educational intervention to help improve written composition. Keywords: Writing Composition, Metacognitive Strategies, Metacognitive Processes, Educational Instruction, Educational Intervention, Students, Metacognition.