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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 Espirito Santo Program (Programa de Avaliacao da Educacao Basica do Estado do Espirito 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.

A apropriação de habilidades de leitura e escrita na alfabetização: estudo exploratório de dados de uma avaliação externa