This work aims to present the results of a study that compares written text production skills of two groups of children in the first year of education. Both groups had learnt with two different literacy methods: the psicogenetic proposal developed by Emilia Ferreiro (1979, 1997) and an intercultural proposal elaborated by Borzone et al (2004) in the frame of cognitive psychology and socio historical cultural psychology. Two groups of Spanish speaker children from Cordoba, Argentina in the first year of education were compared. The results showed that children who have learnt with the intercultural proposal had the best performance in the written re-telling task.