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The aim was to characterize the performance of 5th grade students in tasks that assessed the pragmatic function of language, Theory of Mind and comprehension and expression mediated by writing, according to their average school performance (GI, GII and GIII) and to investigate the existence of correlations between the variables studied. Conclusion: The students in GI (with the highest school performance) showed higher performance than the other groups in the three tasks, corroborating the positive association between performance and school performance.