The present study investigated the relations between the writing-down performance and the ego strength. The sample was composed by 100 children, of both sexes, with ages ranging from 9 to 13 years, attending at the third grades of a public elementary school. For assessing the academic performance the children wrote down a dictating and to appraise the ego strength it was applied the Desiderative Test. The participants were classified in three groups of ego, ranging from weakness to strength. Among the results a negative correlation between ego strength and writing-down performance was verified, as well as the group with ego weakness had the worst performance in the writing-down performance when compared to the group with ego strength. The group with balanced ego, thus, had also a lower performance in writing down than the group with ego strength.