Morphological awareness development in primary school
Keywords:morphological awareness, reading, writing, primary school
The article aims to characterize the level of morphological awareness in the primary school and to analyse the possible relationship between morphological awareness and reading and writing. The sample consists of 20 children, who attend the 2nd (n=10) and the 4th year of schooling (n=10). Data collection was performed through the Grelha de Avaliação da Linguagem - Nível Escolar, the Bateria de Avaliação da Consciência Morfológica, the Bateria de Avaliação da Leitura em Português Europeu and an adaptation of evidence from other studies. Results show that the level of morphological awareness of the children of the 4th year is statistically higher than those of the 2nd year, namely in the test of word analogy and decision morphosemantic-affixes, regarding the suffixes. Even so, it was possible to verify significant differences in reading tasks of both groups. There is a correlation between some subtests of morphological awareness and reading and writing.
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Copyright (c) 2022 Rita Vinagre, Sylvie Capelas, Pedro Sá Couto, Marisa Lousada
This work is licensed under a Creative Commons Attribution 4.0 International License.
Fundação para a Ciência e a Tecnologia
Grant numbers UIDB/ 4255/2020;UIDP/4255/2020
Center for Research and Development in Mathematics and Applications
Grant numbers UID/MAT/04106/2019