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Psicologia: Teoria e Pesquisa

versão impressa ISSN 0102-3772versão On-line ISSN 1806-3446

Resumo

QUEIROGA, Bianca Arruda Manchester de; LINS, Michelly Brandão  e  PEREIRA, Mirella de Andrade Lima Vasconcelos. Morphosyntatic knowledge and spelling in children of the primary education. Psic.: Teor. e Pesq. [online]. 2006, vol.22, n.1, pp.95-99. ISSN 0102-3772.  http://dx.doi.org/10.1590/S0102-37722006000100012.

This study investigated the relationship between morphosyntatic awareness and orthographic performance of children of the 2nd and 4th grades of the primary education of the public and private schools of the city of Recife- PE. Tasks of dictated words and pseudowords were applied to evaluate the orthography, and task of analogy of words, with justification, to evaluate the morphosyntatic knowledge. The results showed an evolution between the grades in the writing of words and pseudowords, and in the morphosyntatic awareness. A comparison between the averages of correctness disclosed a lowed performance of the pupils of the public school. A preditor effect of the morphosyntatic knowledge about the orthographic performance in the writing of words and pseudowords (controlling the age variable) could be noted. In conclusion it was verified that the morphosyntatic knowledge favors the orthographic domain, in as much as it enables children a better comprehension of the processes of formation of words.

Palavras-chave : morphosyntatic knowledge; orthography; primary education.

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