The Role of Morphosyntactic Awareness in Conventional Lexical
          Segmentation

Guimarães, Sandra Regina Kirchner

doi:10.1590/1982-43272355201310

Acessibilidade / Reportar erro

Brasil

Español English

sumário « anterior atual seguinte »

Sumário

Articles • Paidéia (Ribeirão Preto) 23 (55) • May-Aug 2013 • https://doi.org/10.1590/1982-43272355201310 copy

The Role of Morphosyntactic Awareness in Conventional Lexical Segmentation

O Papel da Consciência Morfossintática na Segmentação Lexical Convencional

El Papel de la Consciencia Morfosintáctica en la Segmentación Lexical Convencional

Authorship SCIMAGO INSTITUTIONS RANKINGS

Starting with the alphabetic stage of writing acquisition, the learner struggles with issues related to spelling, including the segmentation of writing in graphic words. This study examined the conventional segmentation of words and its relation to morphosyntactic awareness in a sample of students in the 4^th and 5^th years of elementary education in public schools. Results reveal a discrepancy between the oral identification of words and performance in the segmentation of writing, with three criteria being used by students to define “word”: (1^st) full meaning; (2^nd) sequence of letters, not only one or two; (3^rd) frequency of word use. Statistical analyses revealed significant positive correlations between conventional segmentation and morphosyntactic awareness. It is inferred that morphosyntactic skills support the establishment of the conventional notion of the word, and it is suggested that teachers promote the development of these skills, in order to ensure a greater command of the written language.

writing skills; orthography; morphology (linguistics)

Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 Ribeirão Preto - São Paulo - Brasil, Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
E-mail: paideia@usp.br

Acompanhe os números deste periódico no seu leitor de RSS

[1] Correspondence address:Sandra Regina Kirchner Guimarães. Departamento de Teoria e Fundamentos da Educação, Setor de Educação. Universidade Federal do Paraná. Rua General Carneiro, 460, 4º andar. CEP 80060-100. Curitiba-PR, Brazil. E-mail: srkguimaraes@uol.com.br

GROUP	N	Hyposegmentations		Hypersegmentations

		M	S.D.	M	S.D.

Group 1	10	3.80	4.44	1.80	1.40
Group 2	10	2.70	2.87	1.80	1.69
Group 3	10	5.00	4.00	2.60	2.27
Group 4	10	1.00	0.82	0.20	0.42
Total	40	3.13	3.54	1.60	1.77

GROUP	N	Mean	Age	% of correct responses in the Oral Identification		% of correct responses in the Writing Segmentation

				M	S.D.	M	S.D.

Group 1	10	9y.	2m.	70.51	13.9	84.82	11.43
Group 2	10	9y.	6m.	72.58	14.62	86.71	12.08
Group 3	10	9y.	4m.	67.93	9.89	79.64	13.09
Group 4	10	9y.	1m.	90.51	6.96	96.72	2.75
Total	40	9y.	3m.	75.38	15.90	86.97	12.55

		Mean percentages of the morphosyntactic awareness tasks					Morphosyntactic awareness score

GROUP	N	Grammatical categorization	Inflectional graph-morphology	Generative morpheme use	Morphosemantic decision	Morphological Analogies	M	S.D.

1	10	57.50	56.70	75.87	78.75	72.00	68.16	5.34
2	10	53.33	64.20	85.83	77.50	69.50	70.07	8.53
3	10	55.00	60.07	76.70	76.67	71.00	67.89	9.20
4	10	68.33	70.03	97.50	95.00	84.00	82.97	9.00
Total	40	58.54	62.75	83.97	81.98	74.12	72.27	10.07

	2	3	4	5	6	7	8

1. Morphosyntactic awareness score	.53 ^**	.72 ^**	.64 ^**	.64 ^**	.69 ^**	.60 ^**	.63 ^**
2. Performance in oral counting of words		.65 ^**	.41 ^**	.40 ^**	.60 ^**	.34 ^*	.17
3. Performance in writing the words			.45 ^**	.48 ^**	.59 ^**	.43 ^**	.38 ^*
4. Grammatical categorization				.32 ^*	.35 ^*	.37 ^*	.24
5. Inflectional graph-morphology					.29	.13	.29
6. Generative morpheme use						.36 ^*	.22
7. Morphosemantic decision							.38 ^*
8. Morphological analogies