Relationships among Capacity of Lexical Segmentation, Morphosyntactic Awareness and Performance in Reading and Writing

Detalhes bibliográficos
Autor(a) principal: Kirchner Guimarães, Sandra Regina
Data de Publicação: 2011
Tipo de documento: Artigo
Idioma: por
Título da fonte: Psicologia (Universidade de Brasília. Online)
Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/18255
Resumo: Since the alphabetic stage of reading acquisition the learner faces issues related to orthography, including the segmentation of the writing in graphic words. This study investigates the relationships between conventional segmentation of words, morphosyntactic awareness, orthography and reading comprehension of 4th and 5th year pupils from public elementary schools in Curitiba. The results reveal a greater difficulty in the oral identification of words than in the segmentation of writing. Statistical analysis show positive and statistically significant correlations between all investigated variables. The results indicate that morphosyntactic skills promote the establishment of the conventional word concept and suggest that teachers who encourage the development of these skills can warrant a greater ability of pupils in written language.
id UNB-4_32702fb0cb809517d0b2f1de5394f62a
oai_identifier_str oai:ojs.pkp.sfu.ca:article/18255
network_acronym_str UNB-4
network_name_str Psicologia (Universidade de Brasília. Online)
repository_id_str
spelling Relationships among Capacity of Lexical Segmentation, Morphosyntactic Awareness and Performance in Reading and WritingRelações entre Capacidade de Segmentação Lexical, Consciência Morfossintática e Desempenho em Leitura e EscritaSegmentação lexicalHipossegmentaçãoHipersegmentaçãoConsciência morfossintáticaDesempenho em leitura e escritaLexical segmentationHyposegmentationHypersegmentationMorphosyntactic awarenessReading and writing performanceSince the alphabetic stage of reading acquisition the learner faces issues related to orthography, including the segmentation of the writing in graphic words. This study investigates the relationships between conventional segmentation of words, morphosyntactic awareness, orthography and reading comprehension of 4th and 5th year pupils from public elementary schools in Curitiba. The results reveal a greater difficulty in the oral identification of words than in the segmentation of writing. Statistical analysis show positive and statistically significant correlations between all investigated variables. The results indicate that morphosyntactic skills promote the establishment of the conventional word concept and suggest that teachers who encourage the development of these skills can warrant a greater ability of pupils in written language.A partir do estágio alfabético de aquisição da escrita o aprendiz precisa enfrentar questões relativas à ortografia, entre elas a segmentação do escrito em palavras gráficas. Este estudo investiga relações entre a segmentação convencional de palavras, a consciência morfossintática, a ortografia e a compreensão da leitura de alunos do 4º e 5º anos do ensino fundamental em escolas públicas de Curitiba. Resultados revelam maior dificuldade na identificação oral de palavras do que na segmentação da escrita. Análises estatísticas mostraram correlações positivas e significativas entre todas as variáveis investigadas. Infere-se que as habilidades morfossintáticas favorecem o estabelecimento da noção convencional de palavra e sugere-se que os professores promovam o desenvolvimento dessas habilidades, para garantir aos alunos maior domínio na linguagem escrita.Instituto de Psicologia - Universidade de Brasília2011-03-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/revistaptp/article/view/18255Psicologia: Teoria e Pesquisa; Vol. 27 n. 1; 23-32Psicologia: Teoria e Pesquisa; Vol. 27 n. 1; 23-32Psicologia: Teoria e Pesquisa; Vol. 27 n. 1; 23-32Psicologia: Teoria e Pesquisa; Vol. 27 n. 1; 23-321806-34460102-3772reponame:Psicologia (Universidade de Brasília. Online)instname:Universidade de Brasília (UnB)instacron:UNBporhttps://periodicos.unb.br/index.php/revistaptp/article/view/18255/16787Kirchner Guimarães, Sandra Reginainfo:eu-repo/semantics/openAccess2018-10-24T14:01:16Zoai:ojs.pkp.sfu.ca:article/18255Revistahttps://periodicos.unb.br/index.php/revistaptp/indexPUBhttps://periodicos.unb.br/index.php/revistaptp/oairevistaptp@gmail.com1806-34460102-3772opendoar:2018-10-24T14:01:16Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Relationships among Capacity of Lexical Segmentation, Morphosyntactic Awareness and Performance in Reading and Writing
Relações entre Capacidade de Segmentação Lexical, Consciência Morfossintática e Desempenho em Leitura e Escrita
title Relationships among Capacity of Lexical Segmentation, Morphosyntactic Awareness and Performance in Reading and Writing
spellingShingle Relationships among Capacity of Lexical Segmentation, Morphosyntactic Awareness and Performance in Reading and Writing
Kirchner Guimarães, Sandra Regina
Segmentação lexical
Hipossegmentação
Hipersegmentação
Consciência morfossintática
Desempenho em leitura e escrita
Lexical segmentation
Hyposegmentation
Hypersegmentation
Morphosyntactic awareness
Reading and writing performance
title_short Relationships among Capacity of Lexical Segmentation, Morphosyntactic Awareness and Performance in Reading and Writing
title_full Relationships among Capacity of Lexical Segmentation, Morphosyntactic Awareness and Performance in Reading and Writing
title_fullStr Relationships among Capacity of Lexical Segmentation, Morphosyntactic Awareness and Performance in Reading and Writing
title_full_unstemmed Relationships among Capacity of Lexical Segmentation, Morphosyntactic Awareness and Performance in Reading and Writing
title_sort Relationships among Capacity of Lexical Segmentation, Morphosyntactic Awareness and Performance in Reading and Writing
author Kirchner Guimarães, Sandra Regina
author_facet Kirchner Guimarães, Sandra Regina
author_role author
dc.contributor.author.fl_str_mv Kirchner Guimarães, Sandra Regina
dc.subject.por.fl_str_mv Segmentação lexical
Hipossegmentação
Hipersegmentação
Consciência morfossintática
Desempenho em leitura e escrita
Lexical segmentation
Hyposegmentation
Hypersegmentation
Morphosyntactic awareness
Reading and writing performance
topic Segmentação lexical
Hipossegmentação
Hipersegmentação
Consciência morfossintática
Desempenho em leitura e escrita
Lexical segmentation
Hyposegmentation
Hypersegmentation
Morphosyntactic awareness
Reading and writing performance
description Since the alphabetic stage of reading acquisition the learner faces issues related to orthography, including the segmentation of the writing in graphic words. This study investigates the relationships between conventional segmentation of words, morphosyntactic awareness, orthography and reading comprehension of 4th and 5th year pupils from public elementary schools in Curitiba. The results reveal a greater difficulty in the oral identification of words than in the segmentation of writing. Statistical analysis show positive and statistically significant correlations between all investigated variables. The results indicate that morphosyntactic skills promote the establishment of the conventional word concept and suggest that teachers who encourage the development of these skills can warrant a greater ability of pupils in written language.
publishDate 2011
dc.date.none.fl_str_mv 2011-03-29
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/revistaptp/article/view/18255
url https://periodicos.unb.br/index.php/revistaptp/article/view/18255
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/revistaptp/article/view/18255/16787
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Instituto de Psicologia - Universidade de Brasília
publisher.none.fl_str_mv Instituto de Psicologia - Universidade de Brasília
dc.source.none.fl_str_mv Psicologia: Teoria e Pesquisa; Vol. 27 n. 1; 23-32
Psicologia: Teoria e Pesquisa; Vol. 27 n. 1; 23-32
Psicologia: Teoria e Pesquisa; Vol. 27 n. 1; 23-32
Psicologia: Teoria e Pesquisa; Vol. 27 n. 1; 23-32
1806-3446
0102-3772
reponame:Psicologia (Universidade de Brasília. Online)
instname:Universidade de Brasília (UnB)
instacron:UNB
instname_str Universidade de Brasília (UnB)
instacron_str UNB
institution UNB
reponame_str Psicologia (Universidade de Brasília. Online)
collection Psicologia (Universidade de Brasília. Online)
repository.name.fl_str_mv Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv revistaptp@gmail.com
_version_ 1800211713801322496

Registros relacionados