Treinamento de consciência morfológica em leitura e ortografia do português

Silvia Brilhante Guimarães; Márcia Maria Peruzzi Elia da Mota; S. Hélène Deacon

doi:10.51207/2179-4057.20250004

Authors

Silvia Brilhante Guimarães Pontifícia Universidade Católica do Rio de Janeiro, Rio de Janeiro, Rio de Janeiro, Brasil
Márcia Maria Peruzzi Elia da Mota Universidade do Estado do Rio de Janeiro, Rio de Janeiro, Rio de Janeiro, Brasil
S. Hélène Deacon Dalhousie University, Halifax, New Scotland, Canadá

DOI:

https://doi.org/10.51207/2179-4057.20250004

Keywords:

Spelling, Morphological Awareness, Morpho-logical Intervention, Reading

Abstract

This study investigates the effects of instruction in mor-phology in both oral and written modality on morpholo-gical skills and both spelling and reading of a group of Portuguese speaking children in Grade 3. We conducted morphological training across 19 sessions with 17 students and compared its effects to a ‘business as usual’ control group of 16 students. The groups were matched based on performance on measures of verbal and non-verbal abilities as well as phonological awareness. Pre- and post-tests included morphological awareness, spelling of morphologically complex words and other word types, as well as word-level reading. Analyses revealed significant effects of the intervention on morphological awareness and spelling of morphologically complex words, but not on word-level reading or spelling. These findings point to relatively specific effects of morphological training, albeit ones that are likely to be quite helpful to children given the prevalence of morphologically complex words in written texts.

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