Processing of BP affixes: the recognition of morphemes by illiterate children and children in literacy process
DOI:
https://doi.org/10.15448/1984-4301.2017.2.26422Keywords:
Morphological awareness, Morphological processing, Recognition of affixes, Recognition tasks, Language acquisitionAbstract
This paper discuss how it occurs the processing of pseudo-words formed by a base morpheme and by affixes in non-literate children and in children who are in the process of literacy, Brazilian Portuguese (BP) native speakers, through the application of the Pseudo-vocabulary Recognition Task, which evaluates the child's ability to recognize and process BP affixes and to verify the interpretation of the meaning that each affix conveys when joining the lexical morpheme. The activity was composed of pseudo-words that, in their constitution, show affixes that belong to BP; the combination of the base morpheme with the affix derives word which is not in a dictionary that could belong to the lexicon of the language (eg, “descruel”). For that, stories were told to the subjects and, later, questions related to the pseudo-words were asked. The corpus consisted of data of sixteen monolingual children, subdivided into four age groups. The results showed that most informants interpreted the meaning of the pseudo-words, indicating the ability of children to reflect on the function and meaning of morphemes. The data were analyzed based on theoretical conceptions of Language Acquisition, Morphology Acquisition and Morphological Consciousness (BORGES, 2015; SEIXAS, 2007; LIMA, 2006, LORANDI, 2006).
Downloads
References
BORGES, V. P. Consciência morfológica em crianças não alfabetizadas e em processo de alfabetização: produção e reconhecimento de morfemas. Dissertação (Mestrado) – UCPel, Pelotas, 2015.
BRYANT, P.; DEVINE, M.; LEDWARD, A.; NUNES, T. Spelling with apostrophes and understanding possession. British Journal of Educational Psychology, v. 67, p. 91-110, 1997. https://doi.org/10.1111/j.2044-8279.1997.tb01229.x
BRYANT, P.; NUNES, T.; AIDINIS, A. Different morphemes, same spelling problems: crosslinguistic developmental studies. In: Harris , M.; Hatano , G. (Ed.). Learning to read and write: a cross-linguistic perspective. Cambridge: Cambridge University Press. 1999. p. 112-133.
BRYANT, P.; NUNES, T. Morphology and spelling. In: Nunes , T. (Ed.). Handbook of children's literacy. Dordrecht: Kluwer Academic Publishers. 2003. p. 162-214.
CARLISLE, J. F. Knowledge of derivational morphology and spelling ability in fourth, sixth and eighth graders. Applied Psycholinguistics, v. 9, p. 247-266. 1988. https://doi.org/10.1017/S0142716400007839
CARLISLE, J. F.; NOMANBHOY, D. Phonological and morphological awareness in first graders. Applied Psycholinguistics, v. 14, p. 177-195, 1993. https://doi.org/10.1017/S0142716400009541
CARLISLE, J. F. Morphological awareness and early reading achievement. In: L. FELDMAN (Org.). Morphological aspects of language processing. Hillsdale: Lawrence Erlbaum Associates, 1995. p. 189-211.
CARLISLE, J. F. Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, v. 12, p. 169-190, 2000. https://doi.org/10.1023/A:1008131926604
FIGUEIRA, R. A. Aquisição dos Verbos Prefixados por DES- em Português. Revista Palavra, Campinas, v. 5, parte IV, p. 190-211, 1999.
LIMA, P. A. N. de. Aquisição da morfologia do português brasileiro por crianças de dois a sete anos de idade: afixos e compostos. Dissertação (Mestrado) – UFRGS, Porto Alegre, 2006.
LORANDI, A. Formas morfológicas variantes na gramática infantil: um estudo à luz da Teoria da Otimidade. Dissertação (Mestrado) – PUCRS, Porto Alegre: 2006.
MACHADO, M. J. M. da C. Implicações da consciência morfológica no desenvolvimento da escrita. Dissertação (Mestrado) – Instituto Politécnico de Lisboa, Lisboa, 2011.
MELO, K. Compreendendo as relações entre consciência gramatical e habilidade de leitura e escrita: um estudo de intervenção. Tese (Doutorado) – Universidade Federal de Pernambuco, Recife, 2002.
NUNES, T.; BRYANT, P.,; BINDMAN, M. Morphological spelling strategies: Developmental stages and processes. Developmental Psychology, v. 33, p. 637-649, 1997a. https://doi.org/10.1037/0012-1649.33.4.637
NUNES, T.; BRYANT, P.; BINDMAN, M. Learning to spell regular and irregular verbs. Reading and Writing: An Interdisciplinary Journal, v. 9, n. 5-6, p. 427-449, 1997b. https://doi.org/10.1023/A:1007951213624
NUNES, T.; BRYANT, P.; BINDMAN, M. Spelling and grammar: The necsed move. In: Perfeti , C.; Rieben , L.; Fayol , M. (Ed.). Learning to spell: research, theory and practice across languages. 1997c. p. 151-170.
NUNES, T. Developing children's minds through literacy and numeracy. University of London: Institute of Education, 1998.
ROSA, J. Morphological awareness and spelling development. Unpublished PhD Thesis – Department of Psychology, Oxford Brookes University, UK. 2003.
RUBIN, H. Morphological knowledge and early writing ability. Language and Speech, v. 31, p. 337-355, 1988. https://doi.org/10.1177/002383098803100403
SEIXAS, M. C. P. O desenvolvimento da consciência morfológica em crianças de 5 anos Dissertação (Mestrado) – Ualg, Faro, 2007.
Downloads
Published
How to Cite
Issue
Section
License
Copyright
The submission of originals to Letrônica implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite Letrônica as the site of original publication.
Creative Commons License
Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.