<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382024000100301</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702024v30e0017</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The Impact of Morphological Awareness on Reading and Spelling]]></article-title>
<article-title xml:lang="pt"><![CDATA[O Impacto da Consciência Morfológica na Leitura e na Ortografia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Carina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Capelas]]></surname>
<given-names><![CDATA[Sylvie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Couto]]></surname>
<given-names><![CDATA[Pedro Sá]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vinagre]]></surname>
<given-names><![CDATA[Rita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lousada]]></surname>
<given-names><![CDATA[Marisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Aveiro Escola Superior de Saúde ]]></institution>
<addr-line><![CDATA[Aveiro ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Paroquial de São Bernardo  ]]></institution>
<addr-line><![CDATA[Aveiro ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Aveiro Departamento de Matemática Centro de Investigação e Desenvolvimento em Matemática e Aplicações (CIDMA)]]></institution>
<addr-line><![CDATA[ Aveiro]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de Aveiro Escola Superior de Saúde ]]></institution>
<addr-line><![CDATA[Aveiro ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade de Aveiro (ESSUA) Escola Superior de Saúde CINTESIS.UA@RISE]]></institution>
<addr-line><![CDATA[Aveiro ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382024000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382024000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382024000100301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Morphological awareness is characterized by the ability to intentionally reflect and manipulate morphemes. The present study aimed to characterize the development of morphological awareness in school-age children and to analyze its impact on reading and spelling. The sample was comprised of 60 children with typical language development in Portuguese primary schools with a mean age of 8.6 (standard deviation = 0.1), 30of which attended the 2nd grade and 30 the 4th grade. The data was analyzed considering the use of language assessment instruments, reading and spelling and morphological awareness tests adapted from other studies. The results showed a significant difference in morphological awareness between the 2nd grade and the 4th grade. Although with different statistical proportions, there was a positive correlation between morphological awareness and reading, and between this metalinguistic capacity and spelling in both groups. An association is suggested between morphological awareness and reading and spelling and a difference in this correlation between the two degrees.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A consciência morfológica é caracterizada pela capacidade de refletir e manipular intencionalmente os morfemas. O presente estudo visou caracterizar o desenvolvimento da consciência morfológica em crianças em idade escolar e analisar o seu impacto na leitura e na ortografia. A amostra foi composta por 60 crianças portuguesas com desenvolvimento linguístico típico a frequentar o 1º ciclo do Ensino Básico, com uma média de idades de 8,6 anos (desvio padrão = 0.1), 30 das quais frequentam o 2º ano e 30 o 4º ano. Os dados foram analisados com recurso a instrumentos de avaliação linguística, leitura e ortografia e testes de consciência morfológica adaptados de outros estudos. Os resultados mostraram uma diferença significativa na consciência morfológica entre o 2º ano e o 4º ano. Embora com diferentes proporções estatísticas, houve uma correlação positiva entre consciência morfológica e leitura, e entre esta capacidade metalinguística e ortográfica em ambos os grupos. É sugerida uma associação entre consciência morfológica e leitura e ortografia e uma diferença nesta correlação entre os dois anos de escolaridade.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Morphological awareness]]></kwd>
<kwd lng="en"><![CDATA[Primary school]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Spelling]]></kwd>
<kwd lng="pt"><![CDATA[Consciência morfológica]]></kwd>
<kwd lng="pt"><![CDATA[1º ciclo]]></kwd>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Ortografia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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