出版社：Faculty of Philosophy, Sciences and Letters at Ribeirão Preto - USP
摘要：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 4th and 5th years of elementary education in public schools. Results reveal a discrepancy between the oral identifi cation of words and performance in the segmentation of writing, with three criteria being used by students to defi ne “word”: (1st) full meaning; (2nd) sequence of letters, not only one or two; (3rd) frequency of word use. Statistical analyses revealed signifi cant 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
