其他摘要：Many studies have shown that, while reading, the brain works a sort of decomposing process of words, reducing them to its morphemes. Moreover, many studies have shown that morphological awareness, which is the ability to reflect upon the structure of words, may contribute to reading in Brazilian Portuguese. The present study investigated morphological priming in children and evaluated the correlation between morphological priming and morphological awareness scores. One hundred and forty-one children took part in this research: 35 second graders, 33 third graders, 33 fourth graders, and 40 fifth graders. They pe rformed a lexical decision t ask (LDT) and morphological awareness task. Results indicate that as early as the second grade, children show some degree of morphological priming effects. In addition, children from the fifth gra de presented morphological priming effects similar to those of a skilled reader. No correlations between morp hological awareness scores and morphological priming effects were found.
