Effects of Morphology on Children's Spelling of Final Consonant Clusters

Vocabulário, consciência fonológica e nomeação rápida: contribuições para a ortografia e elaboração escrita

“…Currently, the most accepted theory about orthography acquisition and development is the repertory theory, instead of the stages theory. The repertory theory proposes that since the onset of literacy acquisition, children use several strategies to write orthographically, based on the knowledge mentioned above, varying only the intensity of using these strategies throughout the school age until adulthood (21,23) . There is also an effort to increase the scientific knowledge about the writing process concerning both the development and the comprehension of the aspects involved in this process.…”

Effects of Orthographic, Morphological and Semantic Overlap on Short-Term Memory for Words in Typical and Atypical Development

“…"Decoding first" accounts (Ehri, 1995;Ehri et al, 2013;Nunes et al, 1997b) predict that younger children will show only effects of orthographic/phonological processing, whereas effects of morphological and semantic processing will emerge later in development. In contrast, some theoretical accounts might argue that even novice readers will be sensitive to morphological overlap (Deacon, Conrad, et al, 2008;Treiman & Bourassa, 2000;Treiman & Cassar, 1996).…”

“…Decoding first theories predict not only that morphological processing emerges late in development but also that phonological difficulties would further hold back morphological processing. Others, however, argue that morphology can be used from the earliest stages of literacy acquisition (Deacon, Conrad, & Pacton, 2008;Treiman & Bourassa, 2000;Treiman & Cassar, 1996).…”

La linguistique et la lecture-écriture : de la conscience phonologique à la variable « orthographe »

“…Il existe toutefois un débat, qui n'est sans doute pas près d'être clos, entre ceux qui considèrent que la compétence morphographique prolonge et reconfigure la compétence phonographique, et ceux qui jugent cette conception trop « linéa-riste». Ceux-là pensent que la morphographie peut faire l'objet d'intuitions précoces et que de très jeunes enfants sont capables d'utiliser des sources d'informations qui ne relèvent pas d'associations phonographiques (Treiman et Cassar, 1996). C'est ainsi qu'en français, de nombreux enfants sont très tôt sensibles à la notion de pluralité (Jaffré et David, 1999).…”