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1	Neural and Behavioral Foundations of Emerging Literacy ...
	Marks, Rebecca. - : My University, 2021
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2	Development of the Morphological Awareness Task for Singapore: a preregistration protocol ...
	Vijayakumar, Poorani. - : Open Science Framework, 2021
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3	Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals ...
	Marks, Rebecca. - : Open Science Framework, 2021
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4	Understanding Instructional Spelling Practices of Third and Fourth Grade Teachers: An Embedded Multiple Case Study
	Tennefoss, Krista Rae
	In: Doctoral Dissertations and Projects (2021)
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5	Η όψη στην Ελληνική ως Γ1/Γ2: πειραματική διερεύνηση και εφαρμογές για τη διδακτική πρακτική ...
	Σουκαλοπούλου, Μαρία Ι.. - : Aristotle University of Thessaloniki, 2021
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6	Neural and Behavioral Foundations of Emerging Literacy
	Marks, Rebecca. - 2021
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7	A Morphological Awareness-based Intervention for Struggling Readers
	Mendes, Barbara. - 2021
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8	Resettled Syrian Refugee Children in Canada: Oral Language, Literacy and Well-being
	Al-Janaideh, Redab. - : University of Toronto, 2021
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9	El impacto del conocimiento morfológico en el reconocimiento léxico. Estudio experimental en quinto de primaria
	Martín Pérez, Esther. - 2021
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10	The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing
	Hani Qasem Mohammed Asaad; Ahmad Affendi Shabdin
	In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 24-44 (2021) (2021)
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11	Morphological awareness and learning to read: Impact of socio-economic status in French third graders
	Rassel, Alicia; FACON, Bruno; Casalis, Séverine
	In: ISSN: 0141-0423 ; EISSN: 1467-9817 ; Journal of Research in Reading ; https://hal.univ-lille.fr/hal-03119757 ; Journal of Research in Reading, Wiley, 2020, Advances in understanding the role of morphemes in literacy development, 44 (1), pp.228-246. ⟨10.1111/1467-9817.12321⟩ (2020)
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12	Como podemos brincar com as palavras? O desenvolvimento da consciência fonológica e morfológica na educação pré-escolar
	Ferreira, Ana Maria de Jesus. - : Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa, 2020
	Abstract: Relatório da prática profissional supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar ; Apresenta-se neste relatório conhecimento profissional e de pesquisa desenvolvido durante um período de quatro meses de estágio num jardim-de-infância público, no âmbito da Unidade Curricular da Prática Profissional Supervisionada II. Os objetivos são dois: apresentar uma análise reflexiva sobre a minha prática pedagógica e investigar como é que o “brincar com as palavras” pode ser uma prática que favoreça o desenvolvimento das consciências fonológica e morfológica, revelando áreas a que as crianças já são sensíveis ou outras em que podem vir a ser estimuladas. Foi utilizada uma metodologia qualitativa, de investigação-ação. Usaram-se atividades lúdicas relacionadas com o conto de histórias, fez-se uma exploração intencional de diálogos informais entre as crianças e a equipa educativa e de dispositivos pedagógicos criados especificamente para o efeito. Todo o grupo de crianças foi envolvido. As evidências qualitativas foram recolhidas sobretudo através de notas de campo e permitiram mostrar que as crianças consolidaram conhecimentos fonológicos associados sobretudo à consciência da rima e consciência silábica e adquiriram conhecimentos morfológicos ligados à manipulação e interpretação de morfemas base, flexionais e derivacionais, em palavras e pseudopalavras. Duas conclusões são propostas. A primeira, a de que é particularmente importante promover estratégias intencionalizadas de desenvolvimento linguístico das crianças pré-escolares. A segunda, a de que as aprendizagens teóricas e práticas, nomeadamente as realizadas nos contextos de creche e de jardim de infância, foram fundamentais para o desenvolvimento da minha profissionalidade enquanto docente de educação pré-escolar, mais sensível à especificidade dos diferentes contextos socioeducativos, mais eficaz na gestão do currículo, mais atenta à regulação emocional das crianças e à importância do trabalho em equipa e cooperação com as famílias. ; ABSTRACT Professional and research learning developed in the module of Supervised Professional Practice II, that comprised an internship of four months in a public kindergarten, is reported here. Two aims were attempted: to develop a reflexive analysis on my pedagogical intervention; and to investigate whether “playing with words” may favour the development of phonological and morphological awarenesses, revealing knowledge that children are already sensitive to and knowledge that can be further enhanced. A qualitative, research-action, methodology was used. Play activities derived from storybook telling, from informal dialogs between children and preschool staff and from interacting with pedagogical tools specifically designed for the study’s purpose were used. The whole group of children were involved. Field notes were the main tool to collect data. Its analysis showed that children consolidated phonological knowledge namely associated to rhyme and syllable awareness and acquired morphological knowledge related to manipulating and interpreting base, flexional and derivational morphemes, in real words and in pseudowords. Two conclusions are proposed. First, that promoting intentional strategies for children´s linguistic development, is paramount. Second, that the whole of theoretical and practical knowledge were important for the development of a sense of professionality as a pre-school teacher, more sensitive to the specificity of socio-educational contexts, more effective in curriculum management, more attentive to children´s emotional regulation needs, to the relevance of team-work and to cooperating with families. ; N/A
	Keyword: Brincar com as palavras; Consciência fonológica; Consciência morfológica; Educação pré-escolar; Morphological awareness; Phonological awareness; Playing with words; Pré-school education
	URL: http://hdl.handle.net/10400.21/12822
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13	Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta-analysis of Correlation Coefficients
	Koda, K; Zhang, D; Ke, S. - : Wiley for University of Michigan, Language Learning Research Club, 2020
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14	Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers
	Bahr, Ruth Huntley; Silliman, Elaine R.; Berninger, Virginia W.
	In: Lang Speech Hear Serv Sch (2020)
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15	La formación de palabras en el aula : observar, pensar y reflexionar
	Serrano Dolader, David. - 2020
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16	THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT
	Isvanelly Anwar; Rusdi Noor Rosa
	In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 28-37 (2020) (2020)
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17	Unraveling the Contribution of Morphological Awareness to Reading: A Longitudinal Analysis of Word-Level Outcomes for Latent Profiles of Young Readers
	Irey, Robin. - : eScholarship, University of California, 2019
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18	Η ποιότητα των λεξικών αναπαραστάσεων στο νοητικό λεξικό και η σχέση της με τη φωνολογική και τη μορφολογική επίγνωση ...
	Στράντζαλη, Ιωάννα Αθανασίου. - : Aristotle University of Thessaloniki, 2019
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19	Validation of a Scale to Measure Phonological and Morphological Knowledge and Skill of Speech-Language Pathologists and Elementary Teachers
	Perry, Susan S.
	In: Dissertations (2019)
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20	L'ús de la gestualitat en el desenvolupament de la consciència morfològica dels aprenents de l'anglès com a llengua estrangera
	Riera Marquès, Caterina. - : Universitat Oberta de Catalunya (UOC), 2019
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