Phonemes, syllables and morphemes as orthographic processing units in the process reader kindergarten students
Main Article Content
Vol. Extr., núm. 09 (2015) - XIII CIG-PP, XIII Congreso Internacional G-P de Psicopedagogía. Área 9: LENGUAJE, COMUNICACIÓN Y SUS ALTERACIONES, pages 023-028
Submitted: Apr 29, 2015
Accepted: Aug 15, 2015
Published: Nov 23, 2015
Abstract
The aim of this research was to study the influence of phonemes, syllables and morphemes in infancy as conditions in access to orthographic lexicon. To this end, we selected a sample of 16 subjects from a class of 3rd Child Education, all readers started. To determine if they had an adequate level of elocution and language comprehension aspects needed to be part of the study, we applied the test ELCE, and then the PSL and BLOC tests to measure knowledge and use of phonemes, syllables and morphemes within the word. Correlational study where a significant correlation between the variables of morphosyntax and phonology, and a positive correlation between the different variables of phonology and morphology was found out. Thus, the main conclusion found in this study is that sublexical units are presented as pre-literacy access (access to the orthographic lexicon) while promoting learning and consolidation of reader aspects at this stage skills.
Keywords:
lexicon, morphosyntax, phonology, syllabic awareness, reading, kindergarten
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