Abstract
Differences in morphological awareness, written composition and vocabulary in children from 8 to 11 years old. We present a descriptive study of the differences in the morphological awareness in writing (production and judgement), the written vocabulary and the written composition through the essay task (productivity and quality) in children from 8 to 11 years old. We studied 132 students, from 3rd to 6th primary school, coming from six schools. Data evidence a general pattern of improvement as a function of age, although this change pattern is complex in the morphological awareness and depends on the layer analyzed and on the type of task. Similarly, the written morphological awareness is the best predictor of age group. We discuss the implications for the educational practice, and we explicit the shortcoming of the study and the need to implement instructional and longitudinal studies.
