<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0870-8231</journal-id>
<journal-title><![CDATA[Análise Psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Aná. Psicológica]]></abbrev-journal-title>
<issn>0870-8231</issn>
<publisher>
<publisher-name><![CDATA[ISPA-Instituto Universitário]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0870-82312022000100101</article-id>
<article-id pub-id-type="doi">10.14417/ap.1893</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The impact of a naturalistic intervention on preschool children&#8217;s morphological awareness development]]></article-title>
<article-title xml:lang="pt"><![CDATA[Impacto de uma intervenção naturalística no desenvolvimento da consciência morfológica de crianças de jardim-de-infância]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[João]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Margarida Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,ISPA - Instituto Universitário Centro de Investigação em Educação ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico de Lisboa Escola Superior de Educação ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>40</volume>
<numero>1</numero>
<fpage>101</fpage>
<lpage>116</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0870-82312022000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0870-82312022000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0870-82312022000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study evaluated the effectiveness of a morphological awareness intervention delivered by preschool teachers in the naturalistic setting of their classrooms. The participants were 162 Portuguese children, attending kindergarten who were allocated as groups to experimental and control conditions. The former group was the object of six-weeks morphological awareness intervention anchored on explicit discussions about the morphological structure of words appearing in selected storybooks. The control group received normal curriculum activities. Results showed strong to high effect sizes on morphological awareness post-test abilities of children in the experimental group related to identifying words of the same &#8220;family&#8221;, interpreting the meaning of stems and affixes in morphologically structured pseudowords and finding the base word in derived or inflected stimuli, after controlling for age, cognitive ability, vocabulary, pre-test phonological and morphological results. The relevance of developing tools that help preschool children to consciously manipulate morphemes as meaningful building blocks of words, in partnership with preschool teachers, is proposed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo avaliou a eficácia de uma intervenção sobre consciência morfológica desenvolvida por educadores de infância no contexto natural das suas salas. Participaram 162 crianças portuguesas que frequentavam jardins-de-infância, alocadas ao grupo experimental e ao grupo de controlo consoante as turmas que frequentavam. O grupo experimental foi objeto de uma intervenção de 6 semanas sobre consciência morfológica, em que foi explicitamente discutida a estrutura morfológica de palavras de livros de histórias selecionados. O grupo de controlo participou nas atividades curriculares usuais. Os resultados do pós-teste mostraram que as crianças do grupo experimental tiveram melhores desempenhos na identificação de palavras da mesma &#8220;família&#8221;, na interpretação do significado de prefixos e afixos em pseudopalavras estruturadas morfologicamente e na identificação da palavra-base em palavras derivadas ou flexionadas, após controlo da idade, da competência cognitiva, do vocabulário e dos resultados do pré-teste relativos à consciência fonológica e morfológica. Este estudo mostra a relevância de desenvolver, em parceria com educadores de infância, instrumentos que ajudem as crianças em idade pré-escolar a manipular conscientemente morfemas enquanto constituintes das palavras.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Morphological awareness]]></kwd>
<kwd lng="en"><![CDATA[Naturalistic intervention]]></kwd>
<kwd lng="en"><![CDATA[Preschool children]]></kwd>
<kwd lng="en"><![CDATA[Preschool teachers]]></kwd>
<kwd lng="en"><![CDATA[Literacy.]]></kwd>
<kwd lng="pt"><![CDATA[Consciência morfológica]]></kwd>
<kwd lng="pt"><![CDATA[Intervenção naturalística]]></kwd>
<kwd lng="pt"><![CDATA[Crianças de jardim-de-infância]]></kwd>
<kwd lng="pt"><![CDATA[Educadores de infância]]></kwd>
<kwd lng="pt"><![CDATA[Literacia.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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