Castelo, Adelina2022-06-272022-06-272012http://hdl.handle.net/10400.2/11994Research seldom evaluates the phonological awareness performance exhibited by middle and secondary school students or the influence of linguistic properties on that performance. In this study, we examine the ability of ten 5th-graders and ten 10th-graders (native speakers of European Portuguese) to segment words into sounds. Three linguistic properties associated with the 1st syllable were manipulated: vowel height, vowel place of articulation and phonological processes. The rate of success of 5th-graders and 10th-graders presents no significant differences and shows that neither group fully masters the ability. The responses given by the subjects do not exhibit the influence of vowel height or vowel place of articulation, but do reveal the influence of phonological processes and the interference of students’ orthographical knowledge. The incorrect segmentations of diphthongs also give empirical support for discussion of phonological analyses.porSegmental awarenessPhonological propertiesOrthographyEuropean Portuguesejournal article