Abstract
After a brief description of the main theoretical foundations supporting psycholinguistic work on the development of inflectional morphological skills in children, this chapter presents the findings of empirical and theoretical work that, over the past 20 years, has dealt with the acquisition of inflectional morphology in writing in the first-language context. We thus highlight developmental patterns that emerge from the various morphological phenomena studied and that present difficulties for learning in different languages. This chapter concludes with a series of instructional approaches designed for facilitating learning inflectional morphology and for helping students with difficulties that they encounter.
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