Studies about writing processing have focused in the role of phonological processing in writing. Few studies investigate the later stages of this acquisition. This study was directed to second and third grade children. They had to answer an experimental writing task that was composed by words with different orthographic characteristics. The aim was to verify phonological and morphological processing in writing based on the qualitative analyses of children's spelling errors. Most of the errors (more than 80%) were phonological in nature. In this age group morphological processing does not seem to be a dominant strategy in writing.
Metalinguistic abilities; Phonological processing; Morphological processing; Writing
