Vol. 54 No. 2 (2019)

Vera Wannmacher Pereira 

Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre, RS, Brasil.


Fernanda Leopoldina Viana 

Universidade do Minho, Braga, Portugal


José Morais 

Universidade Livre de Bruxelas, Bruxelas, Bélgica

Organizadores

Published: 2019-11-06

Editorial

  • Reading processing: decoding and understanding

    DOI: https://doi.org/10.15448/1984-7726.2019.2.34946
    Vera Wannmacher Pereira, Fernanda Leopoldina Viana, José Morais
    108-111

Processamento da decodificação e da compreensão da leitura:

  • The verbal languaging process reading and its processing from a psycholinguistic perspective

    DOI: https://doi.org/10.15448/1984-7726.2019.2.34473
    Maria da Graça Pinto
    112-121
  • Do we need more than 50.000 words in the orthographic lexicon to be able to read?

    DOI: https://doi.org/10.15448/1984-7726.2019.2.34510
    Leonor Scliar-Cabral
    122-131
  • Cues of decoding processes that lead to the reading comprehension

    DOI: https://doi.org/10.15448/1984-7726.2019.2.32509
    Alessandra Pereira Gomes Machado, Raquel Meister Ko. Freitag
    132-145
  • Textual Reading Fluency Assessment Tool: from decoding to reading comprehension

    DOI: https://doi.org/10.15448/1984-7726.2019.2.32519
    Fabiane Puntel Basso, Luciane Rosa Piccolo, Camila Schorr Miná, Jerusa Fumagalli de Salles
    146-153
  • The reading: from microprocesses to macroprocesses, a complementary relation

    DOI: https://doi.org/10.15448/1984-7726.2019.2.32364
    Nakita Ani Guckert Marquez, Juliane Dutra da Rosa Silvano
    154-161
  • Reading as a complex adaptive subsystem

    DOI: https://doi.org/10.15448/1984-7726.2019.2.32533
    Antenor Teixeira de Almeida Júnior, Ana Cristina Pelosi, Robson Moura Bessa
    162-171
  • Reading and writing in higher education: reconstructing pathways to “academic literacies”

    DOI: https://doi.org/10.15448/1984-7726.2019.2.32505
    Dulce Helena Melão
    172-180
  • Lexical disambiguation during reading comprehension in English as a foreign language

    DOI: https://doi.org/10.15448/1984-7726.2019.2.32529
    Adriana Blanco Riess, Rosângela Gabriel
    181-190
  • Teachers’ conceptions concerning factors and processes involving reading comprehension

    DOI: https://doi.org/10.15448/1984-7726.2019.2.32521
    Terezinha das Graças Laguardia Oliveira, Magaly Quintana Pouzo Minatel, Sandra Regina Kirchner Guimarães
    191-201
  • Argumentative text comprehension in children

    DOI: https://doi.org/10.15448/1984-7726.2019.2.32158
    Denise Dias Almeida, Alina Galvão Spinillo, Ilka Dayanne Medrado Lima
    202-210
  • Development of reading comprehension: the decisive role of instruction targeting individual differences

    DOI: https://doi.org/10.15448/1984-7726.2019.2.32445
    Helena Vellinho Corso, Évelin Assis, Débora Mayer Nunes, Jerusa Fumagalli de Salles
    211-220
  • Writing: weaving and carving the text

    DOI: https://doi.org/10.15448/1984-7726.2019.2.32354
    Luís Barbeiro
    221-230
  • Peace: Writing Test for Assessment and Analysis of Writing Skills – contributions for the development of the first version of the instrument

    DOI: https://doi.org/10.15448/1984-7726.2019.2.32526
    Dina Caetano Alves, Ana Rita Carvoeiro
    231-242
  • Linguistic awareness in elementary school: a study focused on the use of reading strategies

    DOI: https://doi.org/10.15448/1984-7726.2019.2.32532
    Danielle Baretta, Thaís Vargas dos Santos, Caroline Bernardes Borges
    243-252
  • The development of phonological awareness during the First grade of elementary school in two different teaching contexts

    DOI: https://doi.org/10.15448/1984-7726.2019.2.32458
    Fabiane Puntel Basso
    253-262
  • Working memory, metacognition and foreign language reading comprehension: a bibliographical review

    DOI: https://doi.org/10.15448/1984-7726.2019.2.32314
    Sidnei Werner Woelfer, Lêda Maria Braga Tomitch, Leonilda Procailo
    263-273
  • The relationship between phonological awareness and reading comprehension in children: systematic review of Brazilian researches

    DOI: https://doi.org/10.15448/1984-7726.2019.2.32525
    Jordana Taís Konrad, Aline Lorandi
    274-283
  • The effects of the teaching of cognitive, metacognitive and navigation strategies for hypertextual reading in English: a case study

    DOI: https://doi.org/10.15448/1984-7726.2019.2.32392
    Fernanda Franco Tiraboschi, Francisco José Quaresma de Figueiredo
    284-295