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

DOI: https://doi.org/10.15448/1984-7726.2019.2
Published: 2019-11-06

Editorial

  • Reading processing: decoding and understanding

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

Processamento da decodificação e da compreensão da leitura:

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

    Maria da Graça Pinto
    112-121
    DOI: https://doi.org/10.15448/1984-7726.2019.2.34473

  • Do we need more than 50.000 words in the orthographic lexicon to be able to read?

    Leonor Scliar-Cabral
    122-131
    DOI: https://doi.org/10.15448/1984-7726.2019.2.34510

  • Cues of decoding processes that lead to the reading comprehension

    Alessandra Pereira Gomes Machado, Raquel Meister Ko. Freitag
    132-145
    DOI: https://doi.org/10.15448/1984-7726.2019.2.32509

  • Textual Reading Fluency Assessment Tool: from decoding to reading comprehension

    Fabiane Puntel Basso, Luciane Rosa Piccolo, Camila Schorr Miná, Jerusa Fumagalli de Salles
    146-153
    DOI: https://doi.org/10.15448/1984-7726.2019.2.32519

  • The reading: from microprocesses to macroprocesses, a complementary relation

    Nakita Ani Guckert Marquez, Juliane Dutra da Rosa Silvano
    154-161
    DOI: https://doi.org/10.15448/1984-7726.2019.2.32364

  • Reading as a complex adaptive subsystem

    Antenor Teixeira de Almeida Júnior, Ana Cristina Pelosi, Robson Moura Bessa
    162-171
    DOI: https://doi.org/10.15448/1984-7726.2019.2.32533

  • Reading and writing in higher education: reconstructing pathways to “academic literacies”

    Dulce Helena Melão
    172-180
    DOI: https://doi.org/10.15448/1984-7726.2019.2.32505

  • Lexical disambiguation during reading comprehension in English as a foreign language

    Adriana Blanco Riess, Rosângela Gabriel
    181-190
    DOI: https://doi.org/10.15448/1984-7726.2019.2.32529

  • Teachers’ conceptions concerning factors and processes involving reading comprehension

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

  • Argumentative text comprehension in children

    Denise Dias Almeida, Alina Galvão Spinillo, Ilka Dayanne Medrado Lima
    202-210
    DOI: https://doi.org/10.15448/1984-7726.2019.2.32158

  • Development of reading comprehension: the decisive role of instruction targeting individual differences

    Helena Vellinho Corso, Évelin Assis, Débora Mayer Nunes, Jerusa Fumagalli de Salles
    211-220
    DOI: https://doi.org/10.15448/1984-7726.2019.2.32445

  • Writing: weaving and carving the text

    Luís Barbeiro
    221-230
    DOI: https://doi.org/10.15448/1984-7726.2019.2.32354

  • Peace: Writing Test for Assessment and Analysis of Writing Skills – contributions for the development of the first version of the instrument

    Dina Caetano Alves, Ana Rita Carvoeiro
    231-242
    DOI: https://doi.org/10.15448/1984-7726.2019.2.32526

  • Linguistic awareness in elementary school: a study focused on the use of reading strategies

    Danielle Baretta, Thaís Vargas dos Santos, Caroline Bernardes Borges
    243-252
    DOI: https://doi.org/10.15448/1984-7726.2019.2.32532

  • The development of phonological awareness during the First grade of elementary school in two different teaching contexts

    Fabiane Puntel Basso
    253-262
    DOI: https://doi.org/10.15448/1984-7726.2019.2.32458

  • Working memory, metacognition and foreign language reading comprehension: a bibliographical review

    Sidnei Werner Woelfer, Lêda Maria Braga Tomitch, Leonilda Procailo
    263-273
    DOI: https://doi.org/10.15448/1984-7726.2019.2.32314

  • The relationship between phonological awareness and reading comprehension in children: systematic review of Brazilian researches

    Jordana Taís Konrad, Aline Lorandi
    274-283
    DOI: https://doi.org/10.15448/1984-7726.2019.2.32525

  • The effects of the teaching of cognitive, metacognitive and navigation strategies for hypertextual reading in English: a case study

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