Vol. 14 No. 2 (2021): Reading and writing from a cognitive perspective: learning and teaching

EDITORS:

Dra. Vera Wannmacher Pereira (PUCRS – Porto Alegre, RS, Brazil)

Dra. Maria da Graça Pinto (Universidade do Porto, Porto, Portugal)

Doctoral student Verônica Franciele Seidel (PUCRS – Porto Alegre, Brazil)

DOI: https://doi.org/10.15448/1984-4301.2021.2

Published: 2021-08-10

Editorial

Teaching and learning how to read and write A cognitive approach

Verônica Franciele Seidel, Vera Wannmacher Pereira, Maria da Graça Pinto

e40099
- PDF (Português (Brasil))

Articles

Learning and teaching reading-writing in adult bilinguals Aspects of its neuropsycholinguistic complexity

Ângela Filipe Lopes, Maria da Graça Lisboa Castro Pinto

e38810
- PDF (Português (Brasil))
Discontinuities between oral production acquisition and learning how to write

Leonor Scliar-Cabral

e38815
- PDF (Português (Brasil))
Speaking, listening, and reading A program for the development of oral language

Carla Cristina Fernandes Monteiro, Fernanda Leopoldina Parente Viana

e38500
- PDF (Português (Brasil))
Superstructure in reading comprehension and textual awareness A pedagogical intervention in multiple technologies

Vera Wannmacher Pereira, Dhaiele Santana Schmidt, Diovana Silveira Baldez

e38721
- PDF (Português (Brasil))
Eye behavior during reading and understanding a question of logical reasoning

Francine Baranoski Pereira, Ângela Inês Klein, Ana Lúcia Pereira

e38392
- PDF (Português (Brasil))
Visual processing laboratory and eye tracking research

Nair Daiane de Souza Sauaia Vansiler, Francine Baranoski Pereira, Angela Ines Klein

e38665
- PDF (Português (Brasil))
What research can tell us about the interaction between dyslexia and bilingualism An integrative review

Juliana do Amaral, Bruno de Azevedo

e38695
- PDF
Dominant literacy and social practice Reflections about the legal language and the power relationship with the jurisdicted

Luzia Fernandes

e38712
- PDF (Português (Brasil))
Reading and reading comprehension viewed from the perspectives of Psycholinguistics and Discourse Analysis An approximation

Graziella Steigleder Gomes, Tamiris Machado Gonçalves

e38742
- PDF (Português (Brasil))
Using Tasks as a Pre-reading Procedure to Enhance L2 Reading Comprehension of Narrative Texts

Dionatan Bastos Cardozo, Lêda Maria Braga Tomitch

e38492
- PDF
Comprehension of texts of different types by children of Early Childhood Education

Jacqueline Travassos de Queiroz, Alina Spinillo, Lianny Melo

e38590
- PDF (Português (Brasil))
Metacognitive strategies A reflection from the academic essay

Clarice Beatriz da Costa Söhngen, Danielle Massulo Bordignon

e38608
- PDF (Português (Brasil))
The The guessing game and the literary text

Brendom da Cunha Lussani, Roberta Silveira Carvalho

e38744
- PDF (Português (Brasil))
Pilot study of content and reliability validation of a reading prediction strategy task usage applied to elementary school students

Danielle Baretta, Caroline Bernardes Borges, Patricia de Andrade Neves

e38745
- PDF (Português (Brasil))
Textual awareness An alternative to develop reading and writing

Jésura Chaves

e38457
- PDF (Português (Brasil))
How can rhymes in children's poems stimulate children in literacy in their phonological and linguistic awareness? Results of a qualitative research with a group of first grade in primary school

Clarice Lehnen Wolff, Tâmis Gorbing Bastarrica

e38748
- PDF (Português (Brasil))
Relationship between syntactic awareness and sentence writing in students from 1st and 2nd years of elementary school

Ana Paula Rigatti Scherer, Caroline Secretti Maieron

e38548
- PDF (Português (Brasil))
Essential components in the acquisition of written language Review of literature from 2015 to 2020

Marina Lara Rodrigues, Maria Regina Maluf

e38730
- PDF (Português (Brasil))
Evidence of validity and normative data in the Word and Pseudoword Spelling Task (TEPP) for 4th and 6th grade students

Jaqueline de Carvalho Rodrigues, Lisiane França Garcia Franquilin Pereira, Jerusa Fumagalli de Salles, Helena Vellinho Corso , Luciana Vellinho Corso

e38743
- PDF (Português (Brasil))
Neurocognitive Theories of Reading and Literacy Methods

Mariana Terra Teixeira, Aline Fay de Azevedo

e38792
- PDF (Português (Brasil))
Attention and emotions A binomial for reading teaching

Taís Bopp da Silva

e38656
- PDF (Português (Brasil))
Crossing the boundaries between the natural and the cultura A neuropsycholinguistic review on reading acquisition

Isadora Rodrigues de Andrade, Aniela Improta França

e38747
- PDF (Português (Brasil))

Interviews

Interview with prof. Dr. Reinhard Werth Learning to Read Correctly, a Software for Diagnoses and Therapy of Dyslexics

Angela Inês Klein, Bernardo Limberger

e38550
- PDF (Português (Brasil))

Vol. 14 No. 2 (2021): Reading and writing from a cognitive perspective: learning and teaching

Editorial

Teaching and learning how to read and write A cognitive approach

Articles

Learning and teaching reading-writing in adult bilinguals Aspects of its neuropsycholinguistic complexity

Discontinuities between oral production acquisition and learning how to write

Speaking, listening, and reading A program for the development of oral language

Superstructure in reading comprehension and textual awareness A pedagogical intervention in multiple technologies

Eye behavior during reading and understanding a question of logical reasoning

Visual processing laboratory and eye tracking research

What research can tell us about the interaction between dyslexia and bilingualism An integrative review

Dominant literacy and social practice Reflections about the legal language and the power relationship with the jurisdicted

Reading and reading comprehension viewed from the perspectives of Psycholinguistics and Discourse Analysis An approximation

Using Tasks as a Pre-reading Procedure to Enhance L2 Reading Comprehension of Narrative Texts

Comprehension of texts of different types by children of Early Childhood Education

Metacognitive strategies A reflection from the academic essay

The The guessing game and the literary text

Pilot study of content and reliability validation of a reading prediction strategy task usage applied to elementary school students

Textual awareness An alternative to develop reading and writing

How can rhymes in children's poems stimulate children in literacy in their phonological and linguistic awareness? Results of a qualitative research with a group of first grade in primary school

Relationship between syntactic awareness and sentence writing in students from 1st and 2nd years of elementary school

Essential components in the acquisition of written language Review of literature from 2015 to 2020

Evidence of validity and normative data in the Word and Pseudoword Spelling Task (TEPP) for 4th and 6th grade students

Neurocognitive Theories of Reading and Literacy Methods

Attention and emotions A binomial for reading teaching

Crossing the boundaries between the natural and the cultura A neuropsycholinguistic review on reading acquisition

Interviews

Interview with prof. Dr. Reinhard Werth Learning to Read Correctly, a Software for Diagnoses and Therapy of Dyslexics

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Vol. 14 No. 2 (2021): Reading and writing from a cognitive perspective: learning and teaching

Editorial

Articles

Interviews

Make a Submission

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livros

apoiamos