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
    DOI: https://doi.org/10.15448/1984-4301.2021.2.40099

Articles

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

    Ângela Filipe Lopes, Maria da Graça Lisboa Castro Pinto
    e38810
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38810

  • Discontinuities between oral production acquisition and learning how to write

    Leonor Scliar-Cabral
    e38815
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38815

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

    Carla Cristina Fernandes Monteiro, Fernanda Leopoldina Parente Viana
    e38500
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38500

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

    Vera Wannmacher Pereira, Dhaiele Santana Schmidt, Diovana Silveira Baldez
    e38721
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38721

  • Eye behavior during reading and understanding a question of logical reasoning

    Francine Baranoski Pereira, Ângela Inês Klein, Ana Lúcia Pereira
    e38392
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38392

  • Visual processing laboratory and eye tracking research

    Nair Daiane de Souza Sauaia Vansiler, Francine Baranoski Pereira, Angela Ines Klein
    e38665
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38665

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

    Juliana do Amaral, Bruno de Azevedo
    e38695
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38695

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

    Luzia Fernandes
    e38712
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38712

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

    Graziella Steigleder Gomes, Tamiris Machado Gonçalves
    e38742
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38742

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

    Dionatan Bastos Cardozo, Lêda Maria Braga Tomitch
    e38492
    DOI: https://doi.org/10.15448/1984-4301.2021.2.37508

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

    Jacqueline Travassos de Queiroz, Alina Spinillo, Lianny Melo
    e38590
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38590

  • Metacognitive strategies A reflection from the academic essay

    Clarice Beatriz da Costa Söhngen, Danielle Massulo Bordignon
    e38608
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38608

  • The The guessing game and the literary text

    Brendom da Cunha Lussani, Roberta Silveira Carvalho
    e38744
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38744

  • 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
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38745

  • Textual awareness An alternative to develop reading and writing

    Jésura Chaves
    e38457
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38457

  • 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
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38748

  • 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
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38548

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

    Marina Lara Rodrigues, Maria Regina Maluf
    e38730
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38730

  • 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
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38743

  • Neurocognitive Theories of Reading and Literacy Methods

    Mariana Terra Teixeira, Aline Fay de Azevedo
    e38792
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38792

  • Attention and emotions A binomial for reading teaching

    Taís Bopp da Silva
    e38656
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38656

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

    Isadora Rodrigues de Andrade, Aniela Improta França
    e38747
    DOI: https://doi.org/10.15448/1984-4301.2021.2.38747

Interviews