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Home > Vol 72, No 3 (2019)

Vol 72, No 3 (2019): Psycholinguistics: implications for the classroom

Table of Contents

Initial

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Introduction

Psycholinguistics: implications for the classroom Mailce Borges Mota, Augusto Buchweitz

PDF/A 11-16

Articles

Mother-tongue education, linguistic variation and language processing Mercedes Marcilese, Cristina Name, Marina Augusto, Daniele Molina, Raiane Armando

PDF/A 17-40

Reading aloud: linguistic variation and the success in reading early learning Raquel Meister Ko Freitag, José Júnior de Santana Sá

PDF/A (Português (Brasil)) 41-62

Learning to read and write in light of genetic psycholinguistics Maria da Graça Lisboa Castro Pinto

PDF/A (Português (Brasil)) 63-84

The effects of cognitive training on executive functions and reading in typically-developing children with varied socioeconomic status in Brazil Janaina Weissheimer, Renata Callipo Fujii, Juliana Geizy Marques Souza

PDF/A 85-100

Variation under a psycholinguistic perspective: number agreement in Brazilian Portuguese and its impact for the schooling Ana Paula da Silva Passos Jakubów, Letícia M. Sicuro Corrêa

PDF/A 101-122

Logical-inferential relations in the use of connectives porque and já que: a comparative study between Elementary and Undergraduate Education Sabrina Lopes dos Santos, Daniela Garcia, Marcus Maia

PDF/A (Português (Brasil)) 123-138

Reading Prediction and Textual Awareness: a study with primary education students Danielle Baretta, Vera Wannmacher Pereira

PDF/A (Português (Brasil)) 139-174

The effects of iconicity on pre-literacy: a psycholinguistic study of written word-figure matching Isadora Rodrigues Andrade, Ana Luiza H. Tinoco Machado, Aniela Improta França

PDF/A (Português (Brasil)) 175-200

The role of question formulation during the shared reading of books in childhood education Aline E. Pereira, Rosângela Gabriel, Laura M. Justice

PDF/A (Português (Brasil)) 201-222

A study of diacritical marks in writing acquisition: orthography and phonology Luanda Alvariza Gomes Ney, Ana Ruth Moresco Miranda

PDF/A (Português (Brasil)) 223-248

Developmental dyslexia: a condensed review of literature Anna Belavina Kuerten, Mailce Borges Mota, Katrien Segaert

PDF/A 249-270

Public early literacy policies Leonor Scliar-Cabral

PDF/A (Português (Brasil)) 271-290

Psycholinguistics of bilingualism: implications in formal processes of language acquisition Elena Ortiz-Preuss

PDF/A (Português (Brasil)) 291-310

The impact of language attrition on language teaching: the dynamics of linguistic knowledge retention and maintenance in multilingualism Felipe Flores Kupske

PDF/A 311-330

The negative evidence hypothesis: the acquisition of the double-object construction by Brazilian-Portuguese English bilinguals Cândido Oliveira, Alberto Penzin

PDF/A 331-358

Long-term effects of perceptual training on the perception and production of word-initial voiceless stops by brazilian learners: implications for pronunciation teaching Ubiratã Kickhöfel Alves, Felipe Rodrigues Kampff

PDF/A (Português (Brasil)) 375-400

“Hang on a sec, teacher”: collaborative and individual strategic planning as a means to perform L2 oral tasks at a public school Rafael Zaccaron, Donesca Cristina Puntel Xhafaj, Raquel Carolina de Souza Ferraz D'Ely

PDF/A (Português (Brasil)) 401-426

Phonemic awareness in an oral German-origin Brazilian language: a study of Hunsrückisch and German bilinguals Bernardo K. Limberger, Aline Fay Azevedo, Evelyn C. Ferstl, Augusto Buchweitz

PDF/A 427-445

When knowing a grammar rule makes L2 users non-native-like Clarice Fernandes dos Santos, Ricardo Augusto de Souza, Larissa Santos Ciríaco

PDF/A 359-374