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

Published: 2019-10-07

Initial

Introduction

Psycholinguistics: implications for the classroom

Mailce Borges Mota, Augusto Buchweitz

11-16
- PDF/A

Articles

Mother-tongue education, linguistic variation and language processing

Mercedes Marcilese, Cristina Name, Marina Augusto, Daniele Molina, Raiane Armando

17-40
- PDF/A
Reading aloud: linguistic variation and the success in reading early learning

Raquel Meister Ko Freitag, José Júnior de Santana Sá

41-62
- PDF/A (Português (Brasil))
Learning to read and write in light of genetic psycholinguistics

Maria da Graça Lisboa Castro Pinto

63-84
- PDF/A (Português (Brasil))
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

85-100
- PDF/A
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

101-122
- PDF/A
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

123-138
- PDF/A (Português (Brasil))
Reading Prediction and Textual Awareness: a study with primary education students

Danielle Baretta, Vera Wannmacher Pereira

139-174
- PDF/A (Português (Brasil))
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

175-200
- PDF/A (Português (Brasil))
The role of question formulation during the shared reading of books in childhood education

Aline E. Pereira, Rosângela Gabriel, Laura M. Justice

201-222
- PDF/A (Português (Brasil))
A study of diacritical marks in writing acquisition: orthography and phonology

Luanda Alvariza Gomes Ney, Ana Ruth Moresco Miranda

223-248
- PDF/A (Português (Brasil))
Developmental dyslexia: a condensed review of literature

Anna Belavina Kuerten, Mailce Borges Mota, Katrien Segaert

249-270
- PDF/A
Public early literacy policies

Leonor Scliar-Cabral

271-290
- PDF/A (Português (Brasil))
Psycholinguistics of bilingualism: implications in formal processes of language acquisition

Elena Ortiz-Preuss

291-310
- PDF/A (Português (Brasil))
The impact of language attrition on language teaching: the dynamics of linguistic knowledge retention and maintenance in multilingualism

Felipe Flores Kupske

311-330
- PDF/A
The negative evidence hypothesis: the acquisition of the double-object construction by Brazilian-Portuguese English bilinguals

Cândido Oliveira, Alberto Penzin

331-358
- PDF/A
When knowing a grammar rule makes L2 users non-native-like

Clarice Fernandes dos Santos, Ricardo Augusto de Souza, Larissa Santos Ciríaco

359-374
- PDF/A
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

375-400
- PDF/A (Português (Brasil))
“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

401-426
- PDF/A (Português (Brasil))

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

Initial

Sumário e Homenagem

Inicio

Introduction

Psycholinguistics: implications for the classroom

Articles

Mother-tongue education, linguistic variation and language processing

Reading aloud: linguistic variation and the success in reading early learning

Learning to read and write in light of genetic psycholinguistics

The effects of cognitive training on executive functions and reading in typically-developing children with varied socioeconomic status in Brazil

Variation under a psycholinguistic perspective: number agreement in Brazilian Portuguese and its impact for the schooling

Logical-inferential relations in the use of connectives porque and já que: a comparative study between Elementary and Undergraduate Education

Reading Prediction and Textual Awareness: a study with primary education students

The effects of iconicity on pre-literacy: a psycholinguistic study of written word-figure matching

The role of question formulation during the shared reading of books in childhood education

A study of diacritical marks in writing acquisition: orthography and phonology

Developmental dyslexia: a condensed review of literature

Public early literacy policies

Psycholinguistics of bilingualism: implications in formal processes of language acquisition

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

The negative evidence hypothesis: the acquisition of the double-object construction by Brazilian-Portuguese English bilinguals

When knowing a grammar rule makes L2 users non-native-like

Long-term effects of perceptual training on the perception and production of word-initial voiceless stops by brazilian learners: implications for pronunciation teaching

“Hang on a sec, teacher”: collaborative and individual strategic planning as a means to perform L2 oral tasks at a public school

Language

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