Vol. 37 No. 63 (2012): Dificuldades no aprendizado e processamento da leitura

Julho / Dezembro
Published: 2012-07-05

Presentation

  • APRESENTAÇÃO

    Comissão Editorial
    01
    DOI: https://doi.org/10.17058/signo.v37i63.3309

Dificuldades no aprendizado e processamento da leitura

  • The interlocution in the speech therapy: (re)signifying experiences in practices of reading and writing

    Rita Signor
    02-24
    DOI: https://doi.org/10.17058/signo.v37i63.2666

  • Reading comprehension and phonological awareness of children with attention deficit/hyperactivity disorder

    Angela Ines Klein, Regina Ritter Lamprecht
    25-54
    DOI: https://doi.org/10.17058/signo.v37i63.2969

  • Reading comprehension difficulties research

    Lucilene Bender de Sousa
    55-68
    DOI: https://doi.org/10.17058/signo.v37i63.2951

  • Employment of thecnical cloze as instrument for better performance in reading

    Ana Maria Esteves Bortolanza, Maria Amélia de Castro Cotta
    69-89
    DOI: https://doi.org/10.17058/signo.v37i63.2912

  • Diagnostic analysis of reading performance: Provinha Brasil vs. fluency in oral reading

    Ayane Nararela Santos Almeida, Raquel Meister Ko. Freitag
    98-110
    DOI: https://doi.org/10.17058/signo.v37i63.2967

  • Reading processing and brain hemispheres characteristics

    Gislaine Machado Jerônimo
    111-129
    DOI: https://doi.org/10.17058/signo.v37i63.2980

  • Discursive approach of reading by the notion of discursive formation

    Maria Cleci Venturini, Célia Bassuma Fernandes
    130-145
    DOI: https://doi.org/10.17058/signo.v37i63.2987

  • Vocabulary acquisition: process and instruction

    Leonilda Procailo, Graziella Araújo de Oliveira Lapkoski
    146-159
    DOI: https://doi.org/10.17058/signo.v37i63.2977

A formação de leitores

  • Reading in academic context: the process of constructing meaning by first semester undergraduate students in modern languages

    Lucia Rottava
    160-179
    DOI: https://doi.org/10.17058/signo.v37i63.2973

  • Interweaving knowledge: reading and intertextuality focused on native language classes

    Luciana Maria Crestani, Karine Tiepo
    180-195
    DOI: https://doi.org/10.17058/signo.v37i63.2974

  • Reading and critical pedagogy in language teaching: the articulation with the process formation of the reader

    Antonio Escandiel de Souza
    196-213
    DOI: https://doi.org/10.17058/signo.v37i63.2722

  • Implications of deconstruction for teaching and learning of reading

    Manoela Oliveira de Souza Santana
    214-224
    DOI: https://doi.org/10.17058/signo.v37i63.2958

  • Impressions on the teaching of literature: an internship research

    Natália Pinto Rebouças, Danielle de Almeida Menezes
    225-245
    DOI: https://doi.org/10.17058/signo.v37i63.2963

  • The letter of Guimarães Rosa enters and the sculpture of Buonarroti, the death appears as hipertexto provoking of the literary reading in the processing of the learning

    Maria Generosa Souto
    246-256
    DOI: https://doi.org/10.17058/signo.v37i63.2966

  • Discourse, memory and reading paths about still life

    Denise Gabriel Witzel, João Marcos Mateus Kogawa
    257-272
    DOI: https://doi.org/10.17058/signo.v37i63.2791

  • Reading processing in acquisition of derivational morphology in Brazilian Portuguese (BP) by children with dyslexia

    José Ferrari Neto, Luciene Barbosa de Sousa
    273-298
    DOI: https://doi.org/10.17058/signo.v37i63.2975