Vol. 32 No. 53 (2007)

Dezembro
Published: 2007-07-03

Dossiê

  • Literacy ans its implications for mother tongue teaching

    Angela B. Kleiman
    1-25
    DOI: https://doi.org/10.17058/signo.v32i53.242

  • Reading and knowledge

    Vera Teixeira Aguiar
    26-41
    DOI: https://doi.org/10.17058/signo.v32i53.246

  • Unveiling the reading comprehension process: verbal protocols in reading research

    Lêda Maria Braga Tomitch
    42-53
    DOI: https://doi.org/10.17058/signo.v32i53.244

  • How to measure reading comprehension

    Onici Claro Flores
    54-65
    DOI: https://doi.org/10.17058/signo.v32i53.123

  • Language and the brain: contribution of neuroimaging studies

    Lílian Cristine Scherer, Rosângela Gabriel
    66-81
    DOI: https://doi.org/10.17058/signo.v32i53.245

Artigos

  • Alphabetic principle and phonological awareness: importants factors on reading time of the childrens during reading learning

    Ana Paula Rigatti Scherer
    82-99
    DOI: https://doi.org/10.17058/signo.v32i53.69

  • O lugar do livro e da escrita em Shrek

    Lovani Volmer, Flávia Brocchetto Ramos
    100-109
    DOI: https://doi.org/10.17058/signo.v32i53.84

  • Read and play at school: a possible combination to form readers

    Renata Cavalcanti Eichenberg
    110-119
    DOI: https://doi.org/10.17058/signo.v32i53.67

  • Conto de fadas: o texto entre o leitor e o computador

    Laiza Karine Gonçalves
    120-127
    DOI: https://doi.org/10.17058/signo.v32i53.83

  • Infant education: literature as an enjoyment space

    Maraísa Mendes da Costa, Flávia Brocchetto Ramos, Neiva Senaide Petry Panozzo
    128-140
    DOI: https://doi.org/10.17058/signo.v32i53.82

  • Dificuldades de leitura e escrita em crianças disléxicas e não-disléxicas

    Mônica Hogetop
    141-150
    DOI: https://doi.org/10.17058/signo.v32i53.81

  • Of the text without sense to the production of senses: a reading experience in the education of youths and adults

    Patricia Vargas da Rosa, Lílian Rodrigues da Cruz
    151-160
    DOI: https://doi.org/10.17058/signo.v32i53.74

  • A argumentação no discurso de Teotônio Vilela em memória a Juscelino Kubitschek: um estudo retórico

    Tiago Pellizzaro, Jorge Alberto Molina
    161-174
    DOI: https://doi.org/10.17058/signo.v32i53.77

  • Interface between memory and reading

    Pedro Nunes de Castro, Rosângela Gabriel
    175-188
    DOI: https://doi.org/10.17058/signo.v32i53.87

  • Complicating the writing of deaf subjects in the L2 – Portuguese Language

    Suzana Bertó, Rosângela Gabriel
    189-204
    DOI: https://doi.org/10.17058/signo.v32i53.86

  • Intertextual relations in Beatriz Viégas-Faria’s poem “Posando”

    Rosiene Almeida Souza
    205-215
    DOI: https://doi.org/10.17058/signo.v32i53.79

  • Cinema also made in the school

    Elizabeth Schmitz, Lovani Volmer, Sabrine Elma Heller
    216-224
    DOI: https://doi.org/10.17058/signo.v32i53.80

  • “Germaness” and the “german menace” in Brazilian literature of the first half of the 20th century

    Olgario Paulo Vogt
    225-258
    DOI: https://doi.org/10.17058/signo.v32i53.240

  • The function of the imaginary in the formation of inferences during the reading act

    Sandra Regina Tornquist
    259-265
    DOI: https://doi.org/10.17058/signo.v32i53.73

  • Factors involved in the understanding of the reading of the gender newspaper news

    Patricia Vargas da Rosa
    266-273
    DOI: https://doi.org/10.17058/signo.v32i53.75

Review

  • O ensino da leitura: o que a ciência nos diz sobre como ensinar a ler.

    Greici Queli Machado
    274-276
    DOI: https://doi.org/10.17058/signo.v32i53.166

  • Convite para uma viagem com Sérgio Schaefer

    Romar Rodolfo Beling
    277-278
    DOI: https://doi.org/10.17058/signo.v32i53.241