Vol. 43 No. 77 (2018)

Maio/Agosto
Published: 2018-05-02

Presentation

  • Apresentação

    Onici Claro Flores, Luciane Baretta, Ana Claudia de Souza
    1
    DOI: https://doi.org/10.17058/signo.v43i77.12372

Processamento e aprendizagem de leitura e de escrita

  • The scientific research in reading comprehension field: an analytical study of academic production

    Ademir Paulo Giraldello, Claudia Finger-Kratochvil
    2-18
    DOI: https://doi.org/10.17058/signo.v43i77.12239

  • Dvelopment of reading strategies in two different methods of literacy

    Dalva Maria Alves Godoy, Ângela Maria Vieira Pinheiro
    19-31
    DOI: https://doi.org/10.17058/signo.v43i77.12070

  • The stops in the primary school: the role of the context in the occurrence of orthographic changes

    Vergília Spiering Damé, Giovana Ferreira Gonçalves
    32-42
    DOI: https://doi.org/10.17058/signo.v43i77.11531

  • Relationship between fluency and reading comprehension in 4th and 5th grade students

    Ronei Guaresi, Denise Viana Silva, Elizama Silva Dias de Oliveira, Haydeé Garcez Zamilute
    43-52
    DOI: https://doi.org/10.17058/signo.v43i77.11505

  • Literal and inferential comprehension in Fundamental Education students

    Danielle Baretta, Vera Wannmacher Pereira
    53-61
    DOI: https://doi.org/10.17058/signo.v43i77.11533

  • The textual awareness in the fable genre: proposal and analysis of a coherence verification tool with students of Elementary Education

    Patricia de Andrade Neves, Caroline Bernardes Borges
    62-73
    DOI: https://doi.org/10.17058/signo.v43i77.11509

  • The relationship between punctuation marks and the reading processing of high School Students

    Simone Aparecida Almeida, Aline Alves Fonseca
    74-86
    DOI: https://doi.org/10.17058/signo.v43i77.11534

  • Lexical decision and eye tracking in the reading of words with prefixes, roots, and suffixes with transposed letters

    Aline Saguie, Marcus Maia, Sabrina Lopes dos Santos
    87-97
    DOI: https://doi.org/10.17058/signo.v43i77.11407

  • Question Formation and Working Memory Capacity on L2 Reading Comprehension

    Luciane Baretta, Maria da Glória Guará Tavares
    98-114
    DOI: https://doi.org/10.17058/signo.v43i77.12247

  • The memory of work and its role in the learning, especially, of the reading

    Lidiomar José Mascarello
    115-124
    DOI: https://doi.org/10.17058/signo.v43i77.11954

  • Reading processing, metacognitve strategies and teaching: revisiting the themes

    Rejane Croharé Dania
    125-142
    DOI: https://doi.org/10.17058/signo.v43i77.12022

  • The reader teacher and the teaching of reading competence

    Ana Cláudia de Souza, Maria Salete
    143-159
    DOI: https://doi.org/10.17058/signo.v43i77.12009

  • Relevant and Possible Contributions of the Instinctive Theory of Language inherent to Biolinguistics and Pinker's Evolutionary Linguistics for the Programmatic Field of Psycholinguistics Research

    Pablo Silva de Almeida Machel-Nabot
    160-183
    DOI: https://doi.org/10.17058/signo.v43i77.11632

Tema Livre

  • Construction of a dialogical literacy practice: the emerging of inferential and argumentative processes

    Mara Sophia Zanotto, Marivan Tavares dos Santos
    184-201
    DOI: https://doi.org/10.17058/signo.v43i77.12138

  • The knowledge taught in classrooms of summary writing genre

    Márcia Andréa Almeida de Oliveira, Luana Aquino da Costa
    202-212
    DOI: https://doi.org/10.17058/signo.v43i77.11806