How Word/Non-Word Length Influence Reading Acquisition in a Transparent Language: Implications for Children’s Literacy and Development

por Soares, Aparecido J. C., Sassi, Fernanda C., Fortunato-Tavares, Talita, Andrade, Claudia R. F., Befi-Lopes, Débora M.
Publicado 2022

Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as “poor readers”

por Engel de Abreu, Pascale M. J., Abreu, Neander, Nikaedo, Carolina C., Puglisi, Marina L., Tourinho, Carlos J., Miranda, Mônica C., Befi-Lopes, Debora M., Bueno, Orlando F. A., Martin, Romain
Publicado 2014