Trabalhos científicos



Ferreira, I., Fernandes, S., Querido, L., Pires, R., Daugherty, J., Hidalgo-Ruzzante, N., & Pérez-García, M. (2021). Validation of the Coin in Hand-Extended Version Among Older Adults With and Without Dementia. Archives of Clinical Neuropsychology (2021) 1–13. doi: 10.1093/arclin/acab019

Querido, L., Fernandes, S., & Verhaeghe, A. (2021). Orthographic Knowledge, and Reading and Spelling: A Longitudinal Study in an Intermediate Depth Orthography. The Spanish Journal of Psychology, 24, E3. doi:10.1017/SJP.2021.3

Querido, L., Fernandes, S., Verhaeghe, A., & Marques, C. (2020). Lexical and sublexical orthographic knowledge: Relationships in an orthography of intermediate depth. Reading and Writing, 33, 2459–2479. http://doi.or/0.100/11145-020-10052-2

Daugherty, J. C., Querido, L., Quiroz, N., Wang, D., Hidalgo-Ruzzante, N., Fernandes, S., Pérez-García, M., Reyes-Aragon, C., Pires, R., & Valera, E. (2019). The Coin in Hand–Extended Version: Development and Validation of a Multicultural Performance Validity Test. Assessment. doi: 1073191119864652.


Fernandes, S., Querido, L., Pereira, M., & Domingues, M. (2019). Silent Contextual Reading Fluency Test for European Portuguese: a Preliminary Validation Study with University Students. Revista Iberoamericana de Diagnostico y Evaluacion Psicologica, 52(3), 87-98. doi: 10.21865/RIDEP52.3.07

Fernandes, S., Querido, L., Verhaeghe, A., & Araújo, L. (2018). What is the relationship between reading prosody and reading comprehension in European Portuguese? Evidence from grades 2 to 5. Journal of Research in Reading. doi: 10.1111/1467-9817.12248

Fernandes, S., Querido, L., Verhaeghe, A., Marques, C., & Araújo, L. (2017). Reading development in European Portuguese: relationships between oral reading fluency, vocabulary and reading comprehension. Reading and Writing: An Interdisciplinary Journal, 30(9), 1987-2007. doi: 10.1007/s11145-017-9763-z

Fernandes, S., Simões, C., Querido, L., & Verhaeghe, A. (2015). Text and word list oral reading fluency: A cross-sectional study among Portuguese adolescents. Revista Iberoamericana de Diagnostico y Evaluacion Psicologica. 1(39). 116 – 127.

Nys, J., Ventura, P., Fernandes, T., Querido, L., Leybaert, J., & Content, A. (2013). Does math education modify the approximate number system? A comparison of schooled and unschooled adults. Trends in Neuroscience and Education. 2(1). 1-10. doi: 10.1016/j.tine.2013.01.001

Szwed, M., Ventura, P., Querido, L., Cohen, L. and Dehaene, S. (2012), Reading acquisition enhances an early visual process of contour integration. Developmental Science, 15; 139–149. doi: 10.1111/j.1467-7687.2011.01102.x


Fernandes, S., Ventura, P., Querido, L., & Morais, J. (2008). Reading and spelling acquisition in European Portuguese: A preliminary study. Reading and Writing: an interdisciplinary journal, 21(8), 805-821. doi:10.1007/s11145-007-9093-7

Ventura, P., Kolinsky, R., Querido, L., Fernandes, S., & Morais, J. (2007). Is phonological encoding in naming influenced by literacy? Journal of Psycholinguistic Research, 36(5), 341-360. doi:10.1007/s10936-006-9048-1

Ventura, P., Kolinsky, R., Fernandes, S., Querido, L., & Morais, J. (2007). Lexical restructuring in the absence of literacy. Cognition, 105(2), 334-361. doi:10.1016/j.cognition.2006.10.002

©  2018 por Luís Querido criado com