INTERNATIONAL PUBLICATIONS

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Fernandes, S., Ferreira, I., Querido, L., & Daugherty, J. (2022). To adjust or not to adjust: Cut-off scores in performance validity testing in Portuguese older adults with dementia. Frontiers in Psychology, 13:989432. https://doi.org/10.3389/fpsyg.2022.989432

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Ferreira, I., Fernandes, S., Querido, L., Pires, R., Daugherty, J., Hidalgo-Ruzzante, N., & Pérez-Garcia, 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

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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

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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

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Daugherty JC, Querido L, Quiroz N, Wang D, Hidalgo-Ruzzante N, Fernandes S, Pérez-Garcia 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: 10731911119864652.

 

Fernandes, S., Querido, L., Pereira, M., & Domingues, M. (2019). Contextual Silent 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