Vol. 39 No. 119 (2022)

View Vol. 39 No. 119 (2022)
Published: 2022-05-05

Editorial

  • Always facing the new avant-garde brand of the Revista Psicopedagogia

    Luciana Barros de Almeida, Débora Silva de Castro Pereira
    148-152
    DOI: https://doi.org/10.51207/2179-4057.20220013

Special Article

  • Portuguese and Libras cognitive processing via ear, eye, and hand

    Fernando César Capovilla, Cibele Cecconi
    153-171
    DOI: https://doi.org/10.51207/2179-4057.20220014

Original Articles

  • Pilot validation study of the Attention Stimulation Program (PEA) as a promoter of attentional success in children from the 1st Cycle of Basic Education in Portugal

    Rafael Silva Pereira
    172-184
    DOI: https://doi.org/10.51207/2179-4057.20220015

  • Attentus application for attention assessment in early childhood

    Leonardo Augusto Guerra d’Almeida, Cláudia Patrocinio Pedroza Canal, Jéssica Fernanda Souza
    185-195
    DOI: https://doi.org/10.51207/2179-4057.20220016

  • Influence of phonological awareness on the comprehension of sentences in literacy

    Cláudia da Silva, Ligia Morais Rodriguez
    196-205
    DOI: https://doi.org/10.51207/2179-4057.20220017

  • Parental perception on school learning of children with phonological disorders

    Maria Josy Santos de Santana, Julia Escalda
    206-216
    DOI: https://doi.org/10.51207/2179-4057.20220018

  • Role playing and its possibilities in the educational context

    Dante Ogassavara, Jeniffer Ferreira Costa, Thais da Silva Ferreira, Ivan Wallan Tertuliano, Daniel Bartholomeu, José Maria Montiel
    242-250
    DOI: https://doi.org/10.51207/2179-4057.20220021

Review Article

  • Mathematical Anxiety cognitive and affective factors

    Ana Maria Antunes de Campos
    217-228
    DOI: https://doi.org/10.51207/2179-4057.20220019

  • Hardiness, stress, and academic adaptation a narrative literature review

    Jéssica July Dantas Santos, André Faro
    229-241
    DOI: https://doi.org/10.51207/2179-4057.20220020

  • Psychopedagogical contributions to reading in the construction of knowledge

    Gislaine Medeiros Galindo, Ivanildo Mangueira da Silva
    251-261
    DOI: https://doi.org/10.51207/2179-4057.20220022

  • Fluency and Reading Comprehension research in focus

    Juliane Dutra da Rosa Silvano, Dalva Maria Alves Godoy
    262-269
    DOI: https://doi.org/10.51207/2179-4057.20220023

  • Social skills, executive functions and academic performance systematic review

    July Dorna Casper Boer, Luciana Carla dos Santos Elias
    270-284
    DOI: https://doi.org/10.51207/2179-4057.20220024

Research Report

  • Socioemotional competence, work and life project

    Marcia Souza Gerheim
    285-297
    DOI: https://doi.org/10.51207/2179-4057.20220025

  • When can the division operation be taught

    Eliane Gerhardt
    298-303
    DOI: https://doi.org/10.51207/2179-4057.20220026

Experience Report

  • The contribution of neuropsychology to Rett syndrome a clinical case

    Liana Garcia Nunes
    304-309
    DOI: https://doi.org/10.51207/2179-4057.20220027