Renan De Almeida Sargiani
Biographic Data
| ID | 1652734 |
|---|---|
| NAME | Renan De Almeida Sargiani |
| GIVEN NAMES | Renan De Almeida |
| FAMILY NAME | Sargiani |
| SIGNATURE | SARGIANI R A |
| AFFILIATIONS | Universidade de São Paulo |
| ORCID | 0000-0002-6520-6515 |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Cognitive and linguistic predictors of spelling in brazilian portuguese
This study investigated which cognitive–linguistic skills predict spelling in Brazilian Portuguese. The sample comprised 269 typically developing children (Grades 2–5) from one public and one private school. Analyses were conducted separately for Beginners (Grades 2–3; n = 119) and Advanced students (Grades 4–5; n = 150). The assessment protocol included word and pseudoword spelling, phonemic awareness, short-term phonological memory and working …
Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole‐Syllable Decoding
In this experiment, we examined whether beginning readers benefit more from grapheme–phoneme decoding (GPD) than from whole‐syllable decoding (WSD) instruction in learning to read and write words. Sixty Brazilian Portuguese‐speaking first graders ( M age = 6 years 1 month) who knew letter names but could not read or write words were randomly assigned to one of three conditions. The GPD group was taught to decode 40 consonant–vowel (CV) syllables …
O Papel da Amplitude Visuoatencional e da Consciência Fonêmica na Aprendizagem da Leitura
Este estudo objetivou verificar as relações entre amplitude visuoatencional (AVA), consciência fonêmica (CF) e desempenho em leitura em uma amostra de 48 alunos de 1o, 3o e 5o anos do ensino fundamental de uma escola pública de São Paulo. As crianças foram avaliadas em três sessões em tarefas de leitura de palavras isoladas, AVA, CF, inteligência não verbal, memória fonológica e limiar de identificação de letras. Os resultados indicam que a AVA e…
Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole‐Syllable Decoding
In this experiment, we examined whether beginning readers benefit more from grapheme–phoneme decoding (GPD) than from whole‐syllable decoding (WSD) instruction in learning to read and write words. Sixty Brazilian Portuguese‐speaking first graders ( M age = 6 years 1 month) who knew letter names but could not read or write words were randomly assigned to one of three conditions. The GPD group was taught to decode 40 consonant–vowel (CV) syllables …
O Papel da Amplitude Visuoatencional e da Consciência Fonêmica na Aprendizagem da Leitura
Este estudo objetivou verificar as relações entre amplitude visuoatencional (AVA), consciência fonêmica (CF) e desempenho em leitura em uma amostra de 48 alunos de 1o, 3o e 5o anos do ensino fundamental de uma escola pública de São Paulo. As crianças foram avaliadas em três sessões em tarefas de leitura de palavras isoladas, AVA, CF, inteligência não verbal, memória fonológica e limiar de identificação de letras. Os resultados indicam que a AVA e…
Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole‐Syllable Decoding
In this experiment, we examined whether beginning readers benefit more from grapheme–phoneme decoding (GPD) than from whole‐syllable decoding (WSD) instruction in learning to read and write words. Sixty Brazilian Portuguese‐speaking first graders ( M age = 6 years 1 month) who knew letter names but could not read or write words were randomly assigned to one of three conditions. The GPD group was taught to decode 40 consonant–vowel (CV) syllables …
Cognitive and linguistic predictors of spelling in brazilian portuguese
This study investigated which cognitive–linguistic skills predict spelling in Brazilian Portuguese. The sample comprised 269 typically developing children (Grades 2–5) from one public and one private school. Analyses were conducted separately for Beginners (Grades 2–3; n = 119) and Advanced students (Grades 4–5; n = 150). The assessment protocol included word and pseudoword spelling, phonemic awareness, short-term phonological memory and working …
Reading and Literacy Development (3 works) · Linguistics (2 works) · Psychology (2 works) · Reading (process) (2 works) · Spelling (2 works) · Writing and Handwriting Education (2 works) · Cognitive and developmental aspects of mathematical skills (1 work) · Computer Science (1 work) · Consonant (1 work) · Decoding methods (1 work)