Alexandra Reis
Biographic Data
| ID | 3837293 |
|---|---|
| NAME | Alexandra Reis |
| GIVEN NAMES | Alexandra |
| FAMILY NAME | Reis |
| SIGNATURE | REIS A |
| AFFILIATIONS | University of Algarve |
| ORCID | 0000-0001-5598-0999 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Cognitive subtyping of university students with dyslexia in a semi-transparent orthography: What Can Weaknesses and Strengths Tell Us About Compensation
Developmental dyslexia is characterized by a profile of reading- and writing-related difficulties which stands out as a core deficit in phonological processing. Although these difficulties seem to persist into adulthood, it is still an open question to what extent they are immune, or not, to the extensive training resulting from extended schooling. The main objective of this study was to explore the heterogeneity of the cognitive profile of Europ…
Does emotional valence modulate word recognition? A behavioral study manipulating frequency and arousal
Effects of emotional valence have been observed in lexical decision tasks, suggesting that valence information modulates early word recognition. However, is still unclear the processing advantage of the different valence categories, and how these advantages might be modulated by word frequency and arousal. To clarify this question, a lexical decision task was designed using emotional words as stimuli. Emotional words were divided into three categ…
Predictors of adult spelling in an orthography of intermediate depth
What is the hallmark of a good speller? Spelling is a critical component in learning to become literate, but how it works in literate adults remains poorly explored. We examined word and pseudoword spelling in 214 adults in relation to general cognitive abilities, vocabulary, reading history, reading performance, phonological processing and rapid automatized naming. We conducted hierarchical multiple regression analyses to uncover predictors of s…
Reading and reading-related skills in adults with dyslexia from different orthographic systems: A review and meta-analysis
Implicit sequence learning is preserved in dyslexic children
Too little or too much? Parafoveal preview benefits and parafoveal load costs in dyslexic adults
Rapid automatized naming and reading performance: A meta-analysis.
Evidence that rapid naming skill is associated with reading ability has become increasingly prevalent in recent years. However, there is considerable variation in the literature concerning the magnitude of this relationship. The objective of the present study was to provide a comprehensive analysis of the evidence on the relationship between rapid automatized naming (RAN) and reading performance. To this end, we conducted a meta-analysis of the c…
Object Naming in Dyslexic Children: More Than a Phonological Deficit
In the present study, the authors investigate how some visual factors related to early stages of visual-object naming modulate naming performance in dyslexia. The performance of dyslexic children was compared with 2 control groups-normal readers matched for age and normal readers matched for reading level-while performing a discrete naming task in which color and dimensionality of the visually presented objects were manipulated. The results showe…
Orthographic Depth and Its Impact on Universal Predictors of Reading: A Cross-Language Investigation
Alphabetic orthographies differ in the transparency of their letter-sound mappings, with English orthography being less transparent than other alphabetic scripts. The outlier status of English has led scientists to question the generality of findings based on English-language studies. We investigated the role of phonological awareness, memory, vocabulary, rapid naming, and nonverbal intelligence in reading performance across five languages lying …
The Influence of Color Information on the Recognition of Color Diagnostic and Noncolor Diagnostic Objects
In the present study, the authors explore in detail the level of visual object recognition at which perceptual color information improves the recognition of color diagnostic and noncolor diagnostic objects. To address this issue, 3 object recognition tasks with different cognitive demands were designed: (a) an object verification task; (b) a category verification task; and (c) a name verification task. The authors found that perceptual color info…
Cognitive subtyping of university students with dyslexia in a semi-transparent orthography: What Can Weaknesses and Strengths Tell Us About Compensation
Developmental dyslexia is characterized by a profile of reading- and writing-related difficulties which stands out as a core deficit in phonological processing. Although these difficulties seem to persist into adulthood, it is still an open question to what extent they are immune, or not, to the extensive training resulting from extended schooling. The main objective of this study was to explore the heterogeneity of the cognitive profile of Europ…
Orthographic Depth and Its Impact on Universal Predictors of Reading: A Cross-Language Investigation
Alphabetic orthographies differ in the transparency of their letter-sound mappings, with English orthography being less transparent than other alphabetic scripts. The outlier status of English has led scientists to question the generality of findings based on English-language studies. We investigated the role of phonological awareness, memory, vocabulary, rapid naming, and nonverbal intelligence in reading performance across five languages lying …
The Influence of Color Information on the Recognition of Color Diagnostic and Noncolor Diagnostic Objects
In the present study, the authors explore in detail the level of visual object recognition at which perceptual color information improves the recognition of color diagnostic and noncolor diagnostic objects. To address this issue, 3 object recognition tasks with different cognitive demands were designed: (a) an object verification task; (b) a category verification task; and (c) a name verification task. The authors found that perceptual color info…
Object Naming in Dyslexic Children: More Than a Phonological Deficit
In the present study, the authors investigate how some visual factors related to early stages of visual-object naming modulate naming performance in dyslexia. The performance of dyslexic children was compared with 2 control groups-normal readers matched for age and normal readers matched for reading level-while performing a discrete naming task in which color and dimensionality of the visually presented objects were manipulated. The results showe…
Rapid automatized naming and reading performance: A meta-analysis.
Evidence that rapid naming skill is associated with reading ability has become increasingly prevalent in recent years. However, there is considerable variation in the literature concerning the magnitude of this relationship. The objective of the present study was to provide a comprehensive analysis of the evidence on the relationship between rapid automatized naming (RAN) and reading performance. To this end, we conducted a meta-analysis of the c…
Too little or too much? Parafoveal preview benefits and parafoveal load costs in dyslexic adults
Implicit sequence learning is preserved in dyslexic children
Reading and reading-related skills in adults with dyslexia from different orthographic systems: A review and meta-analysis
Does emotional valence modulate word recognition? A behavioral study manipulating frequency and arousal
Effects of emotional valence have been observed in lexical decision tasks, suggesting that valence information modulates early word recognition. However, is still unclear the processing advantage of the different valence categories, and how these advantages might be modulated by word frequency and arousal. To clarify this question, a lexical decision task was designed using emotional words as stimuli. Emotional words were divided into three categ…
Predictors of adult spelling in an orthography of intermediate depth
What is the hallmark of a good speller? Spelling is a critical component in learning to become literate, but how it works in literate adults remains poorly explored. We examined word and pseudoword spelling in 214 adults in relation to general cognitive abilities, vocabulary, reading history, reading performance, phonological processing and rapid automatized naming. We conducted hierarchical multiple regression analyses to uncover predictors of s…
Cognitive subtyping of university students with dyslexia in a semi-transparent orthography: What Can Weaknesses and Strengths Tell Us About Compensation
Developmental dyslexia is characterized by a profile of reading- and writing-related difficulties which stands out as a core deficit in phonological processing. Although these difficulties seem to persist into adulthood, it is still an open question to what extent they are immune, or not, to the extensive training resulting from extended schooling. The main objective of this study was to explore the heterogeneity of the cognitive profile of Europ…
Psychology (10 works) · Cognitive psychology (9 works) · Reading and Literacy Development (9 works) · Linguistics (8 works) · Neurobiology of Language and Bilingualism (6 works) · Cognition (5 works) · Computer Science (5 works) · Dyslexia (5 works) · Phonological awareness (5 works) · Developmental psychology (4 works)