Alexandra Reis
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Orthographic depth and its impact on universal predictors of reading: A cross-language investigation
JC Ziegler, D Bertrand, D Tóth, V Csépe, A Reis, L Faísca, N Saine, ...
Psychological science 21 (4), 551-559, 2010
The illiterate brain. Learning to read and write during childhood influences the functional organization of the adult brain.
A Castro-Caldas, KM Petersson, A Reis, S Stone-Elander, M Ingvar
Brain: a journal of neurology 121 (6), 1053-1063, 1998
Illiteracy: A cause for biased cognitive development
A Reis, A Castro-Caldas
Journal of the International Neuropsychological Society 3 (5), 444-450, 1997
Language processing modulated by literacy: A network analysis of verbal repetition in literate and illiterate subjects
KM Petersson, A Reis, S Askelöf, A Castro-Caldas, M Ingvar
Journal of cognitive neuroscience 12 (3), 364-382, 2000
Cognitive development of fluent word reading does not qualitatively differ between transparent and opaque orthographies.
A Vaessen, D Bertrand, D Tóth, V Csépe, L Faísca, A Reis, L Blomert
Journal of Educational Psychology 102 (4), 827, 2010
Influence of learning to read and write on the morphology of the corpus callosum
A Castro‐Caldas, PC Miranda, I Carmo, A Reis, F Leote, C Ribeiro, ...
European Journal of Neurology 6 (1), 23-28, 1999
Rapid automatized naming and reading performance: a meta-analysis.
S Araújo, A Reis, KM Petersson, L Faísca
Journal of Educational Psychology 107 (3), 868, 2015
Cognitive processing in literate and illiterate subjects: A review of some recent behavioral and functional neuroimaging data
KM Petersson, A Reis, M Ingvar
Scandinavian journal of psychology 42 (3), 251-267, 2001
The role of color information on object recognition: A review and meta-analysis
I Bramão, A Reis, KM Petersson, L Faísca
Acta psychologica 138 (1), 244-253, 2011
Literacy: a cultural influence on functional left–right differences in the inferior parietal cortex
KM Petersson, C Silva, A Castro‐Caldas, M Ingvar, A Reis
European journal of neuroscience 26 (3), 791-799, 2007
Formal schooling influences two-but not three-dimensional naming skills
A Reis, KM Petersson, A Castro-Caldas, M Ingvar
Brain and cognition 47 (3), 397-411, 2001
The effects of literacy and education on the quantitative and qualitative aspects of semantic verbal fluency
CG Da Silva, KM Petersson, L Faísca, M Ingvar, A Reis
Journal of clinical and experimental neuropsychology 26 (2), 266-277, 2004
Color makes a difference: Two-dimensional object naming in literate and illiterate subjects
A Reis, L Faísca, M Ingvar, KM Petersson
Brain and cognition 60 (1), 49-54, 2006
A sociodemographic and neuropsychological characterization of an illiterate population
A Reis, M Guerreiro, KM Petersson
Applied Neuropsychology 10 (4), 191-204, 2003
Influence of educational level of non brain-damaged subjects on visual naming capacities
A Reis, M Guerreiro, A Castro-Caldas
Journal of Clinical and Experimental Neuropsychology 16 (6), 939-942, 1994
Visual rapid naming and phonological abilities: Different subtypes in dyslexic children
S Araújo, A Pacheco, L Faísca, KM Petersson, A Reis
International Journal of Psychology 45 (6), 443-452, 2010
Electrophysiological correlates of impaired reading in dyslexic pre-adolescent children
S Araújo, I Bramão, L Faísca, KM Petersson, A Reis
Brain and cognition 79 (2), 79-88, 2012
Distinguishing cause from effect–many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience
F Huettig, T Lachmann, A Reis, KM Petersson
Language, Cognition and Neuroscience 33 (3), 333-350, 2018
Neuropsychological aspects of illiteracy
A Castro-Caldas, A Reis, M Guerreiro
Neuropsychological rehabilitation 7 (4), 327-338, 1997
Component processes subserving rapid automatized naming in dyslexic and non‐dyslexic readers
S Araújo, F Inácio, A Francisco, L Faísca, KM Petersson, A Reis
Dyslexia 17 (3), 242-255, 2011
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