L
Luciana Mendonça Alves
Researcher at Universidade Federal de Minas Gerais
Publications - 37
Citations - 208
Luciana Mendonça Alves is an academic researcher from Universidade Federal de Minas Gerais. The author has contributed to research in topics: Dyslexia & Reading (process). The author has an hindex of 6, co-authored 28 publications receiving 182 citations. Previous affiliations of Luciana Mendonça Alves include University of Brasília.
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Gestão de Qualidade de Vida no Trabalho (QVT) no serviço público federal: o descompasso entre problemas e práticas gerenciais
TL;DR: In this paper, a documental analysis and semi-structured interviews were performed to characterize the quality of life at work (QLW) practices in 10 federal public organs in Brazil, and the data were treated by content analysis, thematic categorical modality.
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A nomeação seriada rápida em escolares com e sem queixas de problemas de aprendizagem em escola pública e particular
TL;DR: In this paper, a nomeacao seriada rapida is investigated in criancas of uma escola publica e uma privada, com e sem queixas de problemas escolares.
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Rapid Naming in Brazilian Students with Dyslexia and Attention Deficit Hyperactivity Disorder
Luciana Mendonça Alves,Cláudia Machado Siqueira,Maria do Carmo Mangelli Ferreira,Juliana M. Alves,Débora Fraga Lodi,Lorena Gabrielle Ribeiro Bicalho,Leticia Correa Celeste +6 more
TL;DR: This ability to identify and recognize a given item by the activation and concomitant articulation of its name tended to improve with age, which was not the case, however, with schoolchildren who had ADHD or dyslexia.
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Prosody and reading in dyslexic children.
TL;DR: Advances are promoted in the understanding of the functioning of prosody in reading aloud in dyslexia with respect to what follows: reduced speeds of reading and articulation and alterations in the number and duration of pauses.
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Aspectos prosódicos temporais da leitura de escolares com dislexia do desenvolvimento
TL;DR: In this article, the authors analyzed the temporal prosodic aspect in loud reading of students with and without dyslexia from the phonetic point of view through acoustic and perceptual evaluation, in order to identify differences in performance between the two types of readers that may point to particular characteristics of dyslexias.