Luís Faísca

TL;DR: Results from a sample of 1,265 children in Grade 2 showed that phonological awareness was the main factor associated with reading performance in each language, however, its impact was modulated by the transparency of the orthography, being stronger in less transparent orthographies.

TL;DR: This article conducted a meta-analysis of the evidence on the relationship between rapid automatized naming (RAN) and reading performance and found that RAN contributes to the four measures of reading (word reading, text reading, non-word reading and reading comprehension), but higher coefficients emerged in favor of real word reading and text reading.

TL;DR: This article investigated the cognitive dynamics of reading fluency of different word types in Grades 1-4 in three orthographies differing in degree of transparency (Hungarian Dutch and Portuguese) and found that the relative strength of the contributions of phonological awareness and rapid naming to word reading fluence shifted as a function of reading expertise.

TL;DR: The results of the meta-analysis strongly support the contention that color plays a role in object recognition and suggest that the role of color should be taken into account in models of visual object recognition.

TL;DR: There is indication that the content of semantic memory reflects differences in shared cultural background – in other words, formal education –, as indicated by the significant interaction between level of literacy and semantic criterion.