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Children (Basel, Switzerland)|February 25, 2023
Development of a Group Emergent Literacy Screening ToolJoana Cruz, Sofia Mendes, Sofia Marques, et al.Frontiers in Psychology|August 12, 2022
Remote teaching practices and learning support during COVID-19 lockdowns in Portugal: Were there changes across time?Diana Alves, Sofia Marques, Joana Cruz, et al.Psicologia, Reflexao E Critica : Revista Semestral Do Departamento De Psicologia Da UFRGS|February 7, 2020
Homework self-regulation strategies: a gender and educational-level invariance analysisIrene Cadime, Joana Cruz, Carla Silva, et al.Frontiers in Psychology|May 23, 2022
An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 PandemicIrene Cadime, Iolanda Ribeiro, Joana Cruz, et al.Psicologia, Reflexao E Critica : Revista Semestral Do Departamento De Psicologia Da UFRGS|August 20, 2024
Psychological assessment in school contexts: ethical issues and practical guidelinesIrene Cadime, Sofia A MendesReading and Writing|October 17, 2022
Reading, linguistic, and metacognitive skills: are they reciprocally related past the first school years?Bruna Rodrigues, Iolanda Ribeiro, Irene CadimeChildren (Basel, Switzerland)|January 25, 2025
Cognitive and Linguistic Development in Children and AdolescentsIrene Cadime, Iolanda Ribeiro, Maria Luisa LorussoFrontiers in Psychology|December 28, 2020
Developing and Validating Tests of Reading and Listening Comprehension for Fifth and Sixth Grade Students in PortugalBruna Rodrigues, Irene Cadime, Fernanda Leopoldina Viana, et al.Frontiers in Psychology|August 9, 2021
Parental Reports of Preschoolers' Lexical and Syntactic Development: Validation of the CDI-III for European PortugueseIrene Cadime, Ana Lúcia Santos, Iolanda Ribeiro, et al.Journal of Intelligence|October 25, 2024
Executive Functioning in Different Types of Reading DisabilitiesIrene Cadime, Bruna Rodrigues, Iolanda Ribeiro, et al.Pageof 35