Sandra Fernandes

I started my teaching career as a trainee assistant in 2001 at FPUL, where I took public tests of pedagogical aptitude and scientific capacity (2004) and where I´m currently an assistant professor. I did a PhD in Cognitive Psychology studying the cognitive processes of reading development. I am a clinical neuropsychologist with a professional ID. My clinical activity began in 2000 at the Institute of Psychology of Human Relationships – FPUL and continues until currently also at the Community Service – FPUL, as a neuropsychologist in charge of the clinical neuropsychology intervention units.

I conduct research mainly on literacy (the ability to read and write) acquisition. I am especially interested in the literacy predictors and the influence of orthographic consistency on the development of reading and spelling abilities. I also have an interest in cognitive development in adulthood and ageing.

The role of morphological awareness in literacy skills of Portuguese undergraduate college students.

Credit Commission Member

Scientific Council of the Degree in General Studies Member

Community Service Advisory Board Member

Clinical Neuropsychologist (OPP Professional ID 9389), Community Service – FPUL

Scientific Expert, Iniciativa Educação – Teresa e Alexandre Soares dos Santos

Editor, Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica

CICPSI – Center for Research in Psychological Science |CO2 Team Member

RedeSAÚDE – ULisboa | Ageing Work Group Member

Querido, L., Fernandes, S., Verhaeghe, A., & Marques, C. (2020). Lexical and sublexical orthographic knowledge: relationships in an orthography of intermediate depth. Reading and Writing: an interdisciplinary journal, 33, 2459–2479. https://doi.org/10.1007/s11145-020-10052-2

Daugherty, J.C., Querido, L., Quiroz, N., Wang, D., Hidalgo-Ruzzante, N., Fernandes, S., Pérez-García, M., Reyes-Aragon, C.J., Pires, R., & Valera, E. (2019). The Coin in Hand-Extended Version: development and validation of a multicultural performance validity test. Assessment, 28(1), 186-198. https://doi.org/10.1177/1073191119864652

Fernandes, S., Querido, L., Verhaeghe, A., & Araújo, L. (2018). What is the relationship between reading prosody and reading comprehension in European Portuguese? Evidence from grades 2 to 5. Journal of Research in Reading, 41, S102-S129. https://doi.org/10.1111/1467-9817.12248

Fernandes, S., Querido, L., Verhaeghe, A., Marques, C., & Araújo, L. (2017). Reading development in European Portuguese: relationships between oral reading fluency, vocabulary and reading comprehension. Reading and Writing: an interdisciplinary journal, 30, 1987–2007. https://doi.org/10.1007/s11145-017-9763-z

Fernandes, S., Ventura, P., Querido, L., & Morais, J. (2008). Reading and spelling acquisition in European Portuguese: A preliminary study. Reading and Writing: an interdisciplinary journal, 21, 805-821. https://doi.org/10.1007/s11145-007-9093-7

Ventura, P., Kolinsky, R., Fernandes, S., Querido, L., & Morais, J. (2007). Lexical restructuring in the absence of literacy. Cognition, 105(2), 334-361. https://doi.org/10.1016/j.cognition.2006.10.002