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 I am 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 has extended to Community Service – FPUL since 2013 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 (and arithmetic) 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. Recently, I have become interested in cross-cultural and forensic neuropsychology, specifically within the context of intimate partner violence.

Adaptation, validation, and normative studies of the neuropsychological assessment battery PRONUM3RO.

Relationships between sociodemographic and educational variables and academic achievement: A descriptive and predictive longitudinal study.

Intimate Partner Violence among Portuguese Women in Different Stages of Life: Context Vulnerability, Neuropsychological Assessment and Prevention.

Credit Commission Member
Scientific Council of the Degree in General Studies Member
Clinical Neuropsychologist (OPP Professional ID 9389) | IPRH (2000- ); Community Service – FPUL (2013-2022)
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

Fernandes, S., Querido, L., & Verhaeghe, A. (2024). Learning to Read in an Intermediate Depth Orthography: The Longitudinal Role of Grapheme Sounding on Different Types of Reading Fluency. Behavioral Sciences, 14(5), 396. DOI: 10.3390/bs14050396

Ferreira, I., Fernandes, S., Querido, L., Pires, R., Daugherty, J. C., Hidalgo-Ruzzante, N., & Pérez-García, M. (2022). Validation of the coin in hand-extended version among older adults with and without dementia. Archives of Clinical Neuropsychology, 37(1), 91-103. DOI: 10.1093/arclin/acab019

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. DOI: 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. DOI: 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. DOI: 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. DOI: 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. DOI: 10.1007/s11145-007-9093-7