Check out our main outcomes

Publications

Nunes, A., Castro, S. L., & Limpo, T. (2020). A review of mindfulness-based apps for children. Mindfulness. doi: 10.1007/s12671-020-01410-w

 

Limpo, T., Filipe, M., Magalhães, S., Cordeiro, C., Veloso, A., Castro, S. L., & Graham, S. (2020). Development and validation of instruments to measure Portuguese third graders’ reasons to write and self-efficacy. Reading and Writing: An Interdisciplinary Journal. doi: 10.1007/s11145-020-10039-z

Magalhães, S., Mesquita, A., Filipe, M., Veloso, A., Castro, S. L., & Limpo, T. (2020). Spelling performance of Portuguese children: Comparison between grade level, misspelling type, and assessment task. Frontiers in Psychology. doi: 10.3389/fpsyg.2020.00547

 

Magalhães, S., Carneiro, L., Limpo, T., Filipe, M. (2020). Executive functions predict literacy and mathematics achievements: The unique contribution of cognitive flexibility in Grades 2, 4, and 6. Child Neuropsychology. doi: 10.1080/09297049.2020.1740188

Filipe, M., Castro, S. L., & Limpo, T. (2020). The link between executive functions and literacy: Introduction. Reading and Writing: An Interdisciplinary Journal, 33, 807-812. doi: 10.1007/s11145-020-10037-1

Veloso, A., Vicente, S., & Filipe, M. (2020). Effectiveness of cognitive training for school-aged children and adolescents with attention deficit/hyperactivity disorder: A systematic review. Frontiers in Psychology, 10:2983. doi: 10.3389/fpsyg.2019.02983

Limpo, T. & Filipe, M. (2020). A proposal on tier 3 instruction in writing: Increasing intensity and targeting core skills (pp. 86-98). In M. Dunn (Ed.), Writing Instruction within an MTSS Framework. Cambridge: Cambridge Scholars Publishing.

Cordeiro, C., Limpo, T., Olive, T., & Castro, S. L. (2020). Do executive functions contribute to writing quality in beginning writers? A longitudinal study with second graders. Reading and Writing: An Interdisciplinary Journal, 33, 813-833. doi: 10.1007/s11145-019-09963-6.

Rocha, R. S., Filipe, M., Magalhães, S., Graham, S., & Limpo, T. (2019). Reasons to write in Grade 6 and their association with writing quality. Frontiers in Psychology. doi: 10.3389/fpsyg.2019.02157

Talks & Posters

Magalhães, S. & Limpo, T. (2020, December). Is cognitive flexibility relevant for academic achievement. Paper presented at Osaka Conference on Education, Japan.

 

Limpo, T., Magalhães, S., Cordeiro, C., Rocha, R., Olive, T., & Castro, S. L. (2020, November). Mindfulness vs. relaxation benefits on third graders’ executive functions and literacy skills. Poster presented at Virtual Psychonomics 2020 Annual Meeting.

 

Magalhães, S., Cordeiro, C., Rocha, R., Castro, S. L., & Limpo, T. (February, 2020). Implementation of a mindfulness program in primary school: Examination of instructors’ perceptions. Poster presented at the 1st Mindfulness Journeys, Coimbra.

 

Limpo, T. (2019, August). Presentation of a short writing apprehension measure and its relationship with writing. Paper presented at the 18th Biennial EARLI Conference for Research on Learning and Instruction, Aachen.

Limpo, T., Filipe, M., Magalhães, S., Cordeiro, C., Veloso, A., Nunes, A., Olive, T., & Castro, S. L. (2019, August). The relationship between executive functions and writing in elementary-school children. In G. Nottbusch (Chair), Writing research from different perspectives. Symposium conducted at the 18th Biennial EARLI Conference for Research on Learning and Instruction, Aachen.

Magalhães, S., Costa, A. F., Ribeiro, L., Rocha, R., Castro, S. L., Limpo, T., & Filipe, M. (2019, July). The effect of mindfulness techniques for children in improving cognitive, affective, social, and academic skills: A systematic review. Poster presented at the 8th International Congress on Education and Learning, Porto.

Rocha, R., Filipe, M., & Limpo, T. (2019, July). Motives to write in primary grades: Development and validation of a Portuguese scale. Poster presented at the 8th International Congress on Education and Learning, Porto.

Cordeiro, C., Limpo, T., Olive, T., & Castro, S. L. (2019, May). Examining the role of executive functions in children’s writing. Poster presented at the 14th Annual Meeting of the Portuguese Association of Experimental Psychology, Évora.

Magalhães, S., Filipe, M., Costa, A. F., Castro, S. L., & Limpo, T. (2019, May). The effect of mindfulness techniques on children's cognitive, affective, social, and academic development: A systematic review. Poster presented at the 14th Annual Meeting of the Portuguese Association of Experimental Psychology, Évora.

Magalhães, S. & Limpo, T. (2019, April). Examining spelling errors in the Portuguese language. Poster presented at the Spelling Acquisition across Languages Training School, Luxembourg.

Limpo, T. & Filipe, M. (2019, February). Promoting writing through strategy instruction targeting planning and self-regulation skills in Portuguese school-aged children. Paper presented at the ARWA, Goa.

Limpo, T. (2019, January). Processos cognitivos envolvidos na escrita: O papel do planeamento. Talk presented at the Seminário de Psicologia Cognitiva, Vila Real.

Nunes, A., Cordeiro, C., Castro, S. L., & Limpo, T. (2018, November). The impact of prompt type and testing time on the characteristics of second graders’ written stories. Poster presented at the 1st Literacy Summit, Porto.


Cordeiro, C., Limpo, T.,Olive, T., & Castro, S. L. (2018, November). Do executive functions contribute to story quality? A longitudinal study with second graders. Poster presented at the 1st Literacy Summit, Porto.

Limpo, T. (2018, September). Research evidence on the benefits of handwriting training. Paper presented at the Writers and their Education Annual Colloquium, Oriel College, Oxford.

Cordeiro, C., Limpo, T., Olive, T., & Castro, S. L. (2018, August).The longitudinal contribution of executive functions to writing quality in

Grade 2. Poster presented at the Research School on Writing Research preceding the 16th International Conference of the EARLI SIG Writing, Ghent.