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Psychology

D-Index
30
Citations
5774
World Ranking
11301
National Ranking
28

Overview

Alexandra Reis is affiliated with the University of Algarve in Portugal and focuses their research primarily in the fields of psychology and neuroscience. Their work addresses areas such as developmental and educational psychology, cognitive neuroscience, and aspects of human factors and ergonomics.

Their scientific contributions address multiple topics, notably:

  • Reading and literacy development
  • Neurobiology of language and bilingualism
  • Hearing impairment and communication
  • Digital accessibility for disabilities
  • Neural and behavioral psychology studies
  • Writing and handwriting education
  • Second language acquisition and learning

Several recent papers authored or coauthored by Alexandra Reis include:

  • "Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis" (2020) published in Annals of Dyslexia
  • "Does emotional valence modulate word recognition? A behavioral study manipulating frequency and arousal" (2022) published in Acta Psychologica
  • "Predictors of adult spelling in an orthography of intermediate depth" (2022) published in Written Language & Literacy
  • "Reading Comprehension Predictors in European Portuguese Adults" (2021) published in Frontiers in Psychology
  • "Cognitive subtyping of university students with dyslexia in a semi-transparent orthography: what can weaknesses and strengths tell us about compensation?" (2023) published in Journal of Cultural Cognitive Science

Among the frequent collaborators in their research are Luís Faísca, Susana Araújo, Inês Salomé Morais, Catarina I. Barriga-Paulino, and Milene Guerreiro.

Alexandra Reis's publications have appeared in venues such as:

  • Annals of Dyslexia
  • Acta Psychologica
  • Written Language & Literacy
  • Journal of Cultural Cognitive Science
  • Frontiers in Psychology

Best Publications

  • Orthographic Depth and Its Impact on Universal Predictors of Reading A Cross-Language Investigation

    Johannes C. Ziegler;Daisy Bertrand;Denes Toth;Valeria Csepe

  • The illiterate brain: Learning to read and write during childhood influences the functional organization of the adult brain

    A. Castro-Caldas;Karl Magnus Petersson;A. Reis;S. Stone-Elander

  • Rapid Automatized Naming and Reading Performance: A Meta-Analysis.

    Susana Araújo;Susana Araújo;Alexandra Reis;Karl Magnus Petersson;Karl Magnus Petersson;Luís Faísca

  • Illiteracy: A cause for biased cognitive development

    Alexandra Reis;Alexandre Castro-Caldas

  • Language Processing Modulated by Literacy: A Network Analysis of Verbal Repetition in Literate and Illiterate Subjects

    Karl Magnus Petersson;Alexandra Reis;Simon Askelöf;Alexandre Castro-caldas

  • Cognitive Development of Fluent Word Reading Does Not Qualitatively Differ Between Transparent and Opaque Orthographies

    Anniek Vaessen;Daisy Bertrand;Dénes Tóth;Valéria Csépe

  • The role of color information on object recognition: a review and meta-analysis.

    Inês Bramão;Alexandra Reis;Karl Magnus Petersson;Luís Faísca

  • Influence of learning to read and write on the morphology of the corpus callosum.

    A. Castro-Caldas;P. Cavaleiro Miranda;I. Carmo;A. Reis

  • Cognitive processing in literate and illiterate subjects: A review of some recent behavioral and functional neuroimaging data

    Karl Magnus Petersson;Alexandra Reis;Alexandra Reis;Martin Ingvar

  • Literacy: A cultural influence on functional left-right differences in the inferior parietal cortex

    Karl Magnus Petersson;Carla Silva;Alexandre Castro-Caldas;Martin Ingvar;Martin Ingvar

  • The effects of literacy and education on the quantitative and qualitative aspects of semantic verbal fluency

    Catarina Gonzalez da Silva;Catarina Gonzalez da Silva;Karl Magnus Petersson;Karl Magnus Petersson;Luís Faísca;Martin Ingvar

  • Formal Schooling Influences Two- but Not Three-Dimensional Naming Skills☆

    Alexandra Reis;Alexandra Reis;Karl Magnus Petersson;Karl Magnus Petersson;Alexandre Castro-Caldas;Martin Ingvar

  • Color makes a difference: two-dimensional object naming in literate and illiterate subjects.

    Alexandra Reis;Alexandra Reis;Luís Faísca;Martin Ingvar;Karl Magnus Petersson;Karl Magnus Petersson

  • Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience

    Falk Huettig;Thomas Lachmann;Alexandra Reis;Karl Magnus Petersson;Karl Magnus Petersson

  • A sociodemographic and neuropsychological characterization of an illiterate population.

    Alexandra Reis;Alexandra Reis;Manuela Guerreiro;Karl Magnus Petersson;Karl Magnus Petersson

  • Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis.

    Alexandra Reis;Susana Araújo;Inês Salomé Morais;Luís Faísca

  • Electrophysiological correlates of impaired reading in dyslexic pre-adolescent children.

    Susana Araújo;Inês Bramão;Luís Faísca;Karl Magnus Petersson

  • Visual rapid naming and phonological abilities: different subtypes in dyslexic children.

    Susana Araújo;Andreia Pacheco;Luís Faísca;Karl Magnus Petersson

  • Influence of educational level of non brain-damaged subjects on visual naming capacities.

    Alexandra Reis;Manuela Guerreiro;Alexandre Castro-caldas

  • Component Processes Subserving Rapid Automatized Naming in Dyslexic and Non-Dyslexic Readers.

    Susana Araújo;Filomena Inácio;Ana Francisco;Luís Faísca

Frequent Co-Authors

Karl Magnus Petersson
Karl Magnus Petersson University of Algarve
Alexandre Castro-Caldas
Alexandre Castro-Caldas Catholic University of Portugal
Francisco Esteves
Francisco Esteves Catholic University of Portugal
São Luís Castro
São Luís Castro University of Porto
Valéria Csépe
Valéria Csépe Hungarian Academy of Sciences
Johannes C. Ziegler
Johannes C. Ziegler Aix-Marseille University
Heikki Lyytinen
Heikki Lyytinen University of Jyväskylä
Gerd Schulte-Körne
Gerd Schulte-Körne Ludwig-Maximilians-Universität München
Thomas Lachmann
Thomas Lachmann Technical University of Kaiserslautern

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