Pittas, E, Nunes, T (2017) “Does children's dialect awareness support later reading and spelling in the standard language form?”, Learning and Instruction. 1-9.
DOI: http://doi.org/10.1016/j.learninstruc.2017.07.002
Ching, BHH, Nunes, T (2017) “Children's understanding of the commutativity and complement principles: A latent profile analysis”, Learning and Instruction. 47 65-79.
DOI: http://doi.org/10.1016/j.learninstruc.2016.10.008
Nunes, T, Bryant, P, Gottardis, L, Terlektsi, M-E, Evans, D (2015) “Can we really teach problem solving in primary school?”, Mathematics Teaching. 246 44-48.
Nunes, T, Bryant, P, Evans, D, Barros, R (2015) “Assessing Quantitative Reasoning in Young Children”, MATHEMATICAL THINKING AND LEARNING. 17(2-3) 178-196.
DOI: http://doi.org/10.1080/10986065.2015.1016815
Ching, BH-H, Nunes, T (2015) “Concurrent correlates of Chinese word recognition in deaf and hard-of-hearing children.”, Journal of deaf studies and deaf education. 20(2) 172-190.
DOI: http://doi.org/10.1093/deafed/env003
Wong, M, Nunes, T (2014) “Preschoolers consider the recipient's merit and the role of allocator when distributing resources”, AUSTRALASIAN JOURNAL OF EARLY CHILDHOOD. 39(2) 109-117.
DOI: http://doi.org/10.1177/183693911403900214
Watanabe, A, Nunes, T, de Abreu, G (2014) “Japanese parents' perception of disclosing the diagnosis of cancer to their children.”, Clinical child psychology and psychiatry. 19(1) 125-138.
DOI: http://doi.org/10.1177/1359104512470599
Bryant, P, Nunes, T, Barros, R (2014) “The connection between children's knowledge and use of grapho-phonic and morphemic units in written text and their learning at school.”, The British journal of educational psychology. 84(Pt 2) 211-225.
DOI: http://doi.org/10.1111/bjep.12030
Bryant, P, Nunes, T, Barros, R (2014) “The connection between children's knowledge and use of grapho-phonic and morphemic units in written text and their learning at school”, British Journal of Educational Psychology. 84(2) 211-225.
DOI: http://doi.org/10.1111/bjep.12030
Pittas, E, Nunes, T (2014) “Dialect awareness and literacy in a bidialectal setting”, Hellenic Journal of Psychology. 11(1) 56-82.
Pittas, E, Nunes, T (2014) “The relation between morphological awareness and reading and spelling in Greek: A longitudinal study”, Reading and Writing. 27(8) 1507-1527.
DOI: http://doi.org/10.1007/s11145-014-9503-6
Nunes, T, Bryant, P, Evans, D, Gottardis, L, Terlektsi, ME (2014) “The cognitive demands of understanding the sample space”, ZDM - International Journal on Mathematics Education. 46(3) 437-448.
DOI: http://doi.org/10.1007/s11858-014-0581-3
Nunes, T, Bryant, P, Campos, TMM, Silva, ADFG, Canova, R, Cervantes, PBM (2014) “Uso de Situações Quociente no Ensino de Frações”, Jornal Internacional de Estudos em Educação Matemática. 7 102-128.
Bryant, P, Nunes, T, Evans, D, Gottardis, L, Terlektsi, M-E (2014) “Learning that randomness is fair but loaded dice are not”, Mathematics Teaching. 242 5-8.
Nunes, T, Bryant, P, Evans, D, Bell, D, Hallett, D (2013) “Promoting the comprehension of additive composition by deaf children”, Cadernos CEDES. 33(91) 319-332.
DOI: http://doi.org/10.1590/S0101-32622013000300002
Bryant, P, Nunes, T, Hillier, J, Gilroy, C, Barros, R (2013) “THE IMPORTANCE OF BEING ABLE TO DEAL WITH VARIABLES IN LEARNING SCIENCE”, INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION. 13(Suppl 1) S145-S163.
DOI: http://doi.org/10.1007/s10763-013-9469-x
Nunes, T, Bryant, P, Evans, D, Bell, D, Barros, R (2012) “Teaching children how to include the inversion principle in their reasoning about quantitative relations”, Educational Studies in Mathematics. 79(3) 371-388.
DOI: http://doi.org/10.1007/s10649-011-9314-5
Nunes, T, Bryant, P, Barros, R (2012) “The development of word recognition and its significance for comprehension and fluency”, Journal of Educational Psychology. 104(4) 959-973.
DOI: http://doi.org/10.1037/a0027412
Nunes, T, Bryant, P, Barros, R (2012) “The Development of Word Recognition and Its Significance for Comprehension and Fluency”, JOURNAL OF EDUCATIONAL PSYCHOLOGY. 104(4) 959-973.
DOI: http://doi.org/10.1037/a0027412
Hallett, D, Nunes, T, Bryant, P, Thorpe, CM (2012) “Individual differences in conceptual and procedural fraction understanding: The role of abilities and school experience”, Journal of Experimental Child Psychology. 113(4) 469-486.
DOI: http://doi.org/10.1016/j.jecp.2012.07.009
Hallett, D, Nunes, T, Bryant, P, Thorpe, CM (2012) “Individual differences in conceptual and procedural fraction understanding: the role of abilities and school experience.”, Journal of experimental child psychology. 113(4) 469-486.
DOI: http://doi.org/10.1016/j.jecp.2012.07.009
Nunes, T, Bryant, P, Barros, R, Sylva, K (2012) “The relative importance of two different mathematical abilities to mathematical achievement”, British Journal of Educational Psychology. 82(1) 136-156.
DOI: http://doi.org/10.1111/j.2044-8279.2011.02033.x
Nunes, T, Bryant, P, Barros, R, Sylva, K (2012) “The relative importance of two different mathematical abilities to mathematical achievement.”, The British journal of educational psychology. 82(Pt 1) 136-156.
DOI: http://doi.org/10.1111/j.2044-8279.2011.02033.x
Nunes, T, Bryant, P, Evans, D, Bell, D, Barros, R (2012) “Teaching children how to include the inversion principle in their reasoning about quantitative relations”, EDUCATIONAL STUDIES IN MATHEMATICS. 79(3) 371-388.
DOI: http://doi.org/10.1007/s10649-011-9314-5
Gottardis, L, Nunes, T, Lunt, I (2011) “A synthesis of research on deaf and hearing children's mathematical achievement”, Deafness and Education International. 13(3) 131-150.
DOI: http://doi.org/10.1179/1557069X11Y.0000000006
Howe, C, Nunes, T, Bryant, P (2011) “RATIONAL NUMBER AND PROPORTIONAL REASONING: USING INTENSIVE QUANTITIES TO PROMOTE ACHIEVEMENT IN MATHEMATICS AND SCIENCE”, INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION. 9(2) 391-417.
DOI: http://doi.org/10.1007/s10763-010-9249-9
Howe, C, Nunes, T, Bryant, P (2010) “Intensive quantities: why they matter to developmental research.”, The British journal of developmental psychology. 28(Pt 2) 307-329.
DOI: http://doi.org/10.1348/026151009x410362
Nunes, T, Bryant, P, Evans, D (2010) “Morphological knowledge and learning new words”, Revista Portuguesa de Pedagogia & Psychologica. Special joint volume. 67-74.
Howe, C, Nunes, T, Bryant, P (2010) “RATIONAL NUMBER AND PROPORTIONAL REASONING: USING INTENSIVE QUANTITIES TO PROMOTE ACHIEVEMENT IN MATHEMATICS AND SCIENCE”, International Journal of Science and Mathematics Education. 1-27.
Hallett, D, Nunes, T, Bryant, P (2010) “Individual Differences in Conceptual and Procedural Knowledge When Learning Fractions”, JOURNAL OF EDUCATIONAL PSYCHOLOGY. 102(2) 395-406.
DOI: http://doi.org/10.1037/a0017486
Nunes, T, Bryant, P, Burman, D, Bell, D, Evans, D, Hallett, D (2009) “Deaf children's informal knowledge of multiplicative reasoning.”, Journal of deaf studies and deaf education. 14(2) 260-277.
DOI: http://doi.org/10.1093/deafed/enn040
Nunes, T, Bryant, P, Hallett, D, Bell, D, Evans, D (2009) “Teaching Children About the Inverse Relation Between Addition and Subtraction”, MATHEMATICAL THINKING AND LEARNING. 11(1-2) 61-78.
DOI: http://doi.org/10.1080/10986060802583980
Burman, D, Evans, D, Nunes, T, Bell, D (2008) “Assessing deaf children's writing in primary school: Grammar and story development”, Deafness and Education International. 10(2) 93-110.
DOI: http://doi.org/10.1002/dei.238
Nunes, T, Peter, B (2008) “The use of logical-mathematical principles in solving arithmetical operations”, INTERNATIONAL JOURNAL OF PSYCHOLOGY. 43(3-4) 530-530.
Bryant, P, Nunes, T (2008) “Morphemes, spelling and development: Comments on "The timing and mechanisms of children's use of morphological information in spelling" by S. Pacton and H. Deacon”, COGNITIVE DEVELOPMENT. 23(3) 360-369.
DOI: http://doi.org/10.1016/j.cogdev.2007.11.003
Rosa, JM, Nunes, T (2008) “Morphological priming effects on children's spelling”, READING AND WRITING. 21(8) 763-781.
DOI: http://doi.org/10.1007/s11145-007-9091-9
Nunes, T, Bryant, P (2008) “Rational Numbers and Intensive Quantities: Challenges and Insights to Pupils' Implicit Knowledge”, ANALES DE PSICOLOGIA. 24(2) 262-270.
Nunes, T, Bryant, P (2008) “Rational numbers and intensive quantities: Challenges and insights to pupils' Implicit knowledge”, Anales de Psicologia. 24(2) 262-270.
Burman, D, Nunes, T, Evans, D (2007) “Writing profiles of deaf children taught through British Sign Language”, Deafness and Education International. 9(1) 2-23.
DOI: http://doi.org/10.1002/dei.204
Nunes, T, Bryant, P, Evans, D, Bell, D, Gardner, S, Gardner, A, Carraher, J (2007) “The contribution of logical reasoning to the learning of mathematics in primary school”, BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY. 25 147-166.
DOI: http://doi.org/10.1348/026151006X153127
Nunes, T, Bryant, P, Bindman, M (2006) “The effects of learning to spell on children's awareness of morphology”, READING AND WRITING. 19(7) 767-787.
DOI: http://doi.org/10.1007/s11145-006-9025-y
Nunes, T, Pretzlik, U, Ilicak, S (2005) “Validation of a parent outcome questionnaire from pediatric cochlear implantation.”, Journal of deaf studies and deaf education. 10(4) 330-356.
DOI: http://doi.org/10.1093/deafed/eni027
Kornilaki, E, Nunes, T (2005) “Generalising principles in spite of procedural differences: Children's understanding of division”, COGNITIVE DEVELOPMENT. 20(3) 388-406.
DOI: http://doi.org/10.1016/j.cogdev.2005.05.004
Zarfaty, Y, Nunes, T, Bryant, P (2004) “The performance of young deaf children in spatial and temporal number tasks.”, Journal of deaf studies and deaf education. 9(3) 315-326.
DOI: http://doi.org/10.1093/deafed/enh034
Nunes, T (2004) “Domain-general and domain-specific processes in cognitive development: Essay review of the cradle of culture and what children know about writing and numbers before being taught by L. Tolchinsky”, Human Development. 47(6) 370-375.
DOI: http://doi.org/10.1159/000081040
Nunes, T (2004) “Domain-general and domain-specific processes in cognitive development”, HUMAN DEVELOPMENT. 47(6) 370-375.
DOI: http://doi.org/10.1159/000081040
Nunes, T, Desli, D, Bell, D (2003) “The development of children's understanding of intensive quantities”, International Journal of Educational Research. 39(7) 651-675.
DOI: http://doi.org/10.1016/j.ijer.2004.10.002
Mun, W, Nunes, T (2003) “Erratum to Hong Kong Children's Concept of Distributive Justice (Early Child Development and Care, (2013), 173, 1(119-129))”, Early Child Development and Care. 173(2-3) 357+.
DOI: http://doi.org/10.1080/030443032000113952
Wong, MMA, Nunes, T (2003) “Hong kong children's concept of distributive justice”, Early Child Development and Care. 173(1) 119-129.
DOI: http://doi.org/10.1080/0300443022000022477
Nunes, T, Bryant, P, Olsson, J (2003) “Learning morphological and phonological spelling rules: An intervention study”, SCIENTIFIC STUDIES OF READING. 7(3) 289-307.
DOI: http://doi.org/10.1207/S1532799XSSR0703_6
Windrass, G, Nunes, T (2003) “Montserratian mothers' and English teachers' perceptions of teaching and learning”, COGNITIVE DEVELOPMENT. 18(4) 555-577.
DOI: http://doi.org/10.1016/j.cogdev.2003.09.007
Nunes, T (2003) “The sociocultural construction of implicit knowledge”, COGNITIVE DEVELOPMENT. 18(4) 451-454.
DOI: http://doi.org/10.1016/j.cogdev.2003.09.003
Nunes, T, Moreno, C (2002) “An intervention program for promoting deaf pupils' achievement in mathematics.”, Journal of deaf studies and deaf education. 7(2) 120-133.
DOI: http://doi.org/10.1093/deafed/7.2.120
Nunes, T, Pretzlik, U, Olsson, J (2001) “Deaf children's social relationships in mainstream schools”, Deafness and Education International. 3(3) 123-136.
DOI: http://doi.org/10.1179/146431501790560972
Park, JH, Nunes, T (2001) “The development of the concept of multiplication”, COGNITIVE DEVELOPMENT. 16(3) 763-773.
DOI: http://doi.org/10.1016/S0885-2014(01)00058-2
Bryant, P, Nunes, T, Bindman, M (2000) “The relations between children's linguistic awareness and spelling: The case of the apostrophe”, READING AND WRITING. 12(3-4) 253-276.
DOI: http://doi.org/10.1023/A:1008152501105
Bryant, P, Nunes, T, Snaith, R (2000) “Orthography - Children learn an untaught rule of spelling”, NATURE. 403(6766) 157-158.
DOI: http://doi.org/10.1038/35003114
Bryant, P, Nunes, T (2000) “Phonology and morphology in learning to read and to spell”, INTERNATIONAL JOURNAL OF PSYCHOLOGY. 35(3-4) 4-4.
Bryant, P, Nunes, T, Snaith, R (2000) “Children learn an untaught rule of spelling.”, Nature. 403(6766) 157-158.
DOI: http://doi.org/10.1038/35003114
Barros, R, Nunes, T, Evans, D, Burman, D “Improving Deaf Children’s Working Memory through Training”, International Journal of Speech & Language Pathology and Audiology. 2(2) 51-66.
DOI: http://doi.org/10.12970/2311-1917.2014.02.02.1
“The importance of additive reasoning in children’s mathematical achievement: a longitudinal study”, Journal of Educational Psychology.
DOI: http://doi.org/10.1037/edu0000154