Society for the Scientific Study of Brighton, United Kingdom Conference Program

WEDNESDAY, JULY 18, 2018 Refreshments during breaks – Sandringham 09:00–04:00 Student and Early Careers Preconference Ambassador Room

01:00-03:30 Board Meeting Chartwell

04:00-05:00 Business Meeting (ST&D Keynote) Osborne Suite

05:00-07:00 Welcome Reception (Joint with ST&D) Oxford Gallery

Wednesday POSTER SESSION I (JOINT with ST&D) Authors Oxford Gallery 05:30-07:00 Katherine Binder, Mount Holyoke College: Assessing depth and breadth and their role in adult 1 [email protected]; An Tran; Kathryn Tremblay Why do better readers have larger ? Exploring the roles Laura Shapiro, Aston University: 2 of reading ability and reading experience in developing vocabulary [email protected]; Jessie Ricketts; Adrian knowledge Burgess Amélie Bourcier, University of Montreal: The effect of a vocabulary intervention on the , reading and 3 [email protected]; Rachel lexical skills of French-speaking grade 4 students Berthiaume; Daniel Daigle; Dominic Anctil Mary Requa, San Francisco State University: Vocabulary development through shared storybook reading with 4 [email protected]; Yi-Jui (Iva) Chen; Anne E. preschool parents Cunningham How phonological and morphological awareness interact for Erin Robertson, Cape Breton University: 5 children with [email protected]; Helene Deacon An examination of a -based training and its effects on Irit Bar-Kochva, German Institute for International 6 literacy skills in native speakers of German with a reading Educational Research, University of Haifa: disability [email protected]; Marcus Hasselhorn Cross-lagged panel analysis of reciprocal effects between Dongbo Zhang, University of Exeter: 7 morphological awareness and reading in Chinese in a multilingual [email protected]; CheKan Leong; Keiko Koda; context Elizabeth Pang Effects of morphological awareness training on spelling of Anila Fejzo, UQAM: [email protected]; Rihab 8 and morphologically complex words in fourth-grade Saidane; Kathleen Whissell-Turner French-speaking students Multidimensionality of morphologically complex words: Robin Irey, University of California at Berkeley: 9 Consideration at the item level [email protected]; Yi-Jui Iva Chen 2

The role of sleep in the consolidation of orthographic learning in Hannah Nash, University of Leeds: 10 children [email protected]; Anna Weighall A cross-linguistic study of the growth of word and pseudoword Marketa Caravolas, Bangor University: 11 reading efficiency: Impact of orthographic consistency [email protected] Cristina Martínez, University of Oviedo: Development of orthographic representations in Spanish children 12 [email protected]; Paz Suárez-Coalla; with dyslexia: Influence of semantic and phonological knowledge Fernando Cuetos Malin Wass, Luleå University of Technology: Learning to read when speech sounds different – orthographic 13 [email protected]; Ulrika Löfkvist; Lena Anmyr; learning in children with cochlear implants Eva Karltorp; Björn Lyxell Kindergarten development and early Orly Lipka, Haifa University: [email protected]; 14 literacy skills in Hebrew Dorin Wasserstein Elizabeth Norton, Northwestern University: Both low phonological and low rapid naming skills disrupt typical [email protected]; Georgios Sideridis; Ola 15 patterns of reading development: A cusp catastrophe model Ozernov-Palchik; Sara Beach; Maryanne Wolf; John Gabrieli; Nadine Gaab Dynamic assessment of the : Measuring R. Michael Barker, University of South Florida: 16 phonological awareness in children with complex communication [email protected]; Mindy Bridges; Kathryn needs who do not speak Saunders Phonological and lexical predictors of reading and spelling in ESL Rui Qi Choo, University of York: 17 learners [email protected]: Susan Rickard Liow Handwriting legibility reflects spelling difficulties in dyslexia but Cameron Downing, Bangor University: 18 not in developmental coordination disorder (DCD) [email protected]; Marketa Caravolas Invented spelling with feedback – Can a speech synthesis do the Stine Engmose, University of Copenhagen: 19 job? [email protected] Non-genetic factors driving individual differences in reading, Brian Byrne, University of New England: 20 and numeracy in Australian students: Insights from [email protected]; Connie Ho; Sally Larsen; discordant monozygotic twins. William Coventry; Callie Little; Richard Olson Jeffrey Malins, Yale University School of Medicine & Haskins Laboratories: [email protected]; An Examination of unexpected poor comprehenders using 21 Miao Li; Mellissa DeMille; Chintan Mehta; molecular-genetic and imaging-genetic approaches Dongnhu Truong; Maureen Lovett; Joan Bosson- Heenan; Jan Frijters; Jeffrey Gruen Molecular genetic examination of rapid automatized naming and Andrew K. Adams, Yale University: 22 rapid alternating stimulus in Hispanic and African American [email protected]; Dongnhu T. Truong; Joan youth: A multivariate approach. M. Bosson-Heenan; Jeffrey R. Gruen

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Ginette Dionne, Laval University: The genetic/environmental transmissions and innovations across [email protected]: Sara Mascheretti; 23 reading from ages 5 to 15 years Jeffrey Henry; Philippe Robaey; Mara Brendgen; Frank Vitaro; Michel Boivin; Cecilia Marino Mo Zheng, University of Hong Kong: A longitudinal analysis of word reading skills in Chinese twin [email protected]: Connie Suk-Han Ho; 24 children: genetic and environmental influences Bonnie Wing-Yin Chow; Simpson Wai-Lap Wong; Mary M. Y. Waye Exploring the effects of knowledge of writing on reading Chinese Mingjun Zhai, Rice University: 25 characters in skilled readers [email protected]; Simon Fischer-Baum Xiao Zhang, Georgia State University: Exploring the association between preschool literacy environment 26 [email protected]; Gary Bingham; Hope and children’s early writing development Gerde; Katherine McLendon Practice matters more than instruction: The relationship between David Coker, University of Delaware: 27 typical writing instruction, student practice, and writing [email protected]; Austin S. Jennings; Elizabeth achievement in first grade Farley-Ripple; Charles A. MacArthur The role of semantics in the organization of the mental lexicon Ayelet Sasson, Bar Ilan University: 28 among adults with dyslexia [email protected]; Rachel Schiff John Sabatini, Educational Testing Service: Comparing adult to adolescent performance on component 29 [email protected]; Tenaha O’Reilly; Zuowei Wang; assessments of reading Szu-Fu Chao; Daphne Greenberg Elizabeth Tighe, Georgia State University: Examining correlates of PIAAC literacy performance among the 30 [email protected]: Deborah K. Reed; Lee Branum- lowest-skilled United States adult prison population Martin Statistical Learning contributes to different reading skills in Ferenc Kemény, University of Graz: 31 children and adults [email protected]; Karin Landerl Return-sweep saccades and individual differences amongst skilled Adam Parker, Bournemouth University: 32 adult readers [email protected]; Timothy Slattery Unpacking gains in multisyllabic word reading by adult literacy Jennifer Goudey, Hospital for Sick Children: 33 learners: Differential intervention effects on affixes, syllables, and [email protected]; Jan C. Frijters; Daphne suffixes. Greenberg ; Maureen W. Lovett Hanna Poylio, Niilo Mäki Institute: The effects of a partner reading intervention on self-efficacy and 34 [email protected]; Annastiina Kettunen; Katja reading motivation among L2 learners Korhonen; Adrienn Jalonen; Paula Salmi The contribution of cognitive flexibility to reading in 3rd grade Larissa Alabe Padua, University of Victoria: 35 children learning French as a second (L2) [email protected]; Gina Harrison Alexa von Hagen, IDEALAB: [email protected]; 36 Foreign language attainment in children with poor literacy skills Saskia Kohnen ; Nicole Stadie

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Jolijn Vanderauwera, KU Leuven: Early dynamics of white matter deficits in children developing 37 [email protected]; Maaike dyslexia Vandermosten; Jan Wouters; Pol Ghesquière Ola Ozernov-Palchik, Massachusetts Institute of The relationships among SES, white matter, and reading Technology: [email protected]; 38 development: A longitudinal investigation from kindergarten to 2nd Elizabeth S. Norton; Yingying Wang; Sara D. grade. Beach; Jennifer Zuk; Maryanne Wolf; John D. E. Gabrieli; Nadine Gaab Examining the dimensionality of parent-child interactions related Trelani Milburn, Florida Center for Reading 39 to language and literacy for children in pre-kindergarten and Research: [email protected]; Christopher kindergarten Lonigan Jennifer Jacoby, Mount Holyoke College: 40 Oral narrative skills of at-risk pre-kindergarten children [email protected]; Rebecca Lebowitz Sonia Cabell, Florida State University: Effects of a text-messaging parent intervention on preschoolers’ 41 [email protected]; Tricia Zucker; Jamie DeCoster; literacy development Susan Landry; Maria Carlo Ana Sanchez Negrete, JEL Aprendizaje: Efficiency of non-standardized methods of assessing reading level 42 [email protected]; Rufina Pearson ; in low income schools: Correlation with standardized measures Terán Mercedes ; María Victoria Antonini Kevin Kien Hoa Chung, University of Hong Kong: Addressing the reading achievement gap in low-income families: [email protected]; Li Xiaomin; Lam Chun Bun; Lam 43 an early reading intervention program Cheuk Yi; Lai Pui Yee; McBride Catherine; Cheung Sum Kwing A latent profile analysis of language, reading, and dialect variation Nicole Patton-Terry, Georgia State University: 44 among low-income African American children [email protected]; Mi-Young Webb Julie Washington, Georgia State University: Reading and language performance of low-income African 45 [email protected]; Ryan Lee-James; American boys in grades 1 -5 Lee Branum-Martin; Congying Sun Jannicke Karlsen, University of Oslo: The relationship between socioeconomic factors and language [email protected]; Linda Larsen; Hanne 46 comprehension: A systematic review Næss-Hjetland; Margareth Snowling; Monica Melby-Lervåg Monica Graciela Migliardo, UNSAM: [email protected]; Ines Lagomarsino; Reading comprehension explicit instruction in 4th grade students of Eleonora Lasala; Alejandra Mendivelzúa; Manuela 47 low socio-economic status in Buenos Aires Sanchez; Laura García Blanco; María Pujals; Ivana Corrado; Cecilia Malbrán; Milagros Leroy; Marina Simian; Liliana Fonseca

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Susan Lambrecht Smith, MGH Institute of Health A two-stage longitudinal approach for early identification of 48 Professions; [email protected]; Allan dyslexia: Preliminary findings B. Smith; Jennifer A. Roberts Anna Petrova, University of Hong Kong: 49 Developmental dyslexia: Brain oscillations analysis [email protected]; Dustin Kai-Yan Lau; Sam-Po Law; I-Fan Su Ami Sambai, Osaka Kyoiku University: Characteristics of Kanji-word reading in Japanese children with 50 [email protected]; Mayu Tsukada; developmental dyslexia Yoshifumi Miyagawa; Ayaka Miki; Akira Uno Reading and oral comprehension skills in high-achieving Hélène Brèthes, LPC Marseille: 51 university students with dyslexia [email protected] Anna Cunningham, Coventry University: Exploring the dual-foundation model: Evidence from four studies of 52 [email protected]; Anne Castles; beginning readers Gabriela Malkova ; Markéta Caravolas Rachel E. Schachter, University of Nebraska: 53 Early childhood teachers’ language and literacy data practices [email protected]; Shayne B. Piasta Rihana Mason, Georgia State University: Does the relation between primary caregiver home literacy beliefs [email protected]; Christa Haring; Nicole Venuto; 54 and practices and children’s early academic skills rely on self- Lakeisha Johnson; Gary Bingham; Nicole Patton- regulation? Terry Jill Pentimonti, American Institutes for Research: The impact of teachers’ extratextual talk during shared reading on 55 [email protected]; Sherine Tambyraja; Tricia children’s language/literacy skills Zucker; Ryan Bowles; Laura M. Justice Elsje van Bergen, Vrije Universiteit Amsterdam: [email protected]; Maggie Snowling; Eveline de 56 Unravelling the link between reading ability and print exposure Zeeuw; Toos van Beijsterveldt; Conor Dolan; Dorret Boomsma; Kati Vasalampi; Minna Torppa Xiaomin Li, University of Hong Kong: Linking parental self-efficacy and homework involvement to child 57 [email protected]; Kevin Kien Hoa Chung; Chun Bun Chinese word reading: The unique roles of fathers and mothers Lam Fabiana Karstens, University of Cologne: Reading strategy instruction and students’ perceptions on fostering 58 [email protected]; Anke Schmitz; self-regulated reading Jörg Jost Robert Kelly, Ohio State University: 59 The effect of self-correction on beginning reading progress [email protected]; Jerome D’Agostino; Emily Rodgers

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Nancy Nelson, University of Oregon: The role of student-teacher interactions in explaining the [email protected]: Christian Doabler; 60 effectiveness of a first grade, systemic reading intervention in a Michael Stoolmiller; Patrick Kennedy; Brian cluster-randomized controlled trial Gearin; Hank Fien; Scott Baker; Keith Smolkowski; Jean Louise Mercier Smith What are the key cognitive-linguistic weaknesses of first-grade Fong Cathy Y.-C., The Education University of Hong 61 poor comprehenders in Chinese language? Kong: [email protected]; Connie. S.-H, Ho Predictors of discrete trajectories of reading comprehension Ryan Grimm, University of California, Davis: 62 development in first grade [email protected]; Emily Solari Heidi Korpipää, University of Jyväskylä: [email protected]; Pekka Niemi; Kaisa Prematurity as a predictor of the covariation between reading and 63 Aunola; Tuire Koponen; Minna Hannula- arithmetic skills among Finnish school beginners Sormunen; Suvi Stolt; Mikko Aro; Jari-Erik Nurmi; Päivi Rautava Trude Nergård-Nilssen, Arctic University of Parental literacy skills and HLE predict children’s outcomes: A 64 Norway: [email protected]; Monica longitudinal family-risk study Melby-Lervåg ; Minna Torppa Shawn Kent, University of Houston: Response to reading intervention: Comparison of methods and 65 [email protected]; Francesca Jones; Yaacov Petscher; predictors of responsiveness Stephanie Al Otaiba Robert Schwartz, Oakland University: 66 Secondary analysis of the four-year i3 scale-up [email protected]; Richard Lomax

THURSDAY, JULY 19, 2018 (JOINT with ST&D) Durham or 7:15 – 8:30 BREAKFAST Durahm Gallery SESSION 1 (8:30AM – 10:10AM) Thursday Symposium: Developmental dyslexia across and CHAIR: Ludo Verhoeven Oxford Suite 8:30- 10:10 writing systems Ludo Verhoeven, Behavioural Science Institute, 1 The nature of developmental dyslexia in a transparent Radboud University Nijmegen: [email protected]; Jos Keuning Vassiliki Diamanti, University of Oslo: Lexicality effects in reading accuracy and speed of typical and 2 [email protected]; Athanassios impaired readers in English and Greek Protopapas

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Sana Tibi, Florida State University: 3 Testing the applicability of the double-deficit hypothesis in Arabic [email protected]; John Kirby Yu-Lin Tzeng, Institute of Neuroscience, National Impaired orthographic processing in Chinese dyslexic children: 4 Yang-Ming University: [email protected] Evidence from the lexicality effect on N400 Chun-Hsien Hsu; Wan-Hsuan Lin; Chia-Ying Lee DISCUSSION: A neurobiological perspective on dyslexia across DISCUSSANT: Kenneth Pugh, Haskins 5 languages and writing systems Laboratories: [email protected] Symposium: Beyond vocabulary – oral language and Thursday communication skills in children learning English as an CHAIR: Claudine Bowyer-Crane Cambridge 8:30- 10:10 additional language Morphological awareness in children learning English as an Natalie Smith, University of York: 1 additional language [email protected] Narrative development in young children with EAL and their Dea Nielsen, University of York: 2 monolingual peers; similarities and differences [email protected]; Silke Fricke; Chris Dixon Language proficiency of children learning English as an additional Cecile De Cat, University of Leeds: 3 language [email protected] Communication skills in children learning English as an additional Claudine Bowyer-Crane, University of York: 4 language [email protected] DISCUSSANT: Holly Joseph, University of 5 DISCUSSION Reading: [email protected] Thursday Symposium: The simple view of reading alphabetic and non- CHAIR: Alfred Schabmann Clarence 8:30- 10:10 alphabetic languages A meta-analysis on the simple view of reading in Chinese: Effects of Connie Suk-Han Ho, University of Hong Kong: 1 grade level and dialect at different levels of decoding and linguistic [email protected]; Cathy Yui-chi Fong; Mo Zheng; comprehension Edmond Hong-Kei Cheung Simple view of reading among English as a foreign language Florina Erbeli, Florida State University & University 2 learners: A latent interaction modeling approach of Ljubljana: [email protected] Esther Geva, University of Toronto: Deconstructing the language comprehension component of the 3 [email protected]; Christie Fraser; SVR – an ELL perspective Alexandra Gottrdo R. Malatesha Joshi, Texas A&M University: 4 Simple view of reading (SVR) applied to non-alphabetic languages [email protected]; Pooja R. Nakamura; Kay Wijekumar Inga Wiedemuth, University of Cologne: Simple view of reading in German – the role of grammar and 5 [email protected]; Barbara Maria vocabulary Schmidt; Ann-Kathrin Hennes; Alfred Schabmann Thursday Symposium: Cross-linguistic studies of spelling CHAIR: Susie Russak Ambassador 8:30- 10:10 8

Spelling accuracy, errors, and component processes: Comparisons Gina Harrison, University of Victoria: 1 between children who speak English as a first (L1) and second [email protected]; Larissa Padua; Maxine Schmidt (L2) language Cross-language spelling patterns of plurilingual adolescents: A Robin L. Danzak, Sacred Heart University: 2 mixed analysis [email protected] An examination of spelling patterns in English as a foreign Susie Russak, Beit Berl College: 3 language (EFL) among native Hebrew and Arabic speaking good [email protected] and poor spellers Types of spelling errors by L1 and L2 speakers of a Romance Naymé Salas, Autonomous University of 4 language Barcelona: [email protected] DISCUSSANT: Ruth Huntley Bahr, University of 5 DISCUSSION South Florida: [email protected] Thursday Symposium: Overview of reading-writing connections: CHAIR: Rui A. Alves Hall 4 8:30- 10:10 Synthesis and the road ahead Rui A. Alves, University of Porto: Reading-writing connections: A case for integrative literacy 1 [email protected]; Teresa Limpo; R.Malatesha science Joshi Teresa Limpo, University of Porto: 2 Integrative approaches to literacy instruction and remediation [email protected]; Rui A. Alves; R. Malatesha Joshi Ying Guo, University of Cincinnati: Examining reading-writing connections in kindergarten children at [email protected]; Cynthia Puranik; Ben 3 the learning to write phase Kelcey; Molly Duncan; Allison Breit Smith; Sun Jing Barbara Arfé, University of Padova: The effects of articulatory gestures on phonemic segmentation and 4 [email protected]; Alberto Mariotto; Renan letter recognition Sargiani DISCUSSANT: Richard Wagner, Florida State 5 DISCUSSION University: [email protected] Gallery or 10:10-10:30 COFFEE BREAK Durahm Gallery SESSION 2 (10:30AM – 12:10PM) Thursday Invited Symposium – Reading comprehension across the Joint SSSR/ST&D Oxford Suite 10:30-12:10 ages: Learning to read and reading to learn Word to text integration within the reading systems framework Chuck Perfetti Considering the role of executive function in the Simple View of Mercedes Spencer and Laurie Cutting Reading 9

Integration of information within and between texts: Standards of Paul van den Broek coherence and individual differences Purposeful reading and the comprehension of multiple texts Jean Francois Rouet Discussion of reading comprehension across the ages DISCUSSANT: M. Anne Britt Durham or 12:10-12:40 LUNCH Durahm Gallery SESSION 3 (12:40PM – 2:20PM) Symposium: Literacy in children with Autism Spectrum Thursday Disorder: A developmental exploration and practical CHAIR: Deborah Bergman Deitcher Oxford Suite 12:40-02:20 interventions Comparing the home literacy environment of children with Autism Julie Thompson, Texas A&M University: 1 Spectrum Disorder with their typical peers one story at a time [email protected]; Eun Hye “Grace” Ko Shared book reading with children with ASD: Parents’ book Deborah Bergman Deitcher, Tel Aviv University: 2 preferences, children’s word learning, and the impact of book [email protected] genre Reading enhancements for students in grades 4–8 with Autism Colleen Reutebuch, The Meadows Center for 3 Spectrum Disorder (Project READ): Intervention iterative Preventing Educational Risk, University of Texas at development and refinement–Year 1 process and findings Austin: [email protected] Using Collaborative Strategic Reading – High School (CSR-HS) to Christopher Brum, San Diego State University: 4 support reading comprehension for secondary students with [email protected] autism DISCUSSANT: Jill Pentimonti, American Institutes 5 DISCUSSION for Research: [email protected] Symposium: Overlapping and distinct cognitive processes in Thursday reading and arithmetic: Evidence from studies on typical CHAIR: Eva Marinus Cambridge 12:40-02:20 development and from studies on comorbidity of impairments Bert De Smedt, University of Leuven: Individual differences in (cognitive) precursors of arithmetic and 1 [email protected]; Kiran Vanbinst Elsje reading in 5-year olds van Bergen; Pol Ghesquière; Charles Hulme, University of Oxford: Pattern understanding as a predictor of early growth in reading 2 [email protected]; Kelly and arithmetic skills Burgoyne; Stephanie Malone Riikka Heikkilä, University of Jyväskylä: Cognitive and non-cognitive predictors of reading and arithmetic 3 [email protected]; Tuire Koponen; Kenneth at grade 1 and 2 Eklund; Jonna Salminen; Mikko Aro Kristina Moll, University of Munich: 4 Comorbidity between learning disorders: dyslexia and dyscalculia [email protected] 10

Eva Marinus, Macquarie University: Explaining the association between surface dyslexia and poor 5 [email protected]; Ichelle Meijboom; Eliane arithmetic performance Segers; Genevieve McArthur Symposium: Exploring the relations between speech Thursday production and word reading in children with dyslexia, speech CHAIR: Kelly Farquharson Clarence 12:40-02:20 production deficits, or both Jennifer Zuk, Harvard University: The potential role of speech sound production in facilitating [email protected]; Jade Dunstan; Elizabeth 1 reading development among children at risk for reading Norton; Xi Yu; Ola Ozernov-Palchik; Yingying impairment Wang; John D.E. Gabrieli; Tiffany P. Hogan; Nadine Gaab Kathryn Cabbage, Brigham Young University: Characterizing nonword repetition production error patterns in 2 [email protected]; Tiffany Hogan; Shelley Gray; children with dyslexia Mary Alt; Samuel Green; Nelson Cowan Tiffany Hogan, MGH Institute of Health Dyslexia versus childhood apraxia of speech: Similar speech errors Professions: [email protected]; Jenya Iuzzini- 3 with different etiologies? Seigel; Jennifer Zuk; Kathryn Cabbage; Jordan Green Kelly Farquharson, Emerson College: The influence of lexical features and list length on nonword 4 [email protected]; Tiffany P. Hogan; Annie B. Fox; repetition skills for children with speech sound production errors John E. Bernthal DISCUSSANT: Jennifer Thomson, University of 5 DISCUSSION Sheffield: [email protected] Thursday Symposium: The role of statistical learning on reading and CHAIR: Monique Sénéchal Ambassador 12:40-02:20 spelling across languages Maaike Vandermosten, KU Leuven: Statistical learning of speech sounds in typical reading and dyslexic 1 [email protected]; Jan Wouters, children Pol Ghesquière, Narly Golestani Development and prediction of context-dependent vowel Laura M. Steacy, Florida State University: 2 pronunciation in elementary readers [email protected]; Donald L. Compton Statistical learning in printed words: The role and development of Fabienne Chetail, Université Libre de Bruxelles: 3 sensitivity to orthographic regularities [email protected]; Karinne Sauval Statistical learning of orthographic representations for silent-letter Maxime Gingras, Carleton University: 4 endings and double consonants in French [email protected]; Monique Sénéchal DISCUSSANT: Mark Seidenberg, University of 5 DISCUSSION Wisconsin-Madison: [email protected] Thursday Symposium: New insights into the genetic and environmental CHAIR: Laura Mason Hall 4 12:40-02:20 contributions to reading development and disability

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Defries-Fulker analyses of low reading ability in a longitudinal twin Susan Gross, Case Western Reserve University: 1 sample [email protected]; Carol Gross Gene x socioeconomic status interaction on decoding, reading Mia Daucourt, Florida State University: 2 comprehension, writing, and math, in an economically diverse U.S. [email protected]; Sara Hart; Rasheda twin sample Haughbrook; Jeanette Taylor Laura Engelhardt, University of Texas at Austin: Accounting for the shared environment in reading and math with 3 [email protected]; Jessica Church; Paige measured socioecological contexts Harden; Elliot Tucker-Drob Laura Mason, Ohio State University: Extended pedigree analysis of language impairment and reading 4 [email protected]; Christopher Bartlett; disability Stephen Petrill Daniel Leopold, University of Colorado Boulder: Prediction of individual differences in adolescent reading ability [email protected]; Andrew Reineberg; 5 using a priori neuroanatomy and task-based fMRI Kai Wang; Marie Banich; Erik Willcutt; Lee Thompson; Laurie Cutting; Stephen Petrill Durham or 02:20-02:40 COFFEE BREAK Durahm Gallery SESSION 4 (2:40PM-4:20PM) Thursday Symposium: Encoding across time and languages CHAIR: Joanne Arciuli Oxford Suite 02:40-04:20 Ben Bailey, University of Sydney: Incidental orthographic learning via colour detection task improves 1 [email protected]; Joanne Arciuli, children’s spelling performance in English Athanasios Protopapas Yanyan Ye, The Chinese University of Hong Kong: Longitudinal indicators of spelling development in first and second 2 [email protected]; Jason Lo, Catherine language learners McBride, Connie Ho, Mary Waye Rachel Schiff, Bar Ilan University: 3 Spelling affix letters in Hebrew: a new conceptual outlook [email protected]; Dorit Ravid, Shlomit Rosenshtok Richard Olson, University of Colorado: 4 Word reading and spelling accuracy: same or different skills? [email protected]; Jacqueline Hulslander, Rebecca Treiman Rebecca Treiman: Washington University, St. The unique role of early spelling in the prediction of later literacy 5 Louis: [email protected]; Jacqueline Hulslander, performance Richard K. Olson, Brian Byrne Thursday Symposium: Is accessing phonology in different ways CHAIR: Fiona Kyle Cambridge 02:40-04:20 important for deaf children’s literacy?

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Linda Cupples, Macquarie University: Predictors of reading ability at 9 years of age in children with 1 [email protected]; Teresa Ching; Laura hearing loss Button; Vivienne Marnane; Megan Gilliver Fiona Kyle, University of London: 2 Deaf children’s spelling errors do show evidence of phonology [email protected]; Emmanouela Terlektsi; Margaret Harris A randomized-controlled trial of Foundations for Literacy, an early Amy Lederberg, Georgia State University: 3 literacy intervention for deaf and hard-of-hearing children [email protected]; Susan Easterbrooks Mairéad MacSweeney, University College London: Using neurobiological insights to inform a computerised speech 4 [email protected]; Hannah Pimperton; reading training programme for young deaf children Fiona Kyle; Margaret Harris; Charles Hulme Brenda Schick, University of Colorado Boulder: A randomized-controlled trial of Fingerspelling Our Way to [email protected]; Amy Lederberg; 5 Reading Nancy Bridenbaugh; Rachel Boll, Carol Connor, Lee Branum-Martin Thursday Symposium: Toward understanding reading processes CHAIR: Athanassios Protopapas Clarence 02:40-04:20 through the study of naming tasks Sietske van Viersen, University of Amsterdam: The relation of serial and discrete word reading with visual 1 [email protected]; Madelon van den Boer, Peter attention span F. de Jong Athanassios Protopapas, University of Oslo: Articulation and pause time in serial and discrete naming and [email protected]; Katerina Katopodi; Angeliki 2 reading: Where do interrelations come from? Altani; Dimitris Sagris; Iliana Kolotoura; George K. Georgiou What you say matters – even for correlations between RAN, Mads Poulsen, University of Copenhagen: 3 reading fluency, and comprehension [email protected]; Holger Juul Reading in single- vs multiple-item displays: The effect of Pierluigi Zoccolotti, Sapienza University of Rome: 4 development and reading skills [email protected]; Sara Conforti 5 DISCUSSION DISCUSSANT: Rauno Parrila Thursday Symposium: Academic language and academic vocabulary: CHAIR: Jeff Elmore Ambassador 02:40-04:20 theory, instruction, and text Young-Suk Grace Kim, University of California, 1 Academic language: Empirical exploration of dimensionality Irvine: [email protected]; Yaacov Petscher Domain-specific academic vocabulary development in elementary Jeff Elmore, MetaMetrics: jelmore@.com; Jill 2 grades core disciplinary textbooks Fitzgerald; Jackie Eunung Relyea; Melody Kung Exploring a year-long intervention to develop primary-grade Kathy Ganske, Vanderbilt University: 3 students’ vocabulary knowledge during word study [email protected]

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Dianna Townsend, University of Nevada, Reno: Academic vocabulary and reading in the disciplines: Influences of 4 [email protected]; Hannah Carter; Julie Degbie; adolescents’ reading level and text density Darl Kiernan; Matthew Ochs DISCUSSANT: Donald Compton, Florida Center for 5 DISCUSSION Reading Research: [email protected] Thursday Symposium: The applicability of the Simple View of Reading CHAIR: Cláudia Cardoso-Martins Hall 4 02:40-04:20 to special populations Cláudia Cardoso-Martins, Universidade Federal de The Simple View of Reading (SVR): Application to children and 1 Minas Gerais: [email protected]; adolescents with Williams syndrome (WS) Carolyn B. Mervis The Simple View of Reading (SVR): Application to children with Carolyn Mervis, University of Louisville: 2 7q11.23 Duplication syndrome (Dup7) [email protected]; Cláudia Cardoso-Martins The Simple View of Reading as applied to individuals with Shuai Zhang, Texas A & M University: 3 : A meta-analytic review [email protected]; R. Malatesha Joshi The Simple View of Reading in poor comprehenders with Down Maja Roch, University of Padova: 4 syndrome (DS), Autism Spectrum Disorder (ASD) and typical [email protected]; Kate Cain; Chris Jarrold development (TD): Similar or different profiles? Applying the Simple View of Reading to the “special” problem of Richard Sparks, Mount St. Joseph University: 5 U.S. L2 learners [email protected] Durham or 04:20-04:40 COFFEE BREAK Durahm Gallery SESSION 5 (4:40PM – 6:20PM) Thursday Symposium: Understanding the role of statistical learning in CHAIR: Shelley Xiuli Tong Oxford Suite 04:40-06:20 reading and spelling development across languages Visual non-linguistic and visual linguistic statistical learning in Shelley Xiuli Tong, University of Hong Kong: 1 Chinese children with and without developmental dyslexia [email protected]; Macro Tsz Ho, Fong Merel Van Witteloostuijn, University of Relationships between statistical learning and literacy skills in 2 Amsterdam: [email protected]; Paul children with and without dyslexia Boersma; Frank Wijnen; Judith Rispens Exploring the role of auditory artificial grammar learning (AGL) in Kahta Shani, Bar-Ilan University & David Yelin 3 reading acquisition: One-year longitudinal study College: [email protected]; Schiff Rachel A multidimensional-bilevel approach on Chinese spelling analysis: Stephen Man Kit Lee, University of Hong Kong: 4 Unveiling cognitive behavioural spelling patterns in Chinese [email protected]; Shelley Xiuli Tong children with and without dyslexia DISCUSSANT: Rebecca Treiman, Washington 5 DISCUSSION University-St. Louis: [email protected] Thursday Symposium: Writing systems, literacy development and CHAIR: Sonali Nag & David L. Share Cambridge 04:40-06:20 combinatoriality 14

Peter T. Daniels, Independent scholar, New Jersey: 1 Writing systems [email protected] David L. Share, University of Haifa, Edmond J. Blueprint for a universal theory of learning to read: The 2 Safra Brain Research Center for the Study of Combinatorial Model Learning Disabilities: [email protected] Chinese literacy development and combinatorial principles at the Catherine McBride, The Chinese University of 3 radical and character levels Hong Kong: [email protected] Sonali Nag, University of Oxford, The Promise 4 Literacy learning in the akshara Foundation: [email protected] Rauno Parrila, Macquarie University: Combining in a hurry: Is the challenge the same across 5 [email protected]; Tomohiro Inoue; Mikko ? Aro; Athanasios Protopapas, Thursday Symposium: How neuroimaging methods can inform the CHAIR: Jo S. H. Taylor Clarence 04:40-06:20 science of reading and reading disorder. Jo S. H. Taylor, Aston University: Orthographic and phonological abstraction along the ventral visual 1 [email protected]; Matthew H. Davis; stream Kathleen Rastle Mapping the neural correlates of reading with representational Simon Fischer-Baum, Rice University: 2 similarity analysis [email protected] New dimensions: Relating computational models of word reading Jason D Zevin, University of Southern California, 3 to human performance and brain activity Haskins Laboratories: [email protected]; Jay Rueckl Maya Yablonkski, The Gonda Multidisciplinary Sensitivity to morphology in written word structure is associated Brain Research Center: [email protected]; 4 with ventral white matter pathways Kathleen Rastle; Jo S. H. Taylor; Michal Ben- Shachar Stimulating reading: EEG correlates of anatomically and Anna Woollams, University of Manchester: 5 functionally targeted left-lateralising neurostimulation to temporo- [email protected] parietal cortex in developmental dyslexia Symposium: Adult literacy learners: Evaluating reading and Thursday reading-related skills and intervening with blended CHAIR: Maureen W. Lovett Ambassador 04:40-06:20 instructional programs Daphne Greenberg, Georgia State University: Reading-related strengths and weaknesses of adults who read 1 [email protected]; Elena Nightingale; Lee between third and eighth grade levels Branum-Martin; Hongli Li Leslie Hodges, Georgia State University: Validating item level phonological processing performance across 2 [email protected]; Lee Branum-Martin; two populations Daphne Greenberg

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Amani Talwar, Georgia State University: Augmenting the Simple View of Reading for struggling adult 3 [email protected]; Elizabeth L. Tighe; readers: A unique role for background knowledge Daphne Greenberg Maureen W. Lovett, The Hospital for Sick Children, Is reading intervention for adult literacy learners associated with University of Toronto: [email protected]; Jan C. 4 meaningful outcome effects? Frijters; Jennifer Goudey; Arthur Graesser; Daphne Greenberg Arthur Graesser, University of Memphis: Performance of adults is higher for material tapping deep rather 5 [email protected]; Anne Lippert; Genghu than shallow comprehension when using AutoTutor Shi Thursday Symposium: Critical evaluation of the conceptualizations and CHAIR: Jason Lon Anthony Hall 4 04:40-06:20 operationalizations of letter knowledge Dimensionality of letter knowledge across names, sounds, case, and Jason Anthony, University of South Florida: 1 response modalities [email protected] Janelle Montroy, University of Texas-Houston: Which sounds should be scored as correct on an English test of 2 [email protected]; Jason Lon letter sounds? Anthony; Jeffrey Williams Bias in the assessment of English letter name and English letter Matthew Foster, University of South Florida: 3 sound knowledge: Group differences by gender, racial, and [email protected]; Jason Anthony; Jeffrey language status groups Williams; Janelle Montroy Psychometric evaluations of the short and long form tests of letter Jeffrey Williams, University of South Florida: 4 knowledge on the School Readiness Curriculum Based [email protected]; Jason Anthony Measurement System (SRCBM) DISCUSSANT: Shayne Piasta, Ohio State 5 DISCUSSION University: [email protected] Thursday POSTER SESSION II & Reception (JOINT with ST&D) Authors Oxford Gallery 06:20-07:50 Raffaele Dicataldo Università Degli Studi di Padova: The role of receptive vocabulary in listening comprehension of 1 [email protected]; Elena Florit ; Italian-English bilingual children Maja Roch Vocabulary depth and reading comprehension: Activation and Carsten Elbro, University of Copenhagen: 2 association of one versus multiple lexical entries [email protected]; Vibeke S. Asmussen Disentangling the contribution of direct instruction and practice on Jennifer Cooper, Middle Tennessee State 3 the remediation of the deficits of children with University: [email protected]; Jeremiah Ring; dyslexia Timothy N. Odegard Emilie Ginestet, CNRS - Laboratoire de Psychologie Bayesian modeling of lexical knowledge acquisition in BRAID, a 4 et NeuroCognition: emilie.ginestet@univ- model of visual word recognition. grenoble-alpes.fr; Sylviane Valdois; Julien Diard

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Controversial behavioral effects explained by BRAID, a new Thierry Phenix, UGA: thierry.phenix@univ- 5 probabilistic model of visual word recognition grenoble-alpes.fr; Julien Diard; Sylviane Valdois Milagros Tapia Montesinos, Universidad de Piura: Reading comprehension in Spanish: contribution of word 6 [email protected]: Juan C. Ripoll; Gerardo recognition and language abilities Aguado ; R. Malatesha Joshi L1 phonological interference and L2 phonological mediation in Joanna Guohong Zeng, University of British 7 bilingual visual word recognition Columbia: [email protected]: Guofang Li Ambre Denis-Noël, Aix-Marseille Université: Activation time-course of phonological code in silent word 8 [email protected]; Eric Castet; Chotiga recognition in adult readers with and without dyslexia Pattamadilok; Pascale Colé Graphotactic and morphological regularities training in spelling: Julie Robidoux -- Universite de Montreal: 9 Long-term effects of an interventional study in French third [email protected]; BrigitteStanké; graders Stefano Rezzonico; Phaedra Royle Inflectional and derivational morphological processing in EFL Arige Younis Elouty, [email protected]: Elinor 10 spelling Saiegh-Haddad Investigating the item factor structure of a derivational morphology task with struggling adult reader investigating the Gal Kaldes, Georgia State University: 11 item factor Structure of a derivational morphology task with [email protected]; Elizabeth Tighe struggling adult readers The influence of frequency and morphological family size on the Shani Levy Shimon, David Yellin College: as an unstable letter in Hebrew [email protected]; Miki Cohen; Rachel ('ה) representation of the letter He 12 spelling Schiff; Dorit Ravid Alia Pugh, TextProject: [email protected]; 13 An examination of rare words in texts across grades and genres Elfrieda H. Hiebert Do children rely on orthography when they correct Devin Kearns, University of Connecticut: 14 mispronunciations? [email protected] Ranya Bisharat Farraj, Bar-Ilan University: The impact of linguistic distance and orthography on writing in 15 [email protected]; Lior Laks; Elinor Saiegh- Arabic Haddad The orthographic learning of polysyllabic words: Semantics as a Reem Ghanem, University of Connecticut: 16 source of variability [email protected]; Devin Kearns Victor H.P. van Daal, Edge Hill University: 17 Modelling orthographic learning, reading, and spelling [email protected]; Malin Wass; Herman Adèr Doris Vahlhaus-Aretz, University of Cologne: Are phonological awareness, prosodic sensitivity, and letter 18 [email protected]; Barbara M. knowledge separable factors in German speaking first-graders? Schmidt; Igor Osipov; Alfred Schabmann

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Elizabeth Worster, University College London: The relationship between visual speech, phonological awareness 19 [email protected]; Hannah and reading in hearing children. Pimperton; Charles Hulme; Mairead MacSweeney Qinjun Wang, University of Minnesota, Twin Cities: Comparing the key position and item difficulty relationship in 20 [email protected]; Jose Palma; Alisha alphabetical knowledge and phonological awareness measures Wackerle-Hollman; Scott McConnell Ivana Corrado, Universidad Nacional de San Martín: [email protected]; Ines Lagomarsino; Five-year longitudinal prediction of reading subskills by rapid Eleonora Lasala; Marina Simian; Milagros Alegre; 21 naming and phonological awareness in a cohort of Spanish Manuela Sanchez; Maria Pujals; Graciela Meretta; speaking argentine children. Alejandra Mendivelzua; Laura Garcia Blanco; Liliana Fonseca Do children with dyslexia present a handwriting deficit? Impact of Claire Gosse, Université Catholique de Louvain: 22 word graphic complexity on spelling and handwriting [email protected]; Marie Van Reybroeck performance. Beth O'Brien, National Institute of Education at 23 An examination of spelling stage models with latent class analysis NTU: [email protected]; Ong Quan He; Malikka Begum Binte HM Early literacy skills: How early can you assess it and does music Elena Zaretsky, Clark University: 24 help? [email protected] Does children in classes with a faster pace in letter instruction Kristin Sunde, University of Stavanger: 25 develop better letter knowledge, word reading and spelling skills [email protected]; Kjersti Lundetræ during 1st grade? A development of text processing strategies: an eye-tracking study Alexandr Kornev, St.Petersburg State Pediatric 26 of the text reading in typically-developing and dyslexic children Medical University: [email protected]; Sergey Oganov Yuji Ushiro, University of Tsukuba: How do L2 readers monitor intentional coherence during narrative [email protected]; Takumi Ojima; 27 reading?: Evidence from an eye-tracking study Hazuki Kawashima; Shiho Suzuki; Rika Mandokoro; Kozo Kamimura Gal Ben-Yehudah, Open University of Israel: Digital text comprehension: An eye-movement study of text and 28 [email protected]; Orly Azulai; Yael Gilutz; Yoram multimedia integration Eshet-Alkalai Erica Lembke, University of Missouri: Exploring teachers’ fidelity of implementation of Data-Based 29 [email protected]; Kristen McMaster; Britta Instruction in early writing Bresina Michael Hebert, University of Nebraska-Lincoln: Improving sentence writing skills with Quill: A sentence 30 [email protected]; Pamela Bazis; Julia combining and computer feedback intervention Roehling; Yun Yang; Marianna Lamnina

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Carolina Cordeiro, University of Porto: Do handwriting fluency and self-efficacy beliefs explain the gender 31 [email protected]; São Luís gap in writing? Castro; Teresa Limpo Portia Padilla, Portia Padilla -- Wilfrid Laurier Simple view of reading in three languages: Kapampangan, Filipino, 32 University: [email protected]; Alexandra and English Gottardo Where do executive functions fit in the simple view of reading? Michael Kieffer, Florida State University: 33 Evidence from adolescent bilinguals [email protected] David Dickinson, Vanderbilt University: Emerging Interdependent Systems: A downward extension of the 34 [email protected]; Kimberly Nesbitt; Simple View of Reading Kerry G. Hofer Razan Silawi, University of Haifa: Calibration of reading comprehension across L1, L2, and L3: 35 [email protected]; Yasmin Shalhoub- domain-general or language-specific? Awwad ; Anat Prior Ricky Van-yip Tso, Education University of Hong Salvaging English literacy as L2 in native Chinese-speaking Kong: [email protected]; Kitty Kit-yu 36 children with dyslexia Yeung; Janet Hui-wen Hsiao; Kathy Kar-man Shum Cecilia Malbran, Universidad Nacional de San Martín: [email protected]; Cristian Soto; iSTART-E: A Spanish web-based reading comprehension strategy 37 Kathryn McCarthy; Juan PabloBarreyro; Ricardo trainer Olmos; Liliana Fonseca; Danielle McNamara; Marina Simian Semantic priming and reading skills among Spanish-speaking Sergio Leiva Cardona, University of Nebraska: 38 language-minority children [email protected]; Marc Goodrich Maximiliano Montenegro, Pontificia Universidad Reading as a bridge to science understanding: Reading Católica de Chile: [email protected]; 39 comprehension and reading fluency as mediators of science Marion Galoera; Alejandra Meneses; Jose Pablo Learning in Spanish-speaking 5th grade students Escobra; Soledad Veliz; Maria Paz Ramirez Exploring the effects of the home language environment on growth John Goodrich, SECD-University of Nebraska- 40 in language skills among Spanish-speaking language-minority Lincoln: [email protected]; Christopher children J. Lonigan; Beth M. Phillips Silvia Siu-Yin Lam, Northwestern University: Modeling relations among rapid automatized naming, processing [email protected]; Ola Ozernov- 41 speed, and reading fluency in early reading development Palchik; Sara D. Beach; Nadine Gaab; John Gabrieli; Elizabeth S. Norton

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Shelley Shaul, Edmond J. Safra Brain Research The relationship between reading fluency and arithmetic fact- Center for the study of Learning Disabilities, Haifa 42 fluency and their shared constructs University: [email protected]; Reut Abeles- Balhinez The role of naming speed, word knowledge and syllable omission Adi Shechter, Haifa University: 43 for word and text reading fluency in first and third grade Hebrew- [email protected]; Tami Katzir ; Orly Lipka speaking children Growth trajectories on reading and mathematics of first grade Cristina Rodríguez, [email protected]; Doris, L. Baker; 44 children at risk of learning difficulties Felipe Sepúlveda; Marcela Bizama Nuria Gutierrez, Universidad de La Laguna: Early reading and cognitive profiles of comorbid word reading and 45 [email protected]; Laura M. Steacy; Donald L. math calculation difficulties. Compton Reading and math achievement in children with dyslexia and/or Suzanne Adlof, University of South Carolina: 46 developmental language disorder [email protected]; Alison Eisel Hendricks Megan Bird, University of Oxford: The effect of reading anxiety on secondary school children’s 47 [email protected]; Rachel Maddox; Yaling reading and math performance Hsiao; Kate Nation Priyanka Patel, University of Jyväskylä: GraphoLearn India: The effectiveness of a computer assisted 48 [email protected]; Minna Torppa; Ulla reading intervention in supporting English readers in India Richardson; Heikki Lyytinen Longitudinal replication of a Tier II intervention model for Kathleen Brown, University of Utah Reading Clinic: 49 struggling readers across all grades [email protected]; Matthew K. Fields Ju-Ling Chen, National Academy for Educational Research: [email protected]; Jih-Ho Cha; 50 Using Auto Tutor in strategic reading Hou-Chiang Tseng; Min-ying Tsai; Berlin Chen; Yao-Ting Sung Garrett Roberts, University of Denver: Problem behaviors as a predictor of reading outcomes for 51 [email protected]; Sharon Vaughn; Greg elementary students with reading deficits Roberts Jason C M Lo, Chinese University of Hong Kong: Using the N1 print tuning effect to predict poor reading in Chinese 52 [email protected]; Catherine McBride; Connie in Hong Kong children Suk-han Ho; Mary M. Y. Waye; Urs Maurer Marina Tual, Université-Grenoble-Alpes: The effects of a multicomponent reading intervention for 6th grade [email protected]; Laurent Lima; Maryse 53 struggling readers Bianco; Pascal Bressoux; Marc Gurgand; Suzanne Bellue

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Cheryl Varghese, Frank Porter Graham Child Unpacking implementation fidelity of a Tier 2 reading intervention: 54 Development Institute: [email protected]; Is the sum greater than the parts? Mary Bratsch-Hines; Lynne Vernon-Feagans Jill Allor, Southern Methodist University, Simmons Evidence for a literacy intervention for students with intellectual 55 School: [email protected]; Stephanie Al Otaiba; and developmental disabilities Carlin Connor Katharine Miles, Brooklyn College: Reading Rescue: A follow-up on the effectiveness of an 56 [email protected]; Mark Lauterbach; intervention program Dana Murano; Ginny Dembek Intertwined development of academic language discourse and Dan Reynolds, John Carroll University: 57 reading comprehension [email protected] Let me count the ways: Structural relations among decoding, Congying Sun, Georgia State University: 58 reading comprehension, and language comprehension [email protected]; Lee Branum-Martin Brandy Gatlin, University of California, Irvine: Examining the structure of dialect and language skills among early 59 [email protected]; Nicole Patton Terry; Lakeisha elementary African American children Johnson Meta-comprehension processes in First (L1) and Foreign language Lilach Temelman-Yogev, Haifa University: 60 (FL) reading comprehension: Training and feedback [email protected]; Tami Kazir; Anat Prior Ernesto Guerra, Universidad de Chile: Lexical knowledge modulates the speed of integration of words to 61 [email protected]; Edmundo preceding text Kronmüller

FRIDAY, JULY 20, 2018 Durham or 7:15 - 8:30 BREAKFAST Durahm Gallery SESSION 1 (8:30AM – 10:10AM) Friday Symposium: Vocabularies - and how to make them grow CHAIR: Holger Juul Oxford Suite 08:30-10:10 Estimates of individual differences in vocabulary size in English: Dawna Duff, University of Pittsburgh: 1 how many words are needed to close the vocabulary gap? [email protected] Jessie Ricketts, University of London: Orthographic facilitation for vocabulary acquisition: Does it work 2 [email protected]; Lucy Taylor; Elizabeth in the classroom? Wonnacott

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Anna Gellert, University of Copenhagen: Effects of a morphological intervention on the word knowledge and 3 [email protected]; Elisabeth Arnbak; Signe text comprehension of fifth-grade students with poor vocabulary Wischmann Amy Crosson, Penn State University: Effects of an academic vocabulary intervention using latin roots on 4 [email protected]; Margaret McKeown; Kelly adolescent English learners Patrick Robbins; Kathleen Brown Can word learning during be stimulated Anne-Mette Veber Nielsen, University of 5 through instruction in the use of strategies (morphological Copenhagen: [email protected]; Hanne analysis and attention to context clues)? Trebbien Daugaard; Holger Juul Friday Symposium: Challenges in assessing reading comprehension CHAIR: Catherine Turcotte Cambridge 08:30-10:10 Anna Potocki, CeRCA, Poitiers university, CNRS: [email protected]; Guillaume de Assessing “extended” comprehension abilities: Development of 1 Pereyra; Christine Ros; Mônica Macedo-Rouet; source evaluation skills from childhood to young adulthood Marc Stadtler; Ladislao Salmeron; Jean -François Rouet Maryse Bianco, Université Grenoble-Alpes, LaRAC: The dimensionality of texts and questions assessing reading [email protected]; Laurent 2 comprehension in French Lima; Aurélie Nardy; Pascale Colé; Hakima Megherbi; Alix Seigneuric In search of a reliable, valid, and instructionally useful measure for Amy Elleman, Middle Tennessee State University: 3 comprehension progress monitoring: An examination of reader [email protected]; Casey F. Brasher; Eric and item characteristics for different types of maze tasks Oslund; Jwa Kim; Jennifer Cooper Developing a group-administered reading comprehension Catherine Turcotte, Université du Québec à 4 assessment that can guide instruction Montréal: [email protected] DISCUSSANT: John Kirby, Queen's University: 5 DISCUSSION [email protected] Symposium: Emerging solutions for implementing multi- Friday tiered systems of support with Spanish-English bilinguals in CHAIR: Lillian Duran Clarence 08:30-10:10 early childhood education Innovations in progress monitoring Spanish-speaking Lillian Duran, University of Oregon: 1 preschooler’s Spanish language and early literacy development [email protected] The performance of Spanish-English bilingual preschoolers on the Alisha Wackerle-Hollman, University of Minnesota: 2 Spanish and English progress monitoring measures [email protected] Trina Spencer, University of South Florida The impact of Spanish-English multi-tiered intervention to 3 [email protected]; Douglas B. Petersen; M. promote academic language skills of preschoolers Adelaida Restrepo; Marilyn Thompson

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Iterative development and pilot testing of developing talkers: A Maria Carlo, University of South Florida: 4 tiered academic English language curriculum for pre-kindergarten [email protected]; Tricia Zucker; Susan Landry; and Kindergarten dual-language learners Jeffrey Williams; Vibhuti Bhavsar DISCUSSANT: Sylvia Linan-Thompson, University 5 DISCUSSION of Oregon: [email protected] Friday Symposium: Writing development processes and practices: CHAIR: Gary Bingham Ambassador 08:30-10:10 Attention to child, parent, and teacher factors Do you like to write?: Young children’s perceptions of early writing Chenyi Zhang, Georgia State University: 1 experiences [email protected]; Margaret F. Quinn Maternal writing supports for kindergartners with and without Lori Skibbe, Michigan State University: 2 Cerebral Palsy [email protected]; Dorit Aram The unique role of academic language in written expression across Adrea Truckenmiller, Michigan State University: 3 late elementary to secondary grade levels [email protected]; Yaacov Petscher You wrote the right letter for the right sound!”: Parents’ reading- Aviva Segal, McGill University: 4 related knowledge and the writing feedback they provide in a joint [email protected]; Sandra Martin-Chang writing activity Early childhood teachers’ knowledge and beliefs about writing: Gary Bingham, Georgia State University: 5 Associations with classroom practices and children’s writing [email protected]; Margaret F. Quinn; Hope K. development Gerde; Xiao Zhang; Rebecca Barria Friday Symposium: Morphological processing in reading: Items CHAIR: Maximiliano A. Wilson Hall 4 08:30-10:10 effects and participants characteristics Maximiliano A. Wilson, University Laval: Morphological priming in fifth graders with different reading 1 [email protected]; Anna profiles Potocki; Pauline Quémart Modelling the influence of morphological knowledge on reading Eddy Cavalli, Université Lumière Lyon: 2 acquisition [email protected]; Pascale Colé Séverine Casalis, Université de Lille Morphological decomposition in low and intermediate low 3 [email protected]; Florian Salomé; proficiency bilinguals: Only embedded stem matters Aris Terzopoulos; Lynne Duncan Phaedra Royle, Université de Montréal: 4 The primacy of morphology in French verb processing [email protected]; Émilie Dessureault; Karsten Steinhauer; Simona Brambati Claudia H. Sánchez-Gutiérrez, University of MorphoLex_FR: A derivational morphological database for 40,000 5 California, Davis: [email protected]: Hugo French words Mailhot; Hélène Deacon; Maximiliano A. Wilson Durham or 10:10-10:30 COFFEE BREAK Durahm Gallery SESSION 2 (10:30AM – 12:10PM) 23

Friday Symposium: Developing language and literacy skills using a CHAIR: Jessica Scott Oxford Suite 10:30-12:10 bilingual approach to deaf education The influence of early American Sign Language exposure on Jessica Scott, Georgia State University: 1 acquisition of academic English among deaf and hard of hearing [email protected] students Implicit and explicit bilingual approaches in writing instruction Kimberly Wolbers, University of Tennessee 2 with deaf students [email protected]: Hannah Dostal The role of American Sign Language for learning to read for a Marlon Kuntze, Gallaudet University 3 population that does not have access to spoken English [email protected]; Jessica Scott Leala Holcomb, University of Tennessee The effects of ASL rhythm and rhyme on ASL phonological 4 [email protected]; Debbie Golos; Annie awareness on language development in early childhood classrooms Moses DISCUSSANT: Jeff Bravin, American School for 5 DISCUSSION the Deaf Friday Symposium: Symposium on reading motivation CHAIR: Ilona S. Wildeman Cambridge 10:30-12:10 Franziska Schwabe, TU Dortmund University: 1 The importance of motivation as predictor of text comprehension [email protected]; Nele McElvany; Nicole Kaufmann Amélie Rogiers, Ghent University: Reading motivation profiles in secondary school: The student- 2 [email protected]; Emmelien Merchie; teacher connection Hilde Van Keer Lisa van der Sande, Free University Amsterdam Supporting students’ book selection behavior: Effects on reading 3 [email protected]; Roel van Steensel; motivation, reading behavior, and reading comprehension levels Adriana Bus The effects of nudging in a study on enriched school libraries in Ilona Wildeman, Free University Amsterdam 4 secondary education [email protected]; Roel van Steensel; Adriana Bus DISCUSSANT: James Kim, Harvard Graduate 5 DISCUSSION School of Education: [email protected] Friday Symposium: Morphological processing and literacy CHAIR: Rachel Berthiaume Clarence 10:30-12:10 development: Current issues and research Rachel Berthiaume, Université de Montréal: 1 Morphological processing tasks and measurement issues [email protected]; Amélie Bourcier; Daniel Daigle Lynne Duncan, University of Dundee: 2 The acquisition of derivational morphology in children [email protected]; Alain Desrochers; S. Hélène Deacon; Anila Fejzo

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The effects of morphological instruction on vocabulary learning, John R. Kirby, Queen's University 3 reading, and spelling [email protected]; Cara Metzler; Peter N. Bowers Daniel Daigle, University of Montreal: 4 Classroom practices in morphological instruction [email protected]; Julie A. Wolter Rachel Berthiaume; Noémia Ruberto DISCUSSANT: Julie Wolter, University of Montana 5 DISCUSSION [email protected] Friday Symposium: The effect of feedback on reading CHAIR: Maria T. Sikkema - de Jong Ambassador 10:30-12:10 comprehension Barbara Caretti, University of Padova: Are working memory training effective in increasing reading 1 [email protected]; Erika Borella; Cesare comprehension ability? Cornoldi Processing formative feedback to enhance readers’ deep Eduardo Vidal-Abarca, University of Valencia: 2 comprehension [email protected]; Ignacio Mañez Kathryn S. McCarthy, Arizona State University Adapting text difficulty o support reading comprehension in an 3 [email protected]; Amy M. Johnson; Micah intelligent tutoring system Wantanabe; Danielle S. McNamara Elise K. Swart; Leiden University, Supporting reading comprehension: A meta-analysis on when and 4 [email protected]; Thijs M. J. Nielen; how to provide feedback during reading Maria T. Sikkema-de Jong DISCUSSANT: Danielle S. McNamara, Arizona 5 DISCUSSION State University: [email protected] Friday Spoken Paper: Reading in a Second Language CHAIR: David Francis Hall 4 10:30-12:10 The effect of dialogic reading paired with multi-sensory learning of Yan Ling Zhou, Education University of Hong Chinese characters for L2 Chinese young learners at Hong Kong Kong: [email protected]; Jian Hong Mo; 1 kindergartens Longyin Chan; Kevin K. K. Chung; Catherine McBride Developing literacy in language-minority children: A pre-literacy Cyril Wealer, University of Luxembourg: 2 intervention study in Luxembourg [email protected]; Pascale Engel de Abreu; Silke Fricke Effects of explicit English vocabulary instruction on developing Siu Sze (Susanna) Yeung, Education University of 3 Chinese ESL kindergarten children’s L2 vocabulary and Hong Kong: [email protected] phonological awareness David Francis, University of Houston: Identification of Reading and Language Disabilities in Spanish- 4 [email protected]; Kristi Santi; Shiva Khalaf; Raul speaking English Learners Rojas; Ferenc Bunta

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Word and pseudoword in adult ESL learners: Katherine Martin, Southern Illinois University: 5 Comparisons across L1s using different scoring methods [email protected] Durham or 12:10-12:40 LUNCH Durahm Gallery Friday POSTER SESSION III Authors Oxford Gallery 12:40-2:10 Differential vocabulary- and phonological instructions with E- Marianne van Dijken, University Leiden: 1 storybooks to support children with weak early literacy skills [email protected] The development of academic vocabulary among Arabic native Baha Makhoul, Hebrew University, Oranim 2 speaking middle school pupils: How much do they really know? College: [email protected] Investigating science vocabulary acquisition through a bi-factor Emily Hayden, Iowa State University: 3 model approach [email protected]; Anupma Singh From infancy to adolescence: The longitudinal links between Sebastian Suggate, University of Regensburg: 4 vocabulary, early literacy skills, oral narrative, and reading [email protected]; Elizabeth Schaughency; comprehension Helena McAnally; Elaine Reese Longitudinal effects of different aspects of morphological Ioannis Grigorakis, University of Crete: 5 awareness skills on early spelling development [email protected]; George Manolitsis The roles of morphological awareness and rapid automatized Ying Zhao, Beijing Normal University: 6 naming (RAN) in Chinese children’s reading comprehension and [email protected]; Xinchun Wu reading fluency: Evidence from longitudinal mediation models Morphological awareness skills and spelling in children with Marie-Pier Godin, Universite du Quebec a 7 developmental language disorder: The case of derivational silent Montreal: [email protected]; Andréanne letters in French Gagné; Nathalie Chapleau When is a corner like corn? Morpho-orthographic segmenting Lindsay Rosenberg, University of Manitoba: 8 skills in children who struggle with reading [email protected]; Richard Kruk The influence of lexicon size and font characteristics on Benjamin Gagl, Goethe University Frankfurt: 9 information optimization in reading: an orthographic prediction [email protected]; Simon Schug; model investigation Chistian Fiebach The distinctness of and relationship among orthographic Elizabeth Mackay, Dalhousie University: 10 knowledge, word reading, and lexical access [email protected]; Helene Deacon; Nicole Conrad Daniela Teixeira Gonçalves, Universidade Federal The development of Brazilian Portuguese (BP) orthographic de Minas Gerais: [email protected]; Caroline G. 11 knowledge in children with reading disabilities (RD) and children de Magalhães; Carolyn B. Mervis; Cláudia Cardoso- with typical development (TD) Martins Carole Hanner, Université Grenoble Alpes: Predictors of orthographic knowledge in grade 3: beyond decoding [email protected]; Marie-Line 12 skills, what is the part of previous word-specific orthographic Bosse; Laurent Lima; Maryse Bianco; Pascal knowledge and sensitivity to orthographic constraints? Bressoux

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It takes two (languages) to make a thing go write: Dual language Sara Ashley Smith University of South Florida: 13 writing and working memory among Spanish-English Bilinguals. [email protected]; Jessica G. Briggs, The predictive role of working memory in Chinese reading Jue Pan, Education University of Hong Kong: 14 comprehension among Hong Kong kindergarteners [email protected]; Lin Dan The relationship between auditory sequence processing and Faye Smith, University of Newcastle: 15 language skill in children: do working memory or attention act as [email protected]; Tim Griffiths; mediators? Sukhbinder Kumar; Manon Grube Rosangela Gabriel, Universidad de Santa Cruz Do Comparing reading acquisition and working memory capacity in 16 Sul: [email protected]; Régine Kolinsky; José children and adults learning to read Morais Nancy McIntyre, University of California, Davis: Longitudinal relations between working memory, inference, and 17 [email protected]; Ryan Grimm; Matt Zajic; reading comprehension in higher-functioning children with ASD Emily Solari; Peter Mundy Phonological decoding and word reading accuracy in children Alison Arrow, University of Canterbury: 18 taught by whole-language: Does instruction influence the [email protected]; James Chapman relationship? Predicting reading and spelling achievement in French-speaking Caroline Vander Stappen, UCL: 19 beginning readers. Specific contributions of phonological [email protected]; Marie Van awareness and RAN. Reybroeck Agnieszka Debska, Nencki Institute of Experimental Biology: [email protected]; Traces of spelling and reading deficits in the neural phonological Katarzyna Chyl; Gabriela Dziegiel; Agnieszka 20 network Kacprzak; Magdalena Łuniewska; Joanna Plewko; Artur Marchewka; Anna Grabowska; Katarzyna Jednoróg David Moreno, Universidad Autónoma de Madrid: Selective attention in reading comprehension through the quality 21 [email protected]; José Antonio León; of a summarization task: An eye tracking study Inmaculada Escudero; Johanna K. Kaakinen What do children read better? Eye movements in reading Lorena Alicia Martin-Arnal, Universidad Autónoma 22 comprehension of comics and texts using a coherent/incoherent de Madrid:[email protected]; Jose A. León; paradigm. An eye-tracking study. Ricardo Olmos Is RAN capturing the efficiency of processing multiple stimuli Pamela Eberharter, University of Alberta: 23 presented in serial fashion? Evidence from an eye-movement [email protected]; George K. Georgiou study. Molly Farry-Thorn, Washington University, St. 24 Children’s knowledge about the function of writing in storybooks Louis: [email protected]; Rebecca Treiman

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Hilde Hofslundsengen, Western Norway University Longitudinal effects of an invented writing intervention in 25 of Applied Sciences: [email protected]; preschool on fifth grade reading comprehension Bente E. Hagtvet; Arne Lervåg The role of coherence in the relationship between reading and Sabine Stephany, University of Cologne: 26 writing of 4th grade students [email protected] Tin Nguyen, Vanderbilt University: Executive functions and brain structural development support the 27 [email protected]; Stephanie Del Tufo; growth of readers’ self-correction probability Laurie Cutting Katherine Hall, Coventry University: Do differences in central executive functioning explain patterns of 28 [email protected]; Helen L. Breadmore; comorbidity in DDLD and dyslexia? Julia M. Carroll The effects of “Interactive repeated reading aloud program” and “executive function activity integrated into repeated reading aloud HsinYing Chien, National Taitung University: 29 instruction” on oral comprehension and executive function [email protected] performance of preschoolers Dan Lin, Education University of Hong Kong: Executive functioning predicts reading comprehension in Hong 30 [email protected]; Yingyi Liu; Huilin Sun; Kong Chinese kindergartners Hong Li; Siu-sze Yeung; Tin-Yau Wong Britta Bresina, University of Minnesota: The contribution of executive function to inference making for [email protected]; Reese Butterfuss; Kyle Wagner; 31 struggling comprehenders Jasmine Kim; Kristen McMaster; Panayiota Kendeou English-Chinese bilingual children’s reading: Evidence for course- Jie Zhou, Univeristy of Manitoba: 32 grain strategy preference [email protected]; Richard Kruk Aris Terzopoulos, University of Dundee: Task demands and teaching methods modulate lexical and semantic 33 [email protected]; Lynne Duncan; processing of translations for young bilinguals Georgia Niolaki; Jackie Masterson What and when individual differences matter: Internal and He Sun, National Institute of Education, Nanyang 34 external factors in bilingual preschooler’s English literacy Technological University: development [email protected] Commercial systematic synthetic programmes: A possible Jonathan Solity, Optima Psychology Ltd: 35 cause of pupils’ literacy difficulties [email protected] Predicting for Dutch adolescents: The Utrecht Suzanne Kleijn, Utrecht University: 36 Readability Model (U-Read) [email protected]; Henk Pander Maat; Ted Sanders Penelope Collins, University of California, Irvine: [email protected]; Mark Warschauer; George 37 Digital scaffolding to support adolescent literacy Farkas; Tamara Tate; Jenell Krishnan; Joanna Yau; Ying Xu; Yenda Prado

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A systematic review of text structure interventions for adolescents Shannon Hall-Mills, Florida State University: 38 with LLD [email protected]; Leesa Marante Using quantile regression with latent variables to examine the Eric Oslund, Middle Tennessee State University: 39 effectiveness of an adolescent reading intervention [email protected]; Nathan Clemens Examining the effects of scaffolding middle school students' self- Lauren Capotosto, College of the Holy Cross: 40 selected book choices on summer reading practices [email protected] The impact of diglossia on word decoding and word learning in Ola Ghawi Dakwar, Bar Ilan University: 41 kindergarten and first grade Arabic native speaking children: A [email protected]; Elinor Saiegh Haddad comparison between DLD and TLD children Oral language growth of minority language learners from Tien Thuy Ho, University of California, Irvine: 42 kindergarten to second grade in the United States [email protected]; Penelope Collins Tricia Zucker, UT Health Science Center: Teachers’ use of extratextual talk before, during, and after shared- 43 [email protected]; Jill Pentimonti; Ryan reading sessions Bowles; Sherine Tambyraja; Laura Justice Maria Psyridou, University of Jyväskylä: Stability of reading fluency and reading comprehension difficulties [email protected]; Minna Torppa; Asko 44 from grade 2 to grade 6. Tolvanen; Marja-Kristiina Lerkkanen; Anna-Maija Poikkeus Angeliki Altani, University of Alberta: Word-list reading fluency is more than single word reading [email protected]; Athanassios Protopapas; 45 accuracy and speed Katerina Katopodi; Brooklyn Ryan; Dimitris Sagris; Iliana Kolotoura; George K. Georgiou Elise Spang, University of California, Davis: Contributions of identification vs. decoding to fluency in 46 [email protected]; Ryan Grimm; Emily Solari; early first grade Nancy McIntyre; Alyssa Henry Tomohiro Inoue, Seigakuin University: Early growth in word and nonword reading fluency in a [email protected]; George K. Georgiou; 47 transparent syllabary Katsutoshi Sato; Saori Beppu; Hisao Maekawa; Rauno Parrila; Naoko Muroya An examination of parent-child use of multisensory environmental Michelle Neumann, Griffith University: 48 print strategies to foster emergent literacy in Australian pre- [email protected] schoolers The relation of home literacy practices and emergent literacy skills Gabriella Reynolds, University of South Carolina: 49 in preschool children with hearing loss [email protected]; Krystal Werfel Parminder Khela, Coventry University: Parent perceptions of digital technology, impact on emergent 50 [email protected]; Clare Wood; Helen L. literacy Breadmore; Stoyan Kurtev; Jenny M. Thomson

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Importance of the development of emergent literacy skills and self- Christopher Lonigan, Florida State University: 51 regulation in preschool for reading in early elementary school [email protected]; Beth M. Phillips Megan Gilliver, National Acoustic Laboratories: 52 The developing pre-literacy skills of children with hearing loss [email protected] Krystal Werfel, University of South Carolina: The rate of hearing screen failure among students with reading 53 [email protected]; Gabriella Reynolds; Sydney impairments Bassard Mark Lauterbach, Brooklyn College: [email protected]; Katharine Pace Miles; 54 Developmental reading trajectories for students with special needs Francis Tabone; Ginny Dembek; Dana Murano; John Aspromonte Reading motivation and achievement in elementary school: Pelusa Orellana, Universidad de los Andes: 55 Findings from Chilean low-performing readers [email protected]; Paula Baldwin; Carolina Melo Ana Camacho, University of Porto: 56 Motivation to write: A conceptual review of the [email protected]; Rui A. Alves; Pietro Boscolo Effects of visual complexity on reading: Modelling traditional and Li-Yun Wendy Chang, National Taiwan Normal 57 simplified Chinese character reading development University: [email protected]; Ya-Ning Chang Linda Larsen, University of Oslo: The development of letter-name knowledge in Norwegian 4-6-year- 58 [email protected]; Hanne Næss Hjetland; old children Stefan Schauber Visual attention resolution precision and efficiency as indicators of Kerri Hildebrand, University of Manitoba: 59 reading ability: A developmental study [email protected]; Richard Kruk The effectiveness of online professional development in changing Lauren Barnes, Ohio State University: 60 teacher’s behavior [email protected]; Jaclyn Dynia An explanatory item response model for Grade 3 reading Autumn McIlraith, University of Houston: 61 comprehension: The influence of child, item, and passage [email protected]; Yaacov Petscher; characteristics Adrea Truckenmiller; Barbara Foorman The influence of referential and causal makers on children's Min Ping Lo, National Chung Cheng University: 62 multiple text comprehension [email protected]; Chi-Shun Lien Do informal home literacy activities influence higher-level Brenda Hannon, Texas A&M University: 63 comprehension processes? [email protected] Ralph Radach, University of Wuppertal: Is there a difference in comprehension between silent and oral 64 [email protected]; Christian Vorstius ; reading? Albrecht Inhoff Effects of data-based individualization for students with intensive Pyung-Gang Jung, Ewha Womans University: 65 learning needs: A meta-analysis [email protected]; Kristen L. McMaster

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Daisy Powell, Institute of Education, University of Cognitive and environmental factors in bilingual literacy 66 Reading: [email protected]; Tze Peng acquisition Wong A cross-sectional look at the impact of reading intervention Melissa McMahan, MTSU: 67 teacher training on teachers’ knowledge of literacy constructs [email protected]; Timothy Odegard SESSION 3 (2:10PM – 3:50PM) Friday Symposium: The role of shared literacy activities in young CHAIR: Roel van Steensel Oxford Suite 2:10-3:50 children's language and literacy skills Jan Lenhart, University of Wuerzburg: More than words: Narrator engagement during storytelling [email protected]; Klaus Lingel; 1 increases children’s word learning and on-task behaviour Wolfgang Lenhard; Enni Vaahtoranta; Sebastian Suggate Roel van Steensel, Free University Amsterdam, Erasmus University Rotterdam: Scaffolding parent-child inferencing during shared reading with in- 2 [email protected]; Lesya Ganushchak; text interaction suggestions Stephanie Wassenburg; Eke Krijnen; Bjorn de Koning Code and meaning focused parent-child interaction during a Eke Krijnen, Erasmus University Rotterdam 3 literacy activity and degrees of decontexualization: Associations [email protected]; Roel van Steensel; Marieke with children’s emergent literacy outcomes Meeuwisse; Sabine Severiens Caroline Villiger, University of Teacher Training Differential effects of parent tutors? Evidence from a Swiss Paired 4 [email protected]; Silke Hauri; Annette Reading intervention study at Grade 3 Tettenborn; Isabelle Hugener; Catherine Näpflin DISCUSSANT: Monique Sénéchal, Carleton 5 DISCUSSION University: [email protected] Friday Spoken Papers: Scalable Interventions CHAIR: Carol McDonald Connor Cambridge 2:10-3:50 Benefits of an early literacy intervention for monolingual versus John Everatt, University of Canterbury: 1 bilingual learners with specific language and/or literacy [email protected]; Joel Chang; Dina impairments Ocampo; Brigid McNeill Joseph Connor, Learning Ovations Inc.: 2 Bringing your reading research to practice at scale [email protected] Carol McDonald Connor, University of California Irvine: [email protected]; Benjamin Kelcey; 3 Talking in class? Talking predicts students’ reading gains Nicole Sparapani; Yaacov Petscher; Sarah W. Siegal; Ashley Adams; Jin Young Want; Joanne F. Carlisle

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Janet Vousden, Coventry University: [email protected]; Clare Wood; Rob An evaluation of a teaching-assistent led reading intervention for 4 Savage; Sandra McNally; Jeni Ruiz-Valenzuela; 5-6 yr-olds in the UK Helen Johnson; Sam Waldron; Sabrina Ammi; Rosa Kwok; Claire Pillinger Experimental impacts of a large-scale shared book reading Si Chen, Harvard University: 5 intervention on children's vocabulary development and parental [email protected]; Catherine E. Snow literacy beliefs Symposium: Learning to read Arabic in non-Arabic speaking Friday environments: Linguistic, orthographic and psycho- CHAIR: Alexandra Gottardo Clarence 2:10-3:50 sociological factors Learning to read Urdu (L1) in Nastaliq script in Pakistan and in Amna Mirza, Wilfrid Laurier University: 1 Arabic script in Canada [email protected]; Alexandra Gottardo Lisa Fitton, Florida State University: The development of a standardized measure of orthographic 2 [email protected]; Sana Tibi; Autumn L. processing in Arabic McIlraith Redab Al Janaideh, OISE/ University of Toronto: Discourse skills and reading outcomes in Arabic-English bilingual 3 [email protected]; Patricia children Cleave; Anna Yamashita; Xi Chen Anna Yamashita, OISE/University of Toronto: Specific needs in literacy and language learning of refugee children: 4 [email protected]; Redab Al A comparison of Germany and Canada Janaideh; Katrin Lindner; Xi Chen DISCUSSANT: Elinor Saiegh-Haddad, Bar-Ilan 5 DISCUSSION University: [email protected] Friday Symposium: Reading ability and disability in context CHAIR: Rick Wagner Ambassador 2:10-3:50 Richard Wagner, Florida State University: Using model-based meta-analysis to generate data for developing a 1 [email protected]; Chris Schatschneider; dyslexia risk calculator Hugh Catts; Jessica Ribiero; Fotena Zirps Paul Cirino, University of Houston: 2 Domain general skills and reading [email protected] Don Compton, Florida Center for Reading Exploring the role of phonological awareness and attention as Research: [email protected]; Laura Steacy; 3 mediators of the statistical learning-word reading relationship in Yaacov Petscher; Jay Rueckl; Stephen Frost; Ken developing readers Pugh Learning disorders and other developmental disorders: A Elena Grigorenko, University of Houston 4 comorbidity analysis [email protected]

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DISCUSSANT: Richard Olson, University of 5 DISCUSSION Colorado, Boulder: [email protected] Friday Symposium: Lexical and referential processing in Mandarin: CHAIR: Xiaomei Qiao Hall 4 2:10-3:50 Linguistic, cognitive and developmental factors How is Chinese reading affected by the violation of Gricean Shiyu Wu Shanghai, Jiaotong University: 1 Maxims? [email protected]; Zheng Ma Phonetic radicals in Mandarin might be processed differently from Xiaomei Qiao, Shanghai University of Finance & 2 semantic radicals: Evidence from the two-alternative forced choice Economics: [email protected]; Xinwen task Zhang; Ying Tao Literature reading improves pronoun resolution in counterfactual Xiaodong Xu Nanjing, Normal University: 3 world: Evidence from Event-related Potentials [email protected]; Haoyun Dai The early child acquisition of scalar implicature: A study from the Li Fan, Beijing Forestry University: 4 perspective of modality [email protected]; Chen Ning; Gang Song DISCUSSANT: Ping Zhang, South China Normal 5 DISCUSSION University Durham or 3:50-4:10 COFFEE BREAK Durahm Gallery Awards Presentation 4:10-5:30 Distinguished Scientific Contributor Award Address - Reflections on the Science of Reading Instruction (Joanna Oxford Gallery Williams) 6:30 CONFERENCE DINNER – meet in hotel lobby at 6:30pm or be at the Royal Pavilion by 7:00pm Royal Pavilion

SATURDAY, JULY 21, 2018 Durham or 7:15-8:30 BREAKFAST Durahm Gallery SESSION 1 (08:30AM – 10:10AM) Saturday Symposium: Oral language contributions to reading CHAIR: Katherine Strasser Oxford Suite 8:30 - 10:10 comprehension in Spanish speakers Kindergarten oral language predicts third grade reading Katherine Strasser, Pontificia Universidad Católica 1 comprehension over and above cognitive and decoding measures de Chile: [email protected]; Vivian Singer The contribution of listening comprehension of narrative and Macarena Silva, CIAE Universidad de Chile: 2 expository texts to early reading comprehension [email protected]

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Science and literacy intervention with 4th Chilean graders: Alejandra Meneses, Pontificia Universidad Católica 3 academic language, academic vocabulary, reading comprehension, de Chile: [email protected]; Maximiliano fluency and science learning Montenegro; Marcela Ruiz; Nicolás Bedrossian Quezada Camilo, Universidad de Chile: The impact of linguistic skills on RC among Chilean schoolers with 4 [email protected]; Carmen Julia SLI Coloma; Zulema de Barbieri Early language and literacy and home literacy environment Susana Mendive, Pontificia Universidad Católica de 5 contributions to text comprehension in 2nd and 4th grades in Chile: [email protected]; Jose Pezoa; Daniela Chilean children from low-SES households Aldoney; Elisa Torres Saturday Symposium: How do children understand texts in their second CHAIR: Xi Chen Cambridge 8:30 - 10:10 language: Sentence level, schooling, and societal factors Liza van den Bosch, Radboud University: Early reading comprehension in first and second language readers 1 [email protected]; Eliane Segers; Ludo of Dutch Verhoeven Learning to read in a second language: The role of syntactic Tamara Duncan, Dalhousie University: 2 awareness in the reading development of children in French [email protected]; Juwairia Sohail; Xi immersion Chen; Hélène Deacon Diana Burchell, University of Toronto: Cross-language transfer of syntactic awareness in French 3 [email protected]; Catherine immersion children Mimeau; Hélène Deacon; Xi Chen Alexandra Gottardo, Wilfrid Laurier University: 4 Education as the great equalizer: Some good news for a change [email protected]; Aline Ferreira; John Schwieter DISCUSSANT: Hélène Deacon, Dalhousie 5 DISCUSSION University: [email protected] Saturday Spoken Papers: Emotion and motivation in reading CHAIR: James Kim Clarence 8:30 - 10:10 Emergent reading skills, interest, and sense of competence: Kimberley Tsujimoto, University of Toronto: 1 Development of a new measure of early reading motivation [email protected]; Jan C. Frijters; Joan Bosson-Heenan; Jeffrey R. Gruen Dimensions of reading motivation and how they relate to reading Xi Chen, Florida State University: 2 comprehension and writing in Chinese [email protected]; Poh Wee Koh; Yu- Min Ku The enduring effects of pleasure and difficulties in elementary Jamie Metsala, Mount Saint Vincent University 3 school reading on university students’ reading achievement and [email protected]; Rauno Parrila; Hélène academic success. Deacon

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Pui-sze Yeung, University of Hong Kong: 4 Reading motivation in Chinese elementary grade students [email protected]; Connie Suk-han Ho; David Wai- ock Chan; Kevin Kien-hoa Chung Effects of an engagement-focused literacy approach with James Kim, Harvard University: embedded science content on elementary students’ concept [email protected]; Mary A. Burkhauser; 5 knowledge, reading motivation and engagement, and expository Laura Mesite; Margaret Troyer writing Saturday Symposium: Advances in digital storybook design and CHAIR: Karen Burstein Ambassador 8:30 -10:10 application in early literacy Adriana Bus, University Amsterdam: 1 Towards new forms of interactivity in digital storybooks [email protected]; Rosalie Anstadt The impact of reading an e-book with a dictionary on word Ofra Korat, Bar-Ilan University: 2 learning: Comparison between kindergartners with and without [email protected]; Tzlil Graister ; Carmit Altman SLI Susan B. Neuman, New York University: Quick, incidental word learning in educational media: All contexts 3 [email protected]; Kevin Wong; Rachel Flynn; are not equal for low-income children Tanya Kaefer The potential of digital reading settings for preschoolers’ story Kathleen Roskos, John Carroll University: 4 comprehension and enjoyment [email protected]; Karen Burstein Preschoolers’ book creation: Comparison of digital vs. paper and Renee Casbergue, Louisiana State University: 5 pencil writing [email protected]; Julie Parish; Kim Skinner Saturday Symposium: New approaches to understanding how (and CHAIR: Helen Breadmore Hall 4 8:30 - 10:10 when) morphological skills influence literacy Nicola Currie, Lancaster University: Morphological awareness in children with poor comprehension 1 [email protected]; Emma James; Xiuli Tong; skills: effects of age, task and morphology type Kate Cain Kyle Levesque, Dalhousie University: Clarifying links to literacy: Does morphological awareness predict 2 [email protected]; Michael J. Kieffer; S. Hélène gains in children’s word reading skills? Deacon Nicola Dawson, Royal Holloway, University of Mechanisms of morphological decomposition: A developmental 3 London: [email protected]; perspective Kathleen Rastle; Jessie Ricketts Helen Breadmore, Coventry University: 4 When and how children use morphemes in spelling and copying [email protected]; S. Hélène Deacon Laura Gonnerman, McGill University: Training in morphological structure versus word meaning: Effects 5 [email protected]; Katherine Hill; on spelling in third and fifth grade children Kendall Kolne; Robert Savage; S. Hélène Deacon

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Durham or 10:10-10:30 COFFEE BREAK Durahm Gallery SESSION 2 (10:30AM – 12:10PM) Saturday Symposium: Orthographic learning: Who, what, when, where CHAIR: Rebecca Tucker Oxford Suite 10:30-12:10 and how? Orthograhphic learning in beginning readers: What do they learn Rebecca Tucker, Dalhousie University: 1 and do they transfer that learning to related complex words? [email protected]; S. Hélène Deacon The roles of phonological recoding, context and writing practice in Yixun (Annie) Li, University of Maryland, College 2 orthographic learning in Chinese Park: [email protected]; Hong Li; Min Wang Luan Li, Macquarie University: 3 Orthographic learning in Chinese: a role for semantic decoding? [email protected]; Hua-Chen Wang; Anne Castles; Miao-Ling Hsieh; Eva Marinus Nicole Conrad, Saint Mary’s University: Awareness of orthographic regularities facilitates learning to read 4 [email protected]; Alexandra Hallett; S. Hélène and spell new words Deacon DISCUSSANT: Victor van Daal, Edge Hill 5 DISCUSSION University: [email protected] Saturday Symposium: Unpacking the diverse factors that contribute to CHAIR: Miao Li Cambridge 10:30-12:10 second language reading Working memory measures that predict vocabulary development Yueming Xi, University of Toronto: 1 in monolingual and ELL school children [email protected]; Esther Geva Elinor Saiegh-Haddad, Bar-Ilan University: 2 What is phonological awareness in L2? [email protected] Miao Li, University of Houston: 3 The componential model of reading in English Language Learners [email protected]; Esther Geva; Becky Chen; Alexandar Gottardo; PohWee Koh; Michelle Huo Effects of home literacy environment on reading comprehension Jackie Eunjung Relyea, University of Houston: 4 in English Learners: Multiple mediator analysis [email protected], Jie Zhang; Yu Liu DISCUSSANT: William Nagy, Seattle Pacific 5 DISCUSSION University: [email protected] Saturday Spoken Papers: Morphology CHAIR: George Manolitsis Clarence 10:30-12:10 A report of main theoretical issues and findings about the Catherine Maynard, Universite de Montreal: 1 acquisition of inflectional morphology in writing by children [email protected]; Catherine Brissaud; Françoise Armand

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Effectiveness of a morphological intervention for children with Danielle Colenbrander, University of Bristol: reading and spelling difficulties [email protected]; Liam Parsons; 2 Shawna Murphy; Queenie Hon; Jeffrey Bowers; Colin Davis Long-term effects of early morphological awareness instruction on George Manolitsis, University of Crete: 3 reading and spelling skills [email protected]; Alkistis Kyriakou; George K. Georgiou How does morphological awareness benefit reading María Josefina D'Alessio, University of Buenos 4 comprehension in Spanish children? Evidence from path analysis Aires: [email protected]; Virginia I. Jaichenco; Maximiliano A. Wilson Morphological and contextual cues in L1 and L2 lexical inferencing Henriette Raudszus, Radboud University: 5 [email protected]; Eliane Segers; Ludo Verhoeven Saturday Symposium: International perspective of Peer Assisted CHAIR: Emma Vardy Ambassador 10:30-12:10 Learning Strategies Research on kindergarten Peer-Assisted Learning Strategies (K- Anna-Lind Pétursdóttir, University of Iceland: 1 PALS) in Iceland [email protected] Emma Vardy, Coventry University: 2 Evaluation of Grade 2-6 PALS with Year 5 pupils in the UK [email protected] Peer-Assisted Learning Strategies (PALS) for Chinese-speaking Shu-Hsuan (Linda) Kung, National Tsing Hua 3 students: Effectiveness and nonresponders University: [email protected] Building Arabic reading skills: Feasiblity of Peer-Assisted Learning Stephanie Al Otaiba, Southern Methodist 4 Strategies University: [email protected]; Reem Al Ghanem DISCUSSANT: Kristen McMaster, University of 5 DISCUSSION Minnesota: [email protected] Saturday Symposium: Examining causal hypotheses in language and CHAIR: Monica Melby-Lervag Hall 4 10:30-12:10 reading using longitudinal studies and interventions Margaret Snowling, University of Oxford Investigating the causes of reading disorders in children at family- 1 [email protected]; Charles Hulme, risk of dyslexia Welcome Language and Reading Project Team Do language comprehension interventions produce gains on Lervåg Arne, University of Oslo: 2 standardized measures of language and reading comprehension? A [email protected]; Kristin Rogde; Åste Mjelve Campbell collaboration systematic review Hagen ; Monica Melby-Lervåg Carol Mesa, University of Oxford: A randomized controlled trial to investigate the causes and 3 [email protected]; Margaret J Snowling; correlates of poor reading in an isolated population Charles Hulme; Dianne Newbury; the CLARA team

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Monica Melby-Lervåg, University of Oslo: Disentangling the causes of language comprehension gains using 4 [email protected]; Åste Mjelve latent mediation models Hagen; Arne Lervåg DISCUSSANT: Charles Hulme, University of 5 DISCUSSION Oxford: [email protected] Durham or 12:10 -12.40 LUNCH Durahm Gallery 12:40-2:10 POSTER SESSION IV Authors Oxford Gallery A novel electronic measure of productive multi-word vocabulary Jessica Briggs, University of Oxford: 1 knowledge for L2 English learners [email protected]; Sara A. Smith Maria Francisca Valenzuela, Universidad de los Development of a corpus-based Spanish vocabulary assessment 2 Andes: [email protected]; Pelusa Orellana; with randomized distractors. Melody Kung; Kattia Muñoz Collin Olson, Middle Tennessee State University: 3 An intervention to improve adolescent EL vocabulary acquisition [email protected]; Amy Elleman; Eric Oslund Self-teaching vs. others-teaching: Does measuring orthographic Eunsoo Cho, Michigan State University: 4 learning process via dynamic decoding assessment help with [email protected]; Donald D. Compton early prediction of word reading difficulties? Transactional relations among working memory, cognitive Melody Kung, [email protected]; Jackie Eunjung 5 flexibility, and reading ability for language-minority and Relyea monolingual students: A cross-lagged path analysis Amy de Bruïne, Leiden University: Monitoring information during reading: Investigating the role of 6 [email protected]; Dietsje Jolles; Paul working memory in a dual-task paradigm van den Broek Phonological awareness and working memory are better Wei-Lun Chung, National Pingtung University: 7 predictors of poor English learners than prosodic awareness [email protected] Neural correlates of integration during reading: influence of Marloes van Moort, Leiden University: 8 context information and background knowledge on integration [email protected]; Dietsje Jolles; processes and subsequent memory Arnout Koornneef; Paul van den Broek Juan Pablo Barreyro, University of Buenos Aires: The effect of working memory, sustained attention, and verbal 9 [email protected]; Irene Injoque-Ricle; Jesica abilities on explanation-based inference making in expository text Formoso; Debora Burín Enrica Donolato, Padova (Italy): Negative affect and academic performance: the mediation role of 10 [email protected]; David Giofrè; Irene C. working memory and protective psychological resources Mammarella An analysis of the performance of Reading Recovery students on a Sinead Harmey, UCL Institute of Education: 11 phonics screening check [email protected]; Jake Anders 38

Matt Cooper Borkenhagen, UW-Madison: Meanings within meanings: Skilled readers activate the meanings 12 [email protected]; Tianlin Wang; Mark of phonetic cues in Chinese Seidenberg Visual Attention Span performance in German-speaking children Chiara Banfi, Karl Franzes University: 13 with differential reading and spelling profiles: No evidence of [email protected]; Karin Landerl group differences Karin Landerl, University of Graz: Lexical reading among good and poor readers with different 14 [email protected]; Melanie Gangl; Kristina spelling profiles Moll Spelling with DLD: A cross-linguistic analysis of the spelling errors Nelly Joye, UCL Institute of Education: 15 produced by French and English students at the end of primary [email protected]; Julie Dockrell; Chloe school Marshall; Laurie Brunet ; Lucie Broc Reading interventions for students with or at-risk of attention Alicia Stewart, University of Texas at Austin: 16 deficit/hyperactivity disorder: A systematic review [email protected]; Christy R. Austin Meni Yeari, Bar-Ilan University: The origin of the centrality deficit in individuals with attention 17 [email protected]; Lee Schifer; Rachel Schiff; Eli deficit hyperactivity disorder Vakil Jane McClure, Brock University: Reading, writing, and also arithmetic: The relationship between 18 [email protected]; Jan C. Frijters; Joan attention and broader academic success Bosson-Heenan; Jeffrey R. Gruen Grant Goble, University of Denver: Reading interventions for students with problem behaviors or 19 [email protected]; Taryn Robertson; Garrett J. attention deficit/ hyperactivity: A synthesis of the literature Roberts; Justin D. Garwood; John McKenna Nicole Landi, University of Connecticut: [email protected]; Lianne Kaswer; Kayleigh 20 Use of prosodic cues is impaired in poor comprehenders Ryherd; Julie A. Van Dyke; Jelena Krivokapic; Mara Breen Jessica S. Chan, Queen's University: Understanding prosodic awareness in school-age children’s 21 [email protected]; Lesly Wade-Woolley; reading. John R. Kirby Prosodic sensitivity and Hangul word reading and writing among Jeung-Ryeul Cho, Kyungnam University: 22 Korean kindergartners [email protected]; Yeri Gu Lesly Wade-Woolley, University of South Carolina: 23 Punctuation and prosody in children [email protected]; Lindsay Heggie Marie Lallier, Basque Center on Cognition Brain Impaired reset of auditory neural oscillations by speech edges in and Language: [email protected]; Mikel Lizarazu ; 24 dyslexia Mathieu Bourguignon; Manuel Carreiras; Nicola Molinaro

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Ann-Kathrin Hennes, University of Cologne: 25 Neuromyths in the classroom [email protected]; Barbara Maria Schmidt; Julia Nowak; Alfred Schabmann Noor Al Dahhan, Queen’s University: Neural activity differences between average readers and dyslexics [email protected]; John R. Kirby; Donald 26 during reading tasks C. Brien; Rina Gupta; Allyson Harrison; Douglas P. Munoz Katarzyna Chyl, Nencki Institute of Experimental Neural systems supporting typical and atypical reading – 27 Biology: [email protected]; Agnieszka Dębska; separating developmental processes from dyslexia specific effects Magdalena Łuniewska; Katarzyna Jednoróg Chiara Andreola, IRCCS Eugenio Medea: Investigation of magno- and parvo-cellular pathways in [email protected]; Sara Mascheretti, 28 developmental dyslexia Denis Peruzzo; Vittoria Trezzi; Andrea Nordio; Cecilia Marino; Filippo Arrigoni Joanna Christodoulou, MGH Institute of Health Reading achievement in children following left or right Professions: [email protected]; Kelly 29 hemispherectomy Halverson; Olivia Meegoda; Heather Beckius; Andrea Imhof ; Stella deBode; Tami Katzir Rebecca Marks, University of Michigan: [email protected]; Maria M. Arredondo; 30 Bilingualism enhances cortical specialization for language Myriam Oliver; Yuuko Uchikoshi; Fumiko Hoeft; Ioulia Kovelman Examining the role of second language reading instruction on Lu Yang, University of California, Davis: 31 English word reading: A study on young native English speakers in [email protected]; Fumiko Hoeft; Loulia dual immersion programs Kovelman; Yuuko Uchikoshi Key characteristics of an early literacy intervention for students Carlin Conner, Southern Methodist University: 32 with intellectual and developmental disabilities [email protected]; Kristi Baker David Neumann, Griffith University: 33 iPad-based assessments of early literacy skills [email protected]; Michelle Neumann Predicting reading comprehension in children with different types Hope Lancaster, Arizona State University: 34 of reading disorders [email protected]; Jing Li; Shelley Gray Sophie Jackson, Roehampton University: The longitudinal contribution of broad metacognition versus 35 [email protected]; Lance Slade; theory of mind in early listening comprehension Samantha McCormick; Joe Levy Exploring the component processes of children’s reading Chi-Shun Lien, National Chung Cheng University: 36 comprehension across grades [email protected] Laura A. Moylan, Boise State University: 37 Developing a comprehension instruction observation rubric [email protected]; Evelyn Johnson

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Measuring rates of growth in syntactic knowledge and reading Alison Mitchell, Lexia Learning: 38 comprehension skills among English Learners and their peers [email protected]; Raffaela Wolf Juan-José Navarro, Universidad de Zaragoza/ Universidad Autónoma de Chile: [email protected]; Dynamic computerized-adaptive assessment of reading processes: 39 Isabel Rodríguez; Claudia Sánchez-Gutiérrez; Incremental validity on text comprehension. Eduardo Guzmán; Ricardo Conejo; Catalina Mourgues Kristin M. Gehsmann, East Carolina University: The impact of differentiated silent reading instruction targeting 40 [email protected]; Alexandra N. Spichtig; comprehension and efficiency in grades 4 and 5 Jeffrey Pascoe; John D. Ferrara; Elias Tousley Visual search and reading comprehension in Chinese children: Phil Duo Liu, Education University of Hong Kong: 41 Word detection skill as a mediator [email protected]; Xi Chen Early emerging, slow mapping? Comprehension of conjunction Shih-Yuan Liang, Vanderbilt University: 42 clauses that involve unfamiliar event ordering in different types of [email protected]; Amy Elleman; C. Melanie readers Schuele Katrina May Dulay, Chinese University of Hong Easier in hindsight: Profiles of Filipino beginning readers and non- 43 Kong: [email protected]; Sum Kwing Cheung; readers Catherine McBride Comparative study on type and function of gesture among Korean Somin Park, Yonsei University: 44 and Japanese children [email protected]; Myung sun Kim Ophélie Lucas, Université Clermont Auvergne: Investigating the automation of syllable use during reading 45 [email protected]; Virginie Loiseau; acquisition in French Norbert Maïonchi-Pino Hyojin Yoon, Chosun University: Prevalence and subgroups of poor readers in Korean school-aged 46 [email protected]; Mibae Kim; Ahyoung children Seol; Soyeong Pae How many children do Arab children read in a minute? Evidence Mahmoud Emam, Sultan Qaboos University: 47 from a CBM study in two Arab Countries [email protected]; Asma Abudulla Al Attiyah Categorical perception of Chinese characters by simplified and Ruoxiao Yang, Hong Kong Shue Yan University: 48 traditional Chinese readers [email protected] Joyce Gubbels, National Center for Language The role of ICT resources, use, and attitudes in Dutch PISA-2015 Education: 49 digitally assessed reading literacy [email protected]; Nicole M. Swart; Margriet A. Groen Jean Ecalle, Lab EMC -Univ Lyon: Evidence-based practices to stimulate literacy skills in G1: A large 50 [email protected]; Laurent Cros; Annie scale study Magnan

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Nicole Banach, Brock University: Parental literacy disabilities: Relation to child’s reading 51 [email protected]; Jan C. Frijters; Melissa Nichol; performance across cultures. Jeffrey R. Gruen; Joan Bosson- Heenan Ciara Egan, Bangor University: The influence of sound on semantics: An ERP and pupillometry 52 [email protected]; Filipe Cristino; Guillaume study. Thierry; Manon Jones Yaling Hsiao, University of Oxford: Valence, arousal and reading anxiety in children’s processing of 53 [email protected]; Rachel Maddox; Megan emotion words Bird; Kate Nation Mind the gap: Increased inter-letter spacing as a means of Tami Katzir, University of Haifa: 54 improving reading performance [email protected]; Shahar Dotan, Zahra Esmaeeli, National Reading Centre, Centre Familial risk and environmental protective factors of literacy skill: for Reading Education and Reading Research, 55 A multifactorial perspective University of Stavanger: [email protected]; Kjersti Lundetræ Neena Saha, Vanderbilt University: Initial validation evidence for the Decoding System Measure 56 [email protected]; Stephen Bailey; (DSyM): A measure of decoding difficulty. Laurie Cutting Ben Maassen, University of Groningen: Dynamic assessment of early reading acquisition difficulties with 57 [email protected]; Toivo Glatz; Elisabeth serious gaming Borleffs; Wim Tops Alexandra List, Penn State University: 58 Examining students’ identification of relations across multiple texts [email protected] Melissa Nichol, Brock University: Synchronization ability in rhythm reproduction indicates stronger 59 [email protected]; Emily Guertin; Jan C. Frijters; reading abilities in children Joan Bosson-Heenan; Jeffrey R. Gruen Xenia Schmalz, University of Munich: 60 Is statistical learning related to reading ability, and if so, why? [email protected]; Kristina Moll; Claudio Mulatti; Gerd Schulte-Körne SESSION 3 (2:10PM – 3:50PM) Symposium: Investigations into language and literacy Saturday knowledge in early childhood educators: Theory, CHAIR: Beth Phillips Oxford Suite 2:10-3:50 measurement and recent findings What do preschool teachers know about language and how to Beth Phillips, Florida State University: 1 teach it? Development and initial validation of a new measure [email protected]; Felesa Oliver Shayne Piasta, Ohio State University: Associations between early childhood educators’ knowledge and 2 [email protected]; Michelle Park; Kristin Farley; children’s emergent literacy outcomes Laura Justice; Ann O'Connell 42

Does vocabulary-focused professional development increase Annemarie Hindman, Temple University: 3 preschool teachers’ knowledge about vocabulary instruction? [email protected]; Barbara Wasik Evidence from the story talk model Beyond defining: How preschool teachers report thinking about Julie Dwyer, Boston University: [email protected]; 4 supporting vocabulary in their enacted practice Rachel Schachter DISCUSSANT: R. Malatesha Joshi, Texas A&M 5 DISCUSSION University: [email protected] Symposium: Implementing RTI to improve reading outcomes Saturday in Spanish in Spain, Chile, and Argentina: challenges and CHAIR: Doris L. Baker Cambridge 2:10-3:50 model adaptations Patricia Crespo, Universidad de La Laguna: Examining the effects of the strategies Spanish-speakers use to 1 [email protected]; Doris Luft Baker; Cristina decode Pseudowords in Spanish within an RTI model Rodriguez; Juan E. Jiménez; Juan A. Cabrera Camila Zúñiga, Universidad Católica del Maule The impact of a tier 2 vocabulary intervention on the reading 2 [email protected]; Maribel Granada comprehension of 4th grade students in Chile Azcarraga Rufina Pearson, Grupo JEL Argentina: Development of a software tool to screen students for reading 3 [email protected]; Josefina Pearson; disabilities in Argentina Magdalena Magrane; Ana Sanchez Negrete Juan Luque Universidad de Málaga A multiple risk factor perspective and prediction of literacy 4 [email protected]; A. Giménez; P. Lopez-Perez; P. acquisition and learning difficulties of Spanish children ages 3-6 Lopez Zamora; M. Milani; J. Munilla; A. Sanchez DISCUSSANT: Doris L. Baker, Southern 5 DISCUSSION Methodist University: [email protected] Saturday Symposium Methods for disentangling complexities in reading CHAIR: Lee Branum-Martin Clarence 2:10-3:50 interventions Modeling fleeting and persisting treatment effects from randomized Jamie Quinn, Florida Center for Reading Research 1 intervention studies [email protected]; Jessica Logan Yusra Ahmed, University of Houston: 2 Don’t be mean: Treatment may affect more than just the average [email protected]; David Francis; Jeremy Miciak; Pat Taylor Lee Branum-Martin, Georgia State University Measuring treatment impact across different outcomes, settings, 3 [email protected]; Congying Sun; Beth and designs Calhoon Jan C. Frijters, Brock University Methods for combining outcomes to generate multivariate 4 [email protected]; Maureen W. Lovett; Lee estimates of intervention response Branum-Martin; Robin D. Morris

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Yaacov Petscher, Florida Center for Reading 5 Expanding notions of causality with quantile treatment effects Research: [email protected] Saturday Symposium: Neuroimaging the typical and atypical CHAIR: Mary A. Roe Ambassador 2:10-3:50 development of reading over time Longitudinal changes in the reading network depend on age and Jeci Younger, Vanderbilt University: 1 skill [email protected]; James Booth Longitudinal changes in brain connectivity during reading Laurie Cutting, Vanderbilt University: 2 development [email protected] Executive control engagement before and after intervention in Mary A. Roe, University of Texas, Austin: 3 struggling readers [email protected]; Tehila Nugiel; Jessica Church Jenifer Juranek, University of Texas: Baseline cortical thickness in frontal regions characterizes future 4 [email protected]; Victoria Williams; responders to reading intervention W. Pat Taylor; Jessica Church; Jack Fletcher DISCUSSANT Jessica Church, University of Texas, 5 DISCUSSION Austin: [email protected] Saturday Symposium: Writing development from preschool to third CHAIR: Hope Gerde Hall 4 2:10-3:50 grade: Critical skills and contexts Early composing development: Longitudinal predictions of Margaret Quinn, University of Tennessee, 1 performance on multiple tasks Knoxville: [email protected]; Gary Bingham Leiah Groom, Ohio State University: The emergent writing ability of preschool children considered at- [email protected]; Shayne Piasta; 2 risk for later literacy difficulties Hope Gerde; Jessica Logan; Cynthia Zettler- Greenley; Laura Bailet Longitudinal associations between self-regulation and early Cynthia Puranik, Georgia State University: 3 writing [email protected]; Yaacov Petscher Laura Tortorelli, Michigan State University: 4 Dig vs. jig: Do young children spell by analogy? [email protected]; Lori Bruner Promoting early literacy in Hebrew using a computerized writing Dorit Aram, Tel Aviv University: 5 game: The unique contribution of auditory and visual digital aids [email protected]; Adi Elimelech Durham or 3:50-4:10 COFFEE BREAK Durahm Gallery SESSION 4 (4:10PM – 5:50PM) Saturday Symposium: Understanding the association between poor CHAIR: Genevieve McArthur Oxford Suite 4:10-5:50 reading and emotional health Genevieve McArthur, Macquarie University: Poor reading and poor emotional health: Correlates and 1 [email protected]; Deanna Francis; comorbidity Nicholas Badcock; Anne Castles 44

Deanna Francis, Macquarie University: Potential links in a causal relationship between poor reading and 2 [email protected]; Jennie Hudson; anxiety Genevieve McArthur Julia Carroll, Coventry University: 3 The role of self-efficacy in decoding and reading comprehension [email protected]; Amy Fox Tuija Aro, University of Jyväskylä: Comparison of intervention targeting sources of self-efficacy and [email protected]; Helena Viholainen; Tuire 4 reading fluency with intervention targeting solely reading fluency Koponen; Pilvi Peura; Eija Räikkönen; Paula Salmi; Mikko Aro The associations between reading fluency, reading comprehension, Minna Torppa, University of Jyväskylä: 5 and self-reported well-being –a longitudinal study from age 15 to [email protected]; Rauno Parrila; Kenneth age 20 Eklund; Timo Ahonen Saturday Symposium: Reading across scripts: Computational, CHAIR: Brendan S. Weekes Cambridge 4:10-5:50 developmental and neural studies Walter J.B. van Heuven, University of Nottingham: Activation of Chinese phonology during Chinese and English word 1 [email protected]; Yun Wen; reading in Chinese-English bilinguals Ruth Filik Rosa Kwok, Coventry University: Grain size and orthographic transparency: Word learning in 2 [email protected]; M. Kaestner; M. Gerin; English, German, Italian and Spanish R. Avdyli; B. Bermúdez; F. Cuetos Effect of masked phonological and semantic priming in Korean- Hyun Kyung Lee, University of Hong Kong: 3 English bilinguals: Evidence for bilingual lexical representations [email protected]; Medhi Bakhtiar; I-Fan Su using Event-Related Potentials Keerthi Ramanujan, University of Hong Kong: Language distance drives adaptive effects in the anterior cingulate 4 [email protected]; Jubin Abutalebi; cortex Brendan S. Weekes DISCUSSANT: Maximiliano Wilson, Université 5 DISCISSION Laval: [email protected] Saturday Symposium: From skeletons to legacies: The time course of CHAIR: Anne Castles Clarence 4:10-5:50 learning to read written words. Signy Wegener, Macquarie University: Are orthographic skeletons formed with and without semantics? 1 [email protected]; Hua-Chen Wang; Evidence from eye movements Kate Nation; Anne Castles Anne Castles, Macquarie University: [email protected]; Hua-Chen Wang; Kate 2 Nap effects on preschool children learning letter-sound mappings Nation; Gareth Gaskell; Anna Weighall; Julianne Pascoe

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Ascension Pagan, University of Oxford: 3 Learning new words when reading: Effects of contextual diversity, [email protected]; Kate temporal spacing and opportunities for retrieval practice Nation Kate Nation, University of Oxford: Building a lexical legacy: Reading experience and learning to read 4 [email protected]; Yaling Hsiao; Helen words Norris; Megan Bird; Ascension Pagan DISCUSSANT: Anne Castles, Macquarie 5 DISCUSSION University: [email protected] Saturday Symposium: Reading comprehension instruction: What to CHAIR: David Saldana Ambassador 4:10-5:50 include? Mindy Bridges, University of Kansas Medical The impact of language-focused instruction on elementary 1 Center: [email protected]; Hui Jiang; students’ reading comprehension Language and Reading Research Consortium Kjersti Lundetræ, University of Stavanger, Norway: Does early reading intervention in first grade reduce the incidence 2 Fiona Kyle; Oddny Judith Solheim; Per Henning of reading difficulties? Uppstad David Saldaña, Universidad de Sevilla: Impact of rral language and metacognitive interventions on [email protected]; F. Javier Moreno-Pérez; Ian C. 3 reading comprehension: A comparison study Simpson; Marta Valdés-Coronel; Isabel R. Rodríguez-Ortiz Clara Gomes-Koban, Universidad de Granada: Oral vocabulary training program for Spanish third-graders: A 4 [email protected]; Ian C. Simpson; randomized controlled trial Araceli Valle; Sylvia Defior DISCUSSANT: Hugh Catts, Florida State University: 5 DISCUSSION [email protected] Saturday Symposium: Language, reading, and writing development in CHAIR: Emily J. Solari Hall 4 4:10-5:50 individuals with autism spectrum disorders The association between emergent-literacy skills and child-specific Jaclyn Dynia, Ohio State University: 1 teacher self-efficacy for children with autism spectrum disorders [email protected]; Laura Justice Alyssa Henry, University of California, Davis: Effects of a pilot listening comprehension intervention on 2 [email protected]; Emily J. Solari; Nancy S. narrative and oral language outcomes for students with autism McIntyre; Laurel Towers; Matthew Zajic Michael Solis, University of California, Riverside: 3 Understanding reading intervention needs of students with ASD [email protected] Attention and task engagement during writing: Diagnostic, Matthew Zajic, University of California, Davis: 4 developmental, and cognitive factors in school-age children with [email protected]; Nancy S. McIntyre; Lindsay ASD or ADHD Lerro; Jamie McCauley; Peter C. Mundy

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Emily J. Solari, University of California, Davis: Longitudinal stability of reading profiles in individuals with higher 5 [email protected]; Ryan P. Grimm; Nancy S. functioning autism McIntyre; Peter C. Mundy

This conference was organized by Robert Savage (program chair) in collaboration with Amy Scarborough (program assistant) and Sean Day (registration assistant). The preconference program was organized by Devin Kearns & Jessie Ricketts.

The following members served as reviewer for the present program:

Suzanne Adlof Kenn Apel Joanne Arciuli Lee Branum-Martin Helen Breadmore Wing-Yin Bonnie Chow Penelope Collins Nicole Conrad Hélène Deacon Alain Desrochers Florina Erbeli Jan Frijters Alexandra Gottardo Gina Harrison Tiffany Hogan Devin Kearns Nenagh Kemp Young-Suk Kim John Kirby Mark Lauterbach Jeannette Mancilla-Martinez Sandra Martin-Chang Catherine McBride Ana Luiza Navas Gene Ouellette Elinor Saiegh-Haddad Robert Savage Amy C. Scarborough Eliane Segers Emily Solari Jenny Thomson Minna Torppa Rebecca Treiman

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