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Final Program Society for the Scientific Study of Reading Faculty of Psychology and Educational Sciences, University of Porto July 13 – 16, 2016 Conference Program WEDNESDAY, JULY 13, 2016 R249, R250, 9:00–16:00 Student and Early Careers Preconference R252, R254 14:00-16:30 Board Meeting R143 17:00-19:00 Welcome Reception Gardens 17:30-19:00 POSTER SESSION I Authors Courtyard Elizabeth MacKay, Dalhousie University: A beginning exploration of text generation in university students with 1 [email protected]; Annie Laroche; Rauno Parilla; a history of reading difficulties Helene Deacon Wanshin Chang, National Chung Cheng University: An investigation of neural mechanisms of pronominal and causal 2 [email protected]; Zih-Yun Yang; Hsin- inferences during reading: Evidence from NIRS Chin Chen; Meiyao Wu; Yuhtsuen Tzeng Applying testlet response theory models to a reading comprehension Weon Kim, Middle Tennessee State University, 3 test [email protected] ; Eric Oslund Beyond scores: Design and analysis of process data for computer- Gary Feng, Educational Testing Service: 4 based reading assessment [email protected] Elizabeth Crawford-Brooke, Lexia Learning: Can a blended learning model of reading instruction support the 5 [email protected]; Elizabeth Kazakoff; development of Ell students’ reading skills in kindergarten? Paul Macaruso; Jen Elise Prescott Bárbara Gottheil, UNSAM: Can we consider that reading comprehension tests assess the same [email protected]; Adriana Aldrey; 6 processes? Soledad García Fernández; Martín Melman; Juan Pablo Barreyro Martina Micai, University of Seville: Cognitive components underlying reading speed and comprehension 7 [email protected]; Sobh Chahboun; Mila Vulchanova; vary as a function of group: ASD vs. TD Maria José Tirado; David Saldaña Catherine Turcotte, Universite du Quebec a Creating a formative assessment of different reading comprehension Montreal: [email protected]; Marie- 8 processes for 6th grade students Julie Godbout; Catherine Croisetière; Nadine Talbot Laura Raynolds, Society for the Scientific Study of Developing a tablet-based music perception test to predict reading 9 Reading: [email protected]; Jess L Gregory; Walter disabilities in young ELL children Stutzman 2 Jannicke Karlsen, Østfold University College: Development of reading comprehension development in first- and [email protected]; Monica Melby- 10 second- language learners: similarities and differences Lervåg; Solveig-Alma Halaas Lyster; Bente Hagtvet; Arne Lervåg Early predictors of reading in language-minority children - Oral Cíntia Ertel Silva, University of Luxembourg: 11 [email protected]; Ariana Loff; Pascale Engel de language skills predictors for reading in a multilingual context Abreu Maribel Granada, Universidad Cátólica del Maule: Effect of a Spanish vocabulary intervention on reading outcomes of 12 [email protected]; Doris Luft de Baker; Maria second grade Chilean students Pomes; Keith Smolkowski Effects of E2L status on reading comprehension test scores among Jwa Kim, Middle Tennessee State University: 13 third and fifth graders: A latent growth curve analysis [email protected]; Tess Fotidzis; Stacy Hayes Margaret (Peggy) Dubeck, RTI International / Evaluating enhance literacy instruction and buddy reading in coastal 14 University of Virginia: [email protected]; Kenya Matthew Jukes; Elizabeth Turner Evaluation of a culturally-relevant book scheme - improving reading in Luisa Tarczynski-Bowles, Coventry University: 15 rural schools in Zambia [email protected]; Clare Wood; Jackie Abell Examining the diagnostic accuracy of group and individual measures Shawn Kent, University of Houston: 16 for predicting performance on statewide reading assessment in upper [email protected]; Jeanne Wanzek elementary Exploring the home literacy practices on reading development of Tien Thuy Ho, University of California, Irvine: 17 kindergarteners [email protected]; Penelope Collins Ana Luiza Navas, Faculdade de Ciencias Medicas da Expressive vocabulary and its relation with word reading accuracy Santa Casa [email protected]; Fraulein de 18 and reading rate in Brazilian children Paula; Flavia Perez; Carolina Fonseca Freitas; Beatriz Garcia Jessica Chan, Queen's University: Extending a model of Reading to Mathematics: Distinguishing 19 [email protected]; Derek H. Berg; Lesly cognitive predictors among grade 1-2 and 4-5 children. Wade-Woolley Alison Arrow, Massey University Institute of Extending the Simple View of Reading: A test of the Cognitive 20 Education: [email protected]; William Foundations of Learning to read model Tunmer; James Chapman Virginie Loiseau, Clermont University, 21 How do French dyslexic children use the syllable in silent reading? [email protected]; Norbert Maïonchi-Pino Alessandra Valentini, University of Reading: How do reading and listening to stories facilitate vocabulary 22 [email protected]; Carmel acquisition? Houston-Price; Jessie Ricketts; Rachel Pye 3 Chase Callard, Utah State University: IGDI-Español: Demographic features correlating with differential tier [email protected]; Lillian Durán; Alisha 23 assignments on three measures of oral language Wackerle-Hollman; Jose Palma; Theresa Kohlmeier; Stephanie Brunner Conny Boendermaker, Windesheim Flevoland: Impetus for reading comprehension: Using inquiry and design based 24 [email protected]; Marcel education to improve reading comprehension skills Staring; Hanno van Keulen Incidental academic language acquisition through the reading of Alejandra Ojeda-Beck, University of California, 25 graphic novels Berkeley: [email protected] Janet Vousden, Coventry University: 26 Irregular word reading in the early years: The role of word knowledge [email protected]; Michelle Ellefson Eva Staels, Vrije Universiteit Brussel: Is the relationship of the Visual Attention Span task with reading 27 [email protected]; Wim Van den Broeck; Katrien (dis)ability verbal or nonverbal in nature? Koolen Ralph Radach, University of Wuppertal: Is there evidence for differences in comprehension between silent and 28 [email protected]; Christian Vorstius; oral reading? Albrecht Inhoff Melissa Malette, Carleton University: Learning to read in opaque languages: The rate of word and non-word 29 [email protected]; Ashley Bildfell; reading acquisition in French and English Josée Whissell; Monique Sénéchal Nicole Swart, Radboud University Nijmegen: 30 Lexical predictors of reading comprehension skills in fourth graders [email protected]; Mienke Droop; Ludo Verhoeven Nuria Calet, Universidad de Granada: 31 Longitudinal predictors of reading comprehension in Spanish [email protected]; Ian C. Simpson; Nicolás Gutiérrez- Palma; Eduardo Onochie-Quintanilla; Sylvia Defior Yixun Li, Beijing Normal University: Orthographic Learning during stories reading aloud of Chinese 32 [email protected]; Linqing Xiao; Jie Zhang; children Hong Li Paired associate learning (PAL) in early kindergarten as a longitudinal Anna Gellert, University of Copenhagen: 33 predictor of reading skills from late kindergarten through Grade 2 [email protected] Claire Pillinger, Coventry University: 34 Parental experiences of shared book reading [email protected]; Emma Vardy Harry Haladjian, Université Paris Descartes: Predicting Reading from visuospatial attention capacity: A 35 [email protected]; Carla Morgan; Denis Developmental study of children and young adults Burnham Kimberly Murphy, The Ohio State University: Preschool lexical quality profiles and their contribution to first grade 36 [email protected]; Kelly Farquharson; Gloria reading Yeomans-Maldonado 4 Hanne Næss Hjetland, University of Oslo: Preschool vocabulary and later reading comprehension ability: A 37 [email protected]; Ellen Iren Brinchmann; systematic review Solveig-Alma Halaas Lyster; Monica Melby-Lervåg Sebastian Löweke, Universität Potsdam: 38 Profiles of reading motivation in elementary school students [email protected]; Ulrich Schiefele Marina Simian, Universidad Nacional de San Reading narrative, expository and discontinuous texts on paper versus Martín/ CONICET [email protected]; 39 screen: impact on reading comprehension in Argentine high school Cecilia Malbrán; Liliana Fonseca; Silvia Grinberg; kids María José Gattas; Rocío Tascón; Stéfano Cirigliano Brandy Gatlin, Georgia State University, Urban Relations among elementary students’ use of dialect and concurrent 40 Child Study Center: [email protected]; Jeanne and subsequent reading outcomes Wanzek Relations among personal initiative, reading strategy knowledge, and Greta Warner, University of Potsdam: 41 reading comprehension [email protected]; Doris Fay Rethinking of word knowledge: Relationships among word breadth, Chi-Shun Lien, National Chung Cheng University: 42 depth, morphological awareness, and reading comprehension in third- [email protected]; Hui-Yin Lo; Yuhtsuen Tzeng and fifth-grade children Armanda Costa, Universidade de Lisboa: 43 Searching for behavioral correlates of text complexity in reading [email protected]; Isabel Falé; Paula Luegi Sarah Surrain, Harvard University: Social perceptions of bilingualism and their impact on early language [email protected]; Gladys Aguilar; 44 development Alexandra Chen; Dasha Maghooli; So Yeon Shin; Gigi Luk Carolina Nikaedo, University of Luxembourg: Socioeconomic status, language and reading achievement in a 45 [email protected]; Pascale Engel de population
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