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
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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
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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 Reading motivation and reading comprehension in early adolescence: Amélie Rogiers Jr., Ghent University: 39 Exploring the relationship and the impact of student characteristics [email protected]; Hilde Van Keer Marina Simian, Universidad Nacional de San Reading narrative, expository and discontinuous texts on paper versus Martín/ CONICET [email protected]; 40 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 41 Child Study Center: [email protected]; Jeanne and subsequent reading outcomes Wanzek Relations among personal initiative, reading strategy knowledge, and Greta Warner, University of Potsdam: 42 reading comprehension [email protected]; Doris Fay Rethinking of word knowledge: Relationships among word breadth, Chi-Shun Lien, National Chung Cheng University: 43 depth, morphological awareness, and reading comprehension in third- [email protected]; Hui-Yin Lo; Yuhtsuen Tzeng and fifth-grade children Armanda Costa, Universidade de Lisboa: 44 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; 45 development Alexandra Chen; Dasha Maghooli; So Yeon Shin; Gigi Luk Carolina Nikaedo, University of Luxembourg: Socioeconomic status, language and reading achievement in a 46 [email protected]; Pascale Engel de population of Brazilian school children Abreu; Mônica C. Miranda; Orlando F.A. Bueno Elizabeth Hirshorn, University of Pittsburgh: Stealth readers: Distinct Reading profile of individuals with word 47 [email protected]; Corrine Durisko; John inversion sensitivity Colarusso; Julie Fiez Emily Solari, University of California Davis: Subgroup comparisons of the Simple View of Reading: Should fluency [email protected]; Ryan Grimm; Nancy 48 be added to the model for at-risk readers? McIntyre; Emilio Ferrer; Alyssa Henry; Carolyn Denton; Keri Madsen; Matthew Zajic Taking another look at measures of reading comprehension: A Marloes Muijselaar, University of Amsterdam: 49 comparison of the demands of the CBM-Maze and the Gates- [email protected]; Panayiota Kendeou; MacGinitie tests Peter F. de Jong; Paul W. van den Broek 5
Laura Tortorelli, Michigan State University: 50 Text matters: Discourse-level text factors associated with reading rate [email protected] Vered Markovich, Haifa University: The correlation between attention, executive functions and reading 51 [email protected]; Emanuel Tirosh; Avi comprehension in young adult students Karni Ronen Kasperski, Gordon College, Shaanan The effects of fluency-based intervention on reading self-concept of 52 College, University of Haifa: [email protected]; second and third grade readers Michal Shany; Tami Katzir Lisa Fitton, Florida State University: The impact of shared book reading on young ELLs' English 53 [email protected]; Autumn McIlraith; Carla vocabulary: A meta-analysis Wood Paula Schwanenflugel, University of Georgia: 54 The influence of passage genre on reading prosody [email protected]; Megan Brock; Victoria Tanaka; Matthew Westmoreland; Serena Mon Eveline Bader, University of Cologne: The role of morpheme clusters in reading processes at the end of [email protected]; Ann-Kathrin Hennes; 55 primary school Igor Osipov; Barbara Maria Schmidt; Claudia Colley; Alfred Schabmann Nicole Patton-Terry, Georgia State University: The structure of language, dialect, and reading among school-aged 56 [email protected]; Mi-Young Webb; Lee Branum- African American children Martin; Julie Washington Johannes Naumann, Goethe-University: 57 The time-on-task effect in low- vs. high-level reading tasks [email protected] Cíntia Salgado-Azoni, UFRN: [email protected]; Renata Ramalho; The use of a remediation program in children with learning Talita Trigueiro; Juliana Trajano; Crislayne Melo da 58 difficulties: effects on reading and phonological processing Silva; Rayane Kênia Campêlo da Silva; Jéssika Rocha; Flávia Lemos; Anderlayne Barbosa; Sheila Balen; Antonio Pereira Junior Kendra China, University of Virginia: Towards a model: Investigating determinants of online reading 59 [email protected]; Mienke Droop; Michael comprehension McKenna; Eliane Segers Ryan Grimm, University of California: Tracking reading development of heterogeneous groups of first-grade [email protected]; Emily Solari; Nancy 60 students: A latent transition analysis McIntyre; Emilio Ferrer; Alyssa Henry; Carolyn Denton; Keri Madsen; Matt Zajic Karen Ford, University of Virginia: Using kindergarten assessment in Spanish to predict later reading 61 [email protected]; Marcia Invernizzi; Francis achievement in Spanish and English Huang; Patrick Meyer 6
Milagros Tapia, Universidad de Navarra: 62 Validation of Simple View of Reading in Spanish [email protected]; Gerardo Aguado; Juan C. Ripoll Sara Hart, Florida Center for Reading Research: Visualizing the nature and nurture of reading comprehension: 63 [email protected]; Beth Phillips; Christopher Geocoding a large diverse twin sample Schatschneider; Jeanette Taylor THURSDAY, JULY 14, 2016 7:15 - 8:30 BREAKFAST Gardens Thursday Symposium: The role of morphology in language acquisition and CHAIR: Max Wilson AUD-2B 8:30- 10:10 literacy development across languages Investigating the relationship between morphological awareness and Kyle Levesque, Dalhousie University: 1 children’s ability to read morphologically complex words: Evidence [email protected]; Michael J. Kieffer; S. from longitudinal modeling Hélène Deacon Morphological awareness, decoding, and polysyllabic word reading: Devin Kearns, University of Connecticut: 2 relation with reading comprehension in grade 2 students [email protected] Pauline Quémart, University of Poitiers, Centre National de la Recherche Scientifique: 3 Morphemes as units of processing when writing in second graders [email protected]; France Loury; Eric Lambert Cristina Burani, Institute of Cognitive Sciences and Morpheme-based reading and spelling in Italian developing readers Technologies, CNR, University of Trieste: 4 with and without dyslexia [email protected] ; Paola Angelelli; Chiara V. Marinelli María Josefina D’Alessio, University of Buenos Morphological decomposition and access to morphologically complex 5 Aires: [email protected]; Virginia Jaichenco; written words when learning to read Spanish Maximiliano A. Wilson Thursday Symposium: Literacy skills in deaf children and adolescents: CHAIR: Fiona Kyle AUD-2C 8:30- 10:10 Predictors and current achievement levels Margaret Harris, Oxford Brookes University: 1 The impact of new technologies on deaf children’s literacy skills [email protected]; Fiona Kyle; Emmanouela Terlektsi Rosalind Herman, City University London: 2 Phonological skills, reading and spelling in deaf children [email protected]; Fiona Kyle; Penny Roy Amy Lederberg, Georgia State University: Does language modality affect literacy skills of deaf and hard-of- [email protected]; Mi young Webb; Lee 3 hearing children? Branum-Martin; Carol Connor; Susan Easterbrooks; Brenda Schick; Shirin Antia
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Fiona Kyle, City University London: 4 Reading achievements of deaf adolescents in specialist settings [email protected] Elizabeth Worster, University College London: Look who’s talking: Eye movements during visual speech, phonological [email protected];Hannah 5 awareness tasks, and reading in deaf children. Pimperton; Mairéad MacSweeney
Symposium: International perspectives on alphabet knowledge Thursday from preschool through Grade 3: Developmental processes and CHAIR: Barbara DeBaryshe AUD-2A 8:30- 10:10 consequences for reading and spelling skills Not quite as easy as ABC: Predicting the order in which preschool Barbara DeBaryshe, University of Hawaii: 1 children learn the letters of the English alphabet [email protected]; Seongah Im; Lauren Mark Adriana Bus, Leiden University : 2 Practicing alphabet skills with computer applications [email protected] Early invented spellings as predictors of later reading and spelling Tatiana Pollo, Universidade Federal de São João del- 3 ability: Evidence from Brazilian Portuguese Rei: [email protected]; Cláudia Cardoso-Martins Parents practicing alphabet skills with their children: An intervention Adi Elimelech, Tel Aviv University: 4 to promote early literacy, reading, and writing acquisition in first [email protected]; Dorit Aram grade and adjustment to school Mercedes López-Aguado, University of Leon: 5 The contribution of alphabetic fluency to word reading and spelling [email protected]; Liliana Tolchinsky Thursday Symposium: The development of reading related skills in young Claudine Bowyer-Crane R254 8:30- 10:10 second language learners Emergent literacy and comprehension skills: A comparison of children Claudine Bowyer-Crane, University of York: 1 learning English as an Additional Language (EAL) and monolingual [email protected] ; Silke Fricke; children with language weaknesses Blanca Schaefer; Arne Lervag; Charles Hulme Phonological processing skills in Polish and English monolingual Marta Wesierska, University of York: 2 children and Polish children learning English as an Additional [email protected]; Claudine Bowyer-Crane; Language (EAL). Emma Hayiou-Thomas Silke Fricke, University of Sheffield: Development and predictors of reading fluency in children learning 3 [email protected]; Dea Nielsen; Joy English as an Additional Language and their monolingual peers Stackhouse Paola Bonifacci, University of Bologna: Factors predicting reading comprehension in language minority [email protected]; Valentina Tobia; Luca 4 children exposed to a highly transparent L2 Bernabini; Margherita Barbieri; Nicole Trambagioli; Giulia Masotti 5 DISCUSSION DISCUSSANT: Monica Melby-Lervåg, Thursday Symposium: Writing development and intervention in children CHAIR: Kausalai Wijekumar R250 8:30- 10:10 and adults in different orthographies 8
The impact of self-regulated strategies development model training on Kausalai Wijekumar, Texas A&M University: 1 4th and 5th graders writing [email protected] Transcription leverages early text production: The impact of Rui Alves, University of Porto: 2 transcription training on writing [email protected]; Rui Alves; Teresa Limpo Evaluation of narrative essays written by children with and without Manuel Soriano-Ferrer, Universidad de Valencia: 3 Attention Deficit Hyperactivity Disorder (ADHD) [email protected]; R. Malatesha Joshi Hsin-Chin Chen, National Chung Cheng Developmental changes in Chinese writing errors of narrative and 4 University, [email protected]; Zih-Yun expository essays Yang R. Malatesha Joshi Community college students' writing: Lexical, syntactic, and cohesion Katherine Abba, Texas A&M University: 5 differences in L1, L2, and generation 1.5 students and examining [email protected]; R. Malatesha Joshi, knowledge of the writing process XueJun Ryan Ji Thursday Spoken papers: Assessment intervention AUD-1 8:30- 10:10 The association between math and reading performance in school: A Vivian Singer, Pontificia Universidada Catolica de 1 meta-analytic study Chile: [email protected]; Katherine Strasser Assessing the contribution of automatic letter-sound integration in Francina Clayton, University College London: 2 learning to read [email protected]; Charles Hulme Cláudia Cardoso-Martins, Universidade Federal de Early reading ability in children with Williams Syndrome: The roles of 3 Minas Gerais: [email protected]; method of reading instruction and visual-spatial skills Carolyn B. Mervis Shirley-Anne Paul, University of Leeds: Evaluating methods to support the reading skills of pupils with 4 [email protected]; Paula Clarke; Charles Hulme; reading difficulties in the transition to secondary school Glynnis Smith; Maggie Snowling On the influence of text materials on silent and oral reading in Christian Vorstius, Univeristy of Wuppertal: 5 beginning readers. Studying fluency and comprehension with eye [email protected]; Young-Suk Grace Kim; movements Ralph Radach 10:10-10:25 COFFEE BREAK Gardens Thursday Symposium: The reading for understanding network: CHAIR: Sharon Vaughn AUD-2B 10:25-12:05 Interventions, research, and theory Sharon Vaughn, University of Texas: Effectiveness and fidelity of implementation of a text-based content 1 [email protected] ; Jeanne Wanzek; Leticia intervention in secondary social studies classes Martinez Catherine Snow, Harvard University: [email protected]; James Kim; Lowry Experimental effects of the strategic adolescent reading intervention 2 Hemphill; Margaret Troyer; Stephanie Jones; on reading comprehension outcomes Maria LaRusso; Suzanne Donovan; John Sabatini; Tenaha O’Reilly 9
Beth M. Phillips, Florida State University: Supporting language and comprehension in second grade: Results 3 [email protected]; Carol M. Connor; Christopher from a tier 2 efficacy trial J. Lonigan; Karli B. Willis ; Elizabeth Crowe Exploring the impact of ¡Vamos a aprender!: A supplemental, oral- Alain Bengochea, Ohio State University: 4 language focused English/Spanish curriculum for dual language [email protected]; C. Mesa; M. A. Restrepo; learners Shayne Piasta 5 Implications for theory and practice: Findings from the RFU Network DISCUSSANT: Kate Cain Thursday Symposium: New insights into reading development and CHAIR: Elizabeth Norton R250 10:25-12:05 disorders from diverse brain imaging modalities Hua-Chen Wang, Macquarie University: Orthographic learning in the brain: An MEG study of novel word 1 [email protected]; learning Peter de Lissa; Anne Castles; Paul Sowman Adjudicating between theoretical accounts of left ventral Robin Litt, Macquarie University: 2 occipitotemporal dysfunction in dyslexia: An fMRI study [email protected]; Jo Taylor; Fabio Richlan Elizabeth Norton, MIT, Northwestern University: Brain measures identify which kindergartners at risk for reading [email protected]; Sara Beach; Zeynep 3 difficulties go on to develop dyslexia Saygin; Ola Ozernov-Palchik; Anne Park; Sydney Robinson; Nadine Gaab; John Gabrieli Silvia Siu-Yin Lam, Northwestern University: Rapid automatized naming mediates the link between auditory-neural [email protected]; Travis White- 4 stability and literacy Schwoch; Steve Zecker; Jane Hornickel; Nina Kraus 5 DISCUSSION DISCUSSANT: Elizabeth Norton & Robin Litt Thursday Symposium: Exploring Similarities and differences between CHAIR: Doug Fuchs AUD-1 10:25-12:05 reading and mathematics difficulties Jonna Salminen, University of Jyväskylä: Prevalence and stability of comorbid fluency problems in reading and 1 [email protected]; Tuire Koponen,; Mikko arithmetic Aro Derived fact strategy training for calculation fluency difficulties: Tuire Koponen, University of Jyväskylä: 2 Responsiveness of children with and without comorbid reading [email protected]; Jonna Salminen; Mikko fluency difficulties Aro Lynn Fuchs, Vanderbilt University: Pathways to third-grade competence in word-reading versus math 3 [email protected]; Douglas Fuchs; Donald competence: are they more alike or different? L. Comtpon Douglas Fuchs, Vanderbilt University: Does improving math calculation fluency strengthen word-reading 4 [email protected]; Lynn S. Fuchs; Donald competence in children with reading difficulties? L. Compton 10
Insights into concurrent difficulty with word reading and math Marcia Barnes, University of Texas: 5 calculations: A cognitive perspective [email protected] Symposium: Understanding English language & reading Thursday development among bilinguals: Findings across varied CHAIR: Gigi Luk AUD-2C 10:25-12:05 methodological approaches Jeannette Mancilla-Martinez, Vanderbilt Teacher-child oral language use and interactions in early childhood University: jeannette.mancilla- 1 settings serving Spanish-English bilinguals [email protected]; Wendy Ochoa; Christa Mulker Greenfader Narrative development in two languages: Spanish-English and Yuuko Uchikoshi, University of California, Davis: 2 Cantonese-English bilinguals [email protected]; Lu Yang C. Patrick Proctor, Boston College: Exploring language development in the context of a long-term school- 3 [email protected]; María Estela Brisk; Avery university partnership Newton; Laura O’Dwyer Language backgrounds and English proficiency in linguistically- and Gigi Luk, Harvard University: 4 socially-diverse children [email protected] Roles of executive functioning in English reading and language Michael Kieffer, New York University: 5 comprehension growth in Spanish-English bilinguals [email protected]; J. Kenneth Logan Thursday Spoken papers: Poor comprehenders Spoken papers: Poor comprehenders AUD-2A 10:25-12:05 Mark Daniel, Pearson, [email protected]; 1 Assessing silent reading fluency: The problem of poor comprehension Elfrieda Hiebert; Leigh Ann Martin Richard Olson, University of Colorado, Boulder, Etiology of group deficits in reading comprehension, listening 2 [email protected]; Janice Keenan; comprehension, word recognition, and their correlation Micaela Christopher Michael Hebert, University of Nebraska-Lincoln, Improving the expository reading comprehension of struggling [email protected]; Janet Bohaty; Julia 3 readers using text structures and note taking Roehling; Ron Nelson; Alana Paradise; Kristin Christensen Mary Beth Calhoon, University of Miami, Interventions for struggling adolescent readers: Factors that impact 4 [email protected]; Lee Branum-Martin; growth Congying Sun Ben Seipel, California State University, Chico, Using regression analyses to examine how and when struggling 5 [email protected]; Sarah Carlson; Lina comprehenders generate inferences Shanley; Gina Biancarosa; Mark Davison Thursday Spoken papers: Morphology R254 10:25-12:05
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Yasmin Shalhoub-Awwad, University of Haifa, Contribution of phonological and morphological information in 1 [email protected]; Amalia Bar-On; Reem reading Arabic: A developmental perspective Tuma Adolescents’ strategic use of morphological information during real- Deborah McCutchen, University of Washington: 2 time reading [email protected]; Becky Logan Herrera Amy Crosson, Penn State University: Contributions of morphology instruction to English learner 3 [email protected] ; Margaret McKeown; adolescents’ academic vocabulary learning Debra Moore; Elizabeth Hirshorn, Yufang Ruan, Beijing Normal University: feifei- Does writing system influence the association between phonological 4 [email protected]; George Georgiou; Shuang awareness, morphological awareness, and reading? A meta-analysis Song; Yixun Li; Hua Shu Morphological processing in French-speaking children through Rachel Berthiaume, Université de Montréal: 5 primary grades [email protected]; Daniel Daigle 12:05-12:35 LUNCH Gardens 12:35-14:05 POSTER SESSION II Authors Courtyard Thomas Günther, RWTH Aachen University Attentional dysfunction and its impact on reading performance in Medical Center: [email protected]; 1 children with ADHD, dyslexia and the combined condition Katharina Peters; Wolfgang Scharke; Josefine Horbach; Ralph Radach Antônia Lima, Universidade Federal de São João 2 Brazilian teachers’ knowledge about dyslexia and language constructs del-Rei: [email protected]; Luiz Ricardo Almada de Oliveira; Tatiana Cury Pollo Can a reading fluency/speed of processing component be added to the Shaimaa Abdelsabour, University of Canterbury: 3 Simple View of Reading in Arabic? Results from a longitudinal study [email protected]; John Everatt Hilde Hofslundsengen, Sogn og Fjordane University 4 Children with low responsiveness to invented spelling intervention College: [email protected]; Bente Eriksen Hagtvet Riikka Heikkilä, Niilo Mäki Insitute: Computerized assessment of reading across grades 1–4 in a [email protected]; Vesa Rantanen; Lea 5 transparent orthography Nieminen; Jarkko Hautala; Juha-Matti Latvala; Ulla Richardson Lili Yeh, Mackay Medical College: Developmental changes in Mandarin speaking children accessing 6 [email protected]; Marcin Szczerbinski; Joy orthographic representation of two diverse writing systems Stackhouse; Bill Wells Melanie Gangl, University of Graz: Different reading strategies in children with isolated or combined 7 [email protected]; Chiara Banfi; Ferenc Kemeny; deficits in reading and spelling Kristina Moll; Karin Landerl
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Clare Wood, Coventry University: Does the use of digital slang when text messaging influence the quality 8 [email protected]; Chloe Cunningham; Sarah of essay writing in a sample of adolescent children Critten Does use of text-to-speech improve reading fluency for students with Sarah Wood, Florida State University: 9 reading disabilities? A Meta-analysis [email protected]; Richard K. Wagner Rufina Pearson, Universidad Catolica 10 Dyslexia, RAN and comorbidity: Response to cognitive treatment (JEL) Argentina: [email protected]; Ana Sanchez Negrete; Pearson, Josefina Effects of orthographic transparency on writing: A nyanja-english Bestern Kaani, University of Zambia: 11 comparison [email protected] Helene Labat, Université Cergy-Pontoise: Emotional experience and rate of decoding skills with kindergarten: [email protected]; Amandine Rey; Anna 12 Effect of multimodal integration of letters Dion; Marie-Charlotte Joset; Margaux Melloul; Dr. Guillaume Vallet Eric Oslund, Middle Tennessee State University: Examining intervention effects on adolescent reading comprehension 13 [email protected]; Deborah Simmons; using quantile regression Nathan Clemens; Melissa Fogarty Callie Little, Florida State University: 14 Examining latent profiles of writing performance [email protected]; Sara Hart; Christopher Schatschneider Elisa Piedra-Martinez, Universidad del Azuay: Executive function domains among adolescents with developmental 15 [email protected]; Manuel Soriano-Ferrer; dyslexia R. Malathesa Joshi; Joyce Echegaray-Bengoa Rachel Schiff, Bar-Ilan University: Exploring the role of morphology and phonology in learning Hebrew 16 [email protected]; Dorit Ravid; Shany Levy- vowel letters A study of spelling across the school years Shimon Exploring the word-use profiles of low-vocabulary, average-vocabulary Penelope Collins, University of California: 17 and vocabulary-matched English learners [email protected]; Dale Webster Rui Qin, The University of Groningen: Fast visual specialization for print as a neurophysiological marker of 18 [email protected]; Martijn Wieling; emerging dyslexia Jaap van der Spek; Natasha Maurits; Ben Maassen Dustin Kai-Yan Lau, Hong Kong Polytechnic 19 Functional processing units in writing Chinese characters University: [email protected] Rasheda Haughbrook, Florida State University: Genetic and environmental influences on the not-so-simple view of 20 [email protected]; Callie Little; Sara Hart; writing Chris Schatschneider
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Anne Arnesen, University of Oslo: Growth trajectories in oral reading fluency in semi-transparent [email protected]; Johan Braeken; Scott 21 orthography Baker; Wilhelm Meek-Hansen; Terje Ogden; Monica Melby-Lervåg Luxi Feng, Texas A&M University: How do dyslexic children perform on spelling tasks?:The contribution 22 [email protected]; R. Malatesha Joshi; of reading skills to spelling Luisa Borges Araujo; Amanda Lindner Madelon van den Boer, University of Amsterdam: Improvements in reading accuracy as a result of increased interletter 23 [email protected]; Britt Hakvoort; Jurgen spacing are not specific to children with dyslexia Tijms Improving writing through discussion: Investigating the relationship Shireen Al-Adeimi, Harvard University: 24 between discussion, academic language, and writing [email protected] Invented spelling can be both positively and negatively related to Roderick Barron, University of Guelph: 25 letter-name knowledge for English non-readers [email protected]; Emily Ward Zahra Esmaeeli, University of Stavanger: Modeling the early path of word reading: effect of emergent literacy, 26 [email protected]; Kjersti Lundetræ; Fiona home literacy environment and family background Kyle Pui-sze Yeung, The University of Hong Kong: Motivation for writing and Chinese writing performance among [email protected]; Connie Suk-han Ho; David Wai- 27 adolescents ock Chan; Kevin Kien-hoa Chung; Simpson Wai- Lap Wong; Rebecca Wing-Yi Cheng Bene Bassetti, University of Warwick: Orthographic effects on second language pronunciation and 28 [email protected]; Tania Cerni; Jackie phonological awareness Masterson; Paolo Mairano Parental mediation of word writing in Bemba and English for Zambian Sylvia Chanda Kalindi, Chinese University of Hong 29 children’s early literacy skills Kong: [email protected]; Catherine McBride Patterns in English language learners’ reading errors: What can they Melissa Latham Keh, Bridgewater State University: 30 tell us about the influence of L1 orthography in decoding L2? [email protected] Jeremy Law, University of Leuven: Predicting dyslexia based on pre-reading auditory and speech 31 [email protected]; Jan Wouters; Pol perception skills Ghesquière Liza van den Bosch, Radboud University: Predictors of reading comprehension in beginning first and second 32 [email protected]; Eliane Segers; Ludo language readers Verhoeven Vassiliki Diamanti, University of Crete & The Preschool phonological and morphological awareness as longitudinal American College of Greece: 33 predictors of early reading and spelling development in Greek [email protected]; Aggeliki Mouzaki; Asimina Ralli; Faye Antoniou; Sofia Papaioannou
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Igor Osipov, University of Cologne: Prosodic sensitivity in children at the end of elementary school and its [email protected]; Petra Breuer-Kueppers; 34 impact on reading fluency Ann-Kathrin Hennes; Eveline Bader; Barbara Schmidt; Alfred Schabmann Maria Psyridou, University of Jyväskylä: Reading fluency and reading comprehension of late talkers: A follow- 35 [email protected]; Minna Torppa; Kenneth up from age two to sixteen Eklund; Anna-Maija Poikkeus France Dubé, Universite du Quebec a Montreal: Reading fluency and students' reading comprehension in elementary 36 [email protected]; Chantal Ouellet; Lyne school Bessette Markus Linnemann, University of Cologne: Reading fluency of second language learners and its impact on text 37 [email protected]; Sabine comprehension Stephany; Necle Bulut Meghan Davidson, University of Wisconsin- Reading, oral language, and working memory in children and 38 Madison: [email protected]; adolescents with autism spectrum disorder Margarita Kaushanskaya; Susan Ellis Weismer Fraulein Vidigal de Paula, Universidade de São Relations between derivational and inflectional morphology and Paulo: [email protected]; Ana Luiza 39 fluency in reading words for Brazilian adolescents. Navas; Maria Célia Lima-Hernandes; Sung Hwans Ahn; Flaviana Veríssimo Yi-Jui Chen, University of California, Berkeley: 40 Second language learners’ orthographic learning in English mailto:[email protected]; Anne E. Cunningham, Marie-Pier Godin, Universite du Quebec a 41 Spelling error patterns in children with specific language impairment Montreal: [email protected]; Andréanne Gagné; Nathalie Chapleau Maya Rossi, Concordia University: 42 Spelling teachers rejoice: Support for the Lexical Quality Hypothesis [email protected]; Sandra Martin- Chang; Gene Ouellette Spoken sentence comprehension in children with dyslexia: An Erin Robertson, Cape Breton University: 43 eyetracking study [email protected]; Jennifer Gallant Lesly Wade-Woolley, University of South Carolina: 44 Stressed and Unstressed vowels in children’s spelling [email protected]; Lindsay Heggie Gracia Jiménez-Fernández, University of Granada: Suprasegmental phonology and spelling acquisition: The particular 45 [email protected]; Nuria Calet; Nicolás Gutiérrez- case of stress in Spanish Palma; Sylvia Defior Mark van den Bunt, Radboud University: The cognitive correlates of letter knowledge and phonological 46 [email protected]; M.A. Groen; L. awareness in a consistent orthography: Related but distinct abilities Verhoeven 15
The development of phonemic awareness in illiterate adolescents 47 Collin Olson, MTSU: [email protected] learning English as a second language The development of vocabulary, phonological awareness, and letter Katrina May Dulay, Chinese University of Hong 48 knowledge in low-SES Filipino children in Cebu Kong: [email protected]; Catherine McBride Hafdis Gudrun Hilmarsdottir, University of Iceland: The effect of motivation on reading comprehension among early 49 [email protected]; Steinunn Gestsdottir; adolescents in Iceland Freyja Birgisdottir Laura Clark Briggs, Middle Tennessee State 50 The effect of student SES status on test items of expository text University: [email protected]; Jwa Kim Danielle Colenbrander, University of Bristol: The nature of spelling difficulties in the primary years: Why one size 51 [email protected]; Colin Davis; may not fit all Jeffrey Bowers The reading of handwriting: an evaluation of Chinese written by CFL Qi Zhang, Dublin City University: 52 learners [email protected]; Ronan Reilly Taylor Koriakin, University of Connecticut: The relationship between word recognition from spelling 53 [email protected]; Devin Kearns; Jane pronunciation and reading ability Rogers Anila Fejzo, UQAM: [email protected]; Alain The role of morphological processing strategies in the spelling 54 Desrochers; Rahima Salah; Rihab Saidane; performance on fourth-grade spellers of French? Kathleen Whissell-Turner; Nathalie Chaleau The role of statistical learning is reading: Evidence from AGL among Shani Kahta, Bar Ilan University: 55 adults with dyslexia [email protected]; Rachel Schiff Anne Plisson, Universite de Montreal: The role of visual-orthographic knowledge in spelling development - 56 [email protected]; Daniel Daigle; Alain Results from first to fourth graders Desrochers Using quantile regression to estimate how word recognition/decoding Zuowei Wang, Educational Testing Service: 57 scores impact reading comprehension scores [email protected]; John Sabatini; Tenaha O'Reilly Sanne van der Kleij, Radboud University: Variation in maintenance effects of a phonics reading intervention in 58 [email protected]; Margriet Groen; Eliane children with dyslexia Segers; Ludo Verhoeven Variation in processing patterns of dyslexic adolescent readers Anette Andresen, University of Oslo: 59 working with conflicting web sites containing multiple representations [email protected]; Ivar Bråten; Ladislao - a multiple case study Salmerón Lan Zhang, Washington University in St. Louis: 60 Young Chinese children's knowledge about writing [email protected]; Rebecca Treiman Alternate assessment formats for progress monitoring students with Francesca Jones, Southern Methodist University: 61 ID: Do alternate formats increase the reliability of performance for [email protected]; Diane Gifford; Paul Yovanoff; students with ID? Stephanie al Otaiba; Jill Allor
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Eddy Cavalli, Laboratoire de Psychologie Cognitive, Aix-Marseille Université: eddy.cavalli@univ- 62 How to screen for dyslexia among university students? amu.fr; Pascale Colé; Gilles Leloup; Liliane Sprenger-Charolles; Abdessadek El Ahmadi Thursday Symposium: Orthographic learning CHAIR: Victor H.P. van Daal AUD-2A 14:05-15:45 Orthographic learning during reading: Beyond the decoding, impact of Nathalie Chaves, Laboratoire CHART, UPEC: 1 the word's visual presentation and of the word's presentation [email protected]; Marie-Line Bosse duration Identifying contributors and outcomes of orthographic learning during Nicole Conrad, Saint Mary's University: 2 spelling [email protected] Catherine Mimeau, Dalhousie University: The role of orthographic and semantic learning in word reading and 3 [email protected]; Jessie Ricketts; Hélène reading comprehension Deacon Do spoken words give rise to orthographic ‘skeletons’? Effects of Signy Wegener, Macquarie University: 4 vocabulary knowledge and spelling predictability on silent reading [email protected]; Hua-Chen during the initial orthographic exposure. Wang; Peter de Lissa; Kate Nation; Anne Castles TOOF: A longitudinal study of self-teaching in learning to read and Victor van Daal, Edge Hill University: 5 spell [email protected] Thursday Symposium: Promoting early writing development: The role of CHAIR: Gary Bingham R254 14:05-15:45 interactions and interventions across multiple contexts Cynthia Puranik, Georgia State University, Using peer assisted strategies to improve writing outcomes for 1 [email protected], Melissa Patchan; Christopher kindergarten children Lemons ; Stephanie Al Otaiba ; Yaacov Petscher Chenyi Zhang, Georgia State University, 2 Infusing writing instruction into classroom routines [email protected]; Gary Bingham Feasibility study of innovative online teacher professional Hope Gerde, Michigan State University, Gary 3 development for writing: An iterative approach to the design of Bingham; Margaret Quinn; Megan Goetsch professional development Mother-child joint writing using a touch screen tablet and paper and Michelle Neumann, Griffith University: 4 pencil: What’s the difference? [email protected] Associations between Parenting Dimensions and Parents’ Writing Dorit Aram, Tel Aviv University: 5 Supports in Israel and the United States [email protected]; Lori Skibbe; Fred Morrison Thursday Symposium: Creative Response-to-Intervention (RtI) models of CHAIR: Robert Savage AUD-1 14:05-15:45 reading Alain Desrochers, University of Ottawa: Outcome assessment of a two-tiered reading instruction program on [email protected]; Line Laplante; Monique 1 phonological awareness, letter knowledge, oral reading, and spelling: Brodeur ; Lise DesGagné ; Mélanie Bédard ; Evidence from grade 1 speakers of French Dominique Lague ; Nathalie Chapleau 17
Supporting executive functions during dyadic literacy learning in Eva van de Sande, Radboud University: 2 kindergarten. [email protected]; Eliane Segers Individual computer/tutor-assisted intervention prevents reading Aryan van der Leij, University of Amsterdam: 3 difficulties in the majority of low pre-literate children with and [email protected]; Haytske Zijlstra ; Anne without family risk Regtvoort Stephanie Al Otaiba, Southern Methodist Is a growth mindset associated with response to fourth grade reading University: [email protected]; Jeanne Wanzek; 4 intervention? Yaacov Petscher; Brenna Rivas; Francesca Jones; Dawn Levy Robert Savage, McGill University: Dynamic tier 2 phonics programs supplement effective grade 1 ‘tier 1’ 5 [email protected]; Eileen Wood; Alexandra teaching in Response-to-Intervention models of reading Gottardo; Kristrina Maoirino Thursday Symposium: Adventures in encoding CHAIR: Joanne Arciuli R250 14:05-15:45 Krystal Werfel, University of South Carolina: 1 Spelling in children who use cochlear implants [email protected] Benjamin Bailey, University of Sydney: The effect of ABRACADABRA literacy instruction on the spelling ability 2 [email protected]; Joanne Arciuli; of children with autism Roger Stancliffe Malatesha Joshi, Texas A&M University: [email protected]; Fabiola Gomez Velazquez; Spelling error analyses of native Spanish-speaking children in early 3 Andrés Antonio González Garrido; Ryan Xuejun Ji; grades Juan Zamora; Luxi Feng; Amanda Lindner; Luisa Borges Araujo Elise de Bree, University of Amsterdam: The voice of Holland: Allograph production in written Dutch past tense 4 [email protected]; Sanne van der Ven; Han van inflection der Maas Sally Andrews, University of Sydney: The mechanisms of semantic priming: Insights from individual 5 [email protected]; Melissa Prince; differences in spelling and vocabulary Aaron Veldre Thursday Symposium: Word level skills across diverse groups of bilingual CHAIR: Becky Xi Chen AUD-2B 14:05-15:45 learners Pooja Nakamura, American Institutes for Role of decoding in developing vocabulary in akshara reading in 1 Research: [email protected]; R. Malatesha multilingual children Joshi; Xuejun Ryan Ji Word learning from informational and narrative texts: English- Deborah Deitcher, Tel Aviv University: 2 Hebrew dual language learners [email protected]; Helen Johnson
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Poh Wee Koh, University of Toronto: The relationship between vocabulary breadth and depth and word 3 [email protected]; Becky Xi Chen; reading Alexandra Gottardo; Susan Rickard Liow Alexandra Gottardo, Wilfrid Laurier University: The role of morphological awareness in word reading in English as a 4 [email protected]; Becky Xi Chen; Second Language learners: Beyond the usual suspects Poh Wee Koh; Lorinda Mak; Christine Javier Addressing the Lexical Quality Hypothesis with English language Megan O'Connor, University of Toronto: 5 learners [email protected]; Esther Geva Thursday Spoken papers: Working memory AUD-2C 14:05-15:45 Regina Henry, McMaster University, 1 Executive processes affect how reading behavior unfolds over time [email protected] ; Victor Kuperman William Nagy, Seattle Pacific University, 2 Morphological awareness mediates effects of executive functioning [email protected] ; Robert Abbott; Virginia Berninger Sylviane Valdois, LPNC CNRS France, Prevalence of phonological, visual attention span and rapid 3 [email protected]; Caroline automatized naming deficits in 6th grade poor readers Reilhac; Marie Line B sse Eduardo Onochie Quintanilla, Universidad Loyola Visual multi-element processing as a pre-reading predictor of 4 Andalucía, [email protected]; Ian C. Simpson; decoding skill Sylvia Defior 15:45-16:00 COFFEE BREAK Gardens Thursday Symposium: Development of reading processes: Orthographic CHAIR: Peter F. de Jong AUD-2B 16:00-17:40 and morphological influences Yvette Kezilas, Macquarie University, Letter position processing and the development of orthographic 1 [email protected]; Saskia Kohnen ; knowledge Meredith McKague ; Serje Robidoux ; Anne Castles Carsten Elbro, University of Copenhagen, How morphological knowledge can affect the process of word 2 [email protected]; Megan King; Delisha Rown; Jane decoding Oakhill Kate Nation, University of Oxford: 3 Lexical competition and learning to read new words [email protected] Peter de Jong, University of Amsterdam: 4 Tracking reading processes with serial and discrete rapid naming [email protected]; Madelon van den Boer Athanassios Protopapas, University of Athens: 5 Serial superiority in rapid naming as a model of fluency development [email protected]; Katerina Katopodi; Angeliki Altani; George K. Georgiou
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Thursday Symposium: Neurobiological precursors of dyslexia CHAIR: Maaike Vandermosten AUD-1 16:00-17:40 Maaike Vandermosten, KU Leuven: Can structural and functional connectivity profiles in pre-readers 1 [email protected]; Jolijn predict dyslexia? Vanderauwera; Jan Wouters; Pol Ghesquière Astrid De Vos, KU Leuven, An investigation of subcortical and cortical auditory temporal [email protected]; Sophie 2 processing before, during and after the onset of reading development Vanvooren; Jolijn Vanderauwera; Pol Ghesquière; Jan Wouters Michael Skeide, Max Planck Institute: NRSN1 associated grey matter volume profiles of the visual word form [email protected]; Indra Kraft; Bent Müller; Gesa 3 area reveal dyslexia before it manifests itself in school Schaadt; Nicole Neef; Jens Brauer; Arndt Wilcke; Holger Kirsten; Johannes Boltze; Angela Friederici Intergenerational transmission of the reading brain: Effect of parental Cheng Wang, University of California, 4 gender on transmission [email protected]; Zhichao Xia; Fumiko Hoeft Infant white matter microstructure predicts preschool pre-reading Michael Figuccio, Boston Children’s Hospital & 5 skills in children with and without a familial risk of developmental Harvard Medical School, dyslexia [email protected]; Yingying Wang; Nadine Gaab Thursday Symposium: Phonological and orthographic processes in EFL CHAIR: Susie Russak R254 16:00-17:40 literacy: A cross-linguistic perspective Janina Kahn-Horwitz, Oranim College of Polysyllabic decoding in English as a foreign language (EFL): 1 Education: [email protected]; Aliza Individual differences Yakir; Zvia Breznitz Merel Keijzer, University of Groningen: Spelling production and selection by Dutch university learners of 2 [email protected]; Elise de Bree; Marieke English Hoeijmakers Linguistic contributors to EFL literacy processes among Arabic and Susie Russak, Beit Berl Academic College: 3 Hebrew speaking 4th graders [email protected] Richard Wong Kwok Shing, Hong Kong Institute of The relationship between English vocabulary and phonological 4 Education: [email protected]; Conrad Perry; awareness among Hong Kong preschoolers Linda Siegel 5 DISCUSSION DISCUSSANT: Susie Russak Thursday Symposium: Reading-writing connections: Towards Integrative CHAIR: Rui Alexandre Alves AUD-2A 16:00-17:40 literacy science Using meta-analytic structural equation modeling to jointly model Yusra Ahmed, U. of Houston: 1 components of the Simple View of Reading (SVR) and the Not-so- [email protected],Richard Wagner; Young- Simple View of Writing (NSVW) Suk Grace Kim
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Young-Suk Grace Kim, Florida State University & What explains the relation of reading comprehension to written 2 Florida Center for Reading Research: composition? [email protected] Catherine McBride, The Chinese University of Word reading and word spelling in Chinese and English among native 3 Hong Kong, [email protected]; Yanling and nonnative Chinese- speaking children Zhou; R. Malatesha Joshi; JoAnn Farver David L. Coker, University of Delaware: How classroom writing matters: Evidence for a relationship to reading 4 [email protected]; Austin S. Jennings; Elizabeth achievement Farley-Ripple; Charles A. MacArthur 5 DISCUSSION of reading-writing connections symposium DISCUSSANT: R. Malatesha Joshi Thursday Symposium: Student voices: Reading habits, writing, attitudes and CHAIR: Rhona Stainthorp AUD-2C 16:00-17:40 behaviors Daisy Powell, University of Reading: Gender differences in attitudes and engagement with print and their 1 [email protected]; Rhona Stainthorp; relation to writing attainment at the beginning of secondary school. Lynette Atkinson Perceptions of school library media specialists in promoting student Shawna Durtschi, Florida State University, 2 intrinsic motivation [email protected] Rhona Stainthorp, University of Reading: 3 My Kindle and me: Attitudes to reading with e-books in school [email protected]; Daisy Powell; Lynette Atkinson Chatterbooks: Can it be a mechanism to improve reading for pleasure Emma Vardy, Coventry University: 4 in primary schools? [email protected]; Sam Waldron The role of exposure to print and attitude to reading in predicting Debbie Grimmond, University of Reading: 5 reading comprehension in English monolingual and English as an [email protected] additional language teenage readers Thursday Spoken papers: Orthographic learning R250 16:00-17:40 Connie Suk Han Ho, University of Hong Kong, 1 Examining an extended Simple View of Reading in Chinese [email protected]; Mo Zheng; Catherine McBride; Mary M. Y. Waye Christina Marx, University Salzburg, On the development of parafoveal preprocessing: Evidence from the 2 [email protected]; Florian Hutzler; Sarah incremental boundary paradigm Schuster; Stefan Hawelka Jingjing Zhao, Shaanxi Normal University, Statistical learning as cooperation constrained by learning parameters: 3 [email protected]; Tong Li; Mark Elliott; An artificial orthography learning study Jay Rueckl 17:45-18:45 BUSINESS MEETING All welcome AUD-2A
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FRIDAY, JULY 15, 2016 7:15 - 8:30 BREAKFAST Gardens Friday Symposium: Interventions for language and literacy learning for CHAIR: Sonali Nag AUD-2A 08:30-10:10 difficult-to-reach children Monica Melby-Lervåg, University of Oslo: Development of word decoding skills in Roma children: The impact of [email protected]; Dacian Doelan, 1 contextual factors. Babes; Ioana Tincas, Babes-Bolyai, Crina Damsa; Arne Lervåg, Mother tongue-based oral language intervention for language- Pascale Engel de Abreu, University of Luxembourg 2 minority children: A randomised controlled trial in Portuguese- – ECCS: [email protected]; Ariana Loff, Lénia speaking children from Luxembourg. Carvalhais, Rute Tomás, Romain Martin Marina Puglisi, University of Oxford / Federal Reducing the risk of language and literacy disorders in pre-schoolers University of São Paulo: 3 from disadvantaged backgrounds: the role of school and home factors. [email protected]; Juliana Gândara, Mariana Lauletta, Maggie Snowling, Kelly Burgoyne, University College London: PACT - the effects of a parent delivered preschool language enrichment 4 [email protected], Helen Whitely, Maggie program Snowling, Charles Hulme, Sonali Nag, The Promise Foundation/ University Literacy and foundation learning in low- and middle-income countries: of Oxford: [email protected]; Carole, Torgerson; 5 a synthesis of intervention studies Yonas Asfaha; Adi Keyih, Eritrea; Yvonne Griffiths; Gurpreet Reen; Shula Chiat; Maggie Snowling, Friday Symposium: Digital text comprehension: The online CHAIR: Eliane Segers R250 08:30-10:10 comprehension of hypertext and multimedia text Jean-François Rouet, Centre de Recherches sur la Children's visual scanning of documents: effects of search goals and Cognition et l'Apprentissage: jean- 1 content cues [email protected]; Anna Potocki; Christine Ros; Nicolas Vibert Ladislao Salmerón, University of Valencia: Effects of navigation on digital reading are moderated by print 2 [email protected]; Johannes comprehension skills Naumann Eliane Segers, Radboud University: 3 Children’s hypertext comprehension [email protected]; Sabine Fesel; Linda de Leeuw; Ludo Verhoeven Sunjung Kim, University of Central Arkansas: 4 Multimedia learning in students with dyslexia: An eye tracking study [email protected]; Jennie Le
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Strategic and inferential processing in text, diagrams, and Jennifer G. Cromley, University of Illinois: 5 text+diagram representations: A think-aloud study with high school [email protected]; Stephanie McMichael students Friday Symposium: Literacy and phonological skills: A reciprocal CHAIR: Anna Cunningham AUD-1 08:30-10:10 relationship? Anna J. Cunningham, Coventry University: Decoding skill and awareness of phonemes in nonwords: An early [email protected]; Caroline 1 reciprocal relationship at the letter-level only Witton; Joel B. Talcott; Adrian P. Burgess; Laura R. Shapiro Letter knowledge training and its influence on phoneme awareness Gabriela Seidlová Málková, Charles University: 2 and early reading development [email protected]; Marketa Caravolas A reciprocal relationship between reading and phonological Julia M. Carroll, Coventry University: 3 awareness in the middle school years? Evidence from children with [email protected]; Helen Breadmore dyslexia and Otitis Media Regine Kolinsky, Université Libre de Bruxelles, Belgium: [email protected]; Ana Franco ; 4 From illiteracy to literacy in adulthood: A microlongitudinal study Isabel Leite; Cristina Carvalho ; Tânia Fernandes ; Axelle Calcus; Jose Morais DISCUSSION - Is there a reciprocal relationship between literacy and 5 DISCUSSANT: Anna Cunningham phonological skills? Symposium: Understanding children’s early writing from Friday kindergarten to grade 3: From a precursor skill to a literacy CHAIR: Monique Sénéchal & Bente E. Hagtvet AUD-2B 08:30-10:10 outcome Bente E. Hagtvet, University of Oslo: 1 From writing to reading: A field experiment at grade 1 [email protected]; Jan-Eric Gustafsson - University of Gothenburg Invented spelling in kindergarten as a predictor of reading and Gene Ouellette, Mount Allison University: 2 spelling in grade 1: A new pathway to literacy, or just the same road, [email protected]; Monique Sénéchal, Carleton less known? University Markéta Caravolas, Bangor Univeristy: Developmental spelling profiles of children learning consistent and 3 [email protected]; Brett Kessler, inconsistent orthographies: Measurement matters Washington University Kindergarten phonological and orthographic spelling differentially Monique Sénéchal, Carleton University: 4 predict reading in grade 1 and 3 [email protected] Liliana Tolchinsky, University of Barcelona: The relative contribution of oral and written abilities to text quality 5 [email protected]; Dolores Alonso-Cortes and reading comprehension of Spanish primary schoolers Fradejas, University of Leon Friday Symposium: Brain and behavior longitudinal studies of reading: CHAIR: Xi Yu R254 08:30-10:10 A search for protective factors 23
Xi Yu, Boston Children's Hospital/Harvard Medical Compensatory mechanisms in typical readers with a family history of 1 School: [email protected]; Talia Raney; dyslexia Bryce Becker; Nadine Gaab Katarzyna Chyl, Nencki Institute of Experimental Sight word reading ability moderates the hemodynamic response for Biology: [email protected]; Anna 2 the spoken words and print in the beginning readers of Polish – Banaszkiewicz; Agnieszka Dębska; Magdalena evidence from a longitudinal study Łuniewska; Agata Żelechowska; Artur Marchewka; Marek Wypych; Katarzyna Jednoróg Reading-related cognitive skills in school-age mediate the effect of Shuang Song, Beijing Normal University: 3 prereading precursors on later reading ability [email protected]; Hua Shu Dichotic listening as an index of language lateralization in familial risk Britt Hakvoort, University of Amsterdam: 4 children with and without dyslexia in a longitudinal perspective [email protected] 5 DISCUSSION DISCUSSANT: Michael Figuccio Friday Spoken papers: Reading comprehension AUD-2C 08:30-10:10 Reading Comprehension and vocabulary relationships across Dawna Duff, University of Iowa, 1 comprehension skill levels in grade 4: A quantile regression approach [email protected] Marcella Pavias, Leiden University, The effect of imposing a perspective during reading on story 2 [email protected]; Paul van den Broek; comprehension in early adolescence Linda Van Leijenhorst Simon Tiffin-Richards, Max Planck Institute tiffin- The structure of cognitive processes underlying reading 3 [email protected]; Dirk Richter; Jana comprehension in children Bastian-Wurzel; Sascha Schroeder 10:10-10:25 COFFEE BREAK Gardens Friday Symposium: International Perspectives on Fostering Language in CHAIR: David Dickinson AUD-1 10:25-12:05 Preschool Classrooms Katherine Strasser, Pontificia Universidad Católica Efficacy of a language stimulation monitoring system for improving 1 de Chile: [email protected]; Susana Mendive, Daniela language in the preschool classrooms Vergara; Michelle Darricades Andrea Rolla, Harvard University: Preschool language-focused interventions: The Implementation of a 2 [email protected]; Marcela Marzolo; research-based preschool curriculum in Chile Katherine Becker Collins Molly, Vanderbilt University: Sustaining high quality bilingual instruction in preschool classrooms 3 [email protected]; David Dickinson; in Abu Dhabi Georgine Pion
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David Dickinson, Vanderbilt University: 4 Combining book reading and play to teach vocabulary [email protected]; Molly Collins; Kathy Hirsh-Pasek; Roberta Golinkoff 5 DISCUSSION DISCUSSANT: Catherine Snow Friday Symposium: Training and support for text comprehension CHAIR: Jane Oakhill AUD-2B 10:25-12:05 Menno van der Schoot, VU University Amsterdam: Effects of a reading strategy training aimed at improving situation 1 [email protected]; Bos, Wassenburg, de model-based inference making skills in primary school children Koning The relation between understanding text connectives and reading Oakhill Jane, University of Sussex: 2 comprehension in novice readers [email protected]; Susan Sullivan Keeping grounded: A longitudinal study exploring immersive strategies Molly Berenhaus, University of Sussex: 3 to improve children’s comprehension of narrative texts [email protected]; Jane Oakhill The effects of an inference instruction intervention on the inference Colby Hall, University of Texas: 4 generation and reading comprehension of struggling readers in grades [email protected] 6 and 7 Pauline Auphan, University of Lyon 2: Computerized training of reading comprehension in high functioning 5 [email protected]; Jean Ecalle; children and adolescents with autism spectrum disorders Bernadette Roge; Annie Magnan Friday Symposium: Learning to read across languages and writing CHAIR: Ludo Verhoeven AUD-2A 10:25-12:05 systems: Part 1 Operating principles in learning to read across languages and writing Ludo Verhoeven, Radboud University: 1 systems [email protected] Adrian Pasquarella, University of Delaware; Becky 2 Learning to read Chinese Xi Chen 3 Learning to read Japanese Keiko Koda, Carnegie Mellon Institute Pittsburgh 4 Learning to read Korean Min Wang, University of Maryland 5 Learning to read Arabic Elinor Saiegh-Haddad, Bar-Ilan University Israel Friday Symposium: Oral and written word learning in special CHAIR: Suzanne Adlof AUD-2C 10:25-12:05 populations: Dyslexia, SLI, and second-language learners Holly Joseph, University of Reading: Incidental word learning during reading in children who speak English 1 [email protected] as an additional language: Evidence from eye movements
Oral word learning in children with dyslexia, SLI, and typical Suzanne Adlof, University of South Carolina: 2 development [email protected]
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Orthotactic influences on children’s written word learning in children Julie Wolter, University of Montana: 3 with language impairment [email protected] Lauren Baron, MGH Institute, Predictors of orthographic boost during word learning in second- [email protected]; Tiffany Hogan; Mary Alt; 4 graders with dyslexia and language impairment Shelley Gray; Katy Cabbage; Sam Green; Nelson Cowan 5 DISCUSSION DISCUSSANT: Jessie Ricketts Symposium: Understanding the comorbidity between attention Friday and reading disorders: Etiology, neuropsychological factors, and CHAIR: Carolyn A. Denton R250 10:25-12:05 the effects of ADHD treatment and reading intervention on attention and reading outcomes Daniel R. Leopold, University of Colorado Boulder: [email protected]; Erik Willcutt; John 1 Twin studies of comorbidity between reading disability and ADHD C. DeFries; Sally J. Wadsworth; Bruce Pennington; Janice M. Keenan; Richard K. Olson Greg Roberts, University of Texas at Austin: The impact of intensive reading intervention on level of attention in 2 [email protected]; Jack M. Fletcher; middle school students Sharon Vaughn Leanne Tamm, Cincinnati Children's Hospital Does concurrent treatment with medication and parent training Medical Center: [email protected]; 3 improve response to reading intervention in poor readers with Carolyn A. Denton; Jeff Epstein; Chris ADHD? Schatschneider Carolyn Denton, University of Texas Health The effects of ADHD treatment, intensive reading intervention, and Science Center at Houston: 4 their combination on the reading comprehension of children with [email protected]; Leanne Tamm; comorbid ADHD and word-reading difficulties Chris Schatschneider; Jeff Epstein 5 DISCUSSION DISCUSSANT: Erik Willcutt Friday Spoken papers: Literacy R254 10:25-12:05 John Kirby, Queen's University, 1 Critical thinking dispositions in reading [email protected]; Claire O'Connor Early childhood educators’ knowledge, beliefs, education, experiences, Rachel E. Schachter, Ohio State University, 2 and children’s language- and literacy-learning opportunities: What is [email protected]; Caitlin F. Spear; Shayne B. the connection? Piasta; Laura Justice; Jessica A. R. Logan Carol McDonald Connor, University of California, From research to practice: Supporting teachers' efforts to Irvine, [email protected]; Nicole Sparapani; 3 individualize literacy instruction using A2i technology Henry May; Taffeta Wood; Barry Fishman; Frederick J. Morrison 26
Timothy Shanahan, University of Illinois, Chicago, 4 Learning to negotiate literacy in the disciplines: Review of research [email protected]; Cynthia Shanahan Lee Branum-Martin, Georgia State University, Measurement invariance for language and literacy in fundamentally [email protected]; Mi-Young Webb; Amy 5 different groups Lederberg; Brenda Schick; Carol M. Connor; Susan Easterbrooks; Shirin Antia 12:05-12:35 LUNCH Gardens 12:35-14:05 POSTER SESSION III Authors Courtyard Heather Kincaid, University of Missouri: An examination of the types of errors struggling readers make while 1 [email protected]; Amy Barth ; Cathy forming knowledge based inferences Thomas; Mary Decker Bilingual prosodic transfer: Why is Chinese lexical tone sensitivity Juan Zhang, University of Macau: 2 important for English reading in Chinese-English bilingual Hong Kong [email protected]; Catherine McBride children? Book talk between fourth-graders and parents in low-income families: Ziyun Deng, Harvard University: 3 Types of Parents questions and their effects on children’s oral [email protected]; James Kim response Character recognition strategies of CSL Readers: A perspective on the Elizabeth K. Y. Loh, The University of Hong Kong: 4 role of orthographic awareness [email protected]; Loretta C. W. Tam Niina Tamura, University of Oxford: Children’s learning and lexicalisation of novel written words via 5 [email protected]; Anne Castles; Kate reading experience Nation Children’s storytelling: the viability of children as language models for Erin Flynn, Portland State University: 6 peer learning in the multilingual classroom [email protected] Cognitive predictors of broad reading and mathematics in gifted Kristy Dunn, University of Alberta: 7 readers [email protected]; George Georgiou Adeetee Bhide, University of Pittsburgh: 8 Comparing instructional methods for teaching Hindi graphs [email protected]; Charles Perfetti José A. Martínez-Huertas; Jose A Leon; Olga Comparing two automatic assessment LSA´s methods, Inbuilt Rubric 9 Jastrzebska; Adrian Mencu; Jessica Moraleda; vs Golden Summaries, in two different expository texts Ricardo Olmos Development of English and French language and literacy skills: Klaudia Krenca, University of Toronto: 10 Evidence from multilingual children and their English-first language [email protected]; Becky Xi Chen peers from diverse socioeconomic backgrounds Robin Irey, University of California, Berkeley: 11 Developmental trajectory of morphological awareness [email protected]
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Helen Blom, Radboud University Nijmegen: Digital text comprehension in deaf students and students with specific 12 [email protected]; Harry Knoors; Eliane Segers; language impairment Daan Hermans; Ludo Verhoeven Marco van de Ven, Radboud University Nijmegen: Early reading intervention by means of a multicomponent reading [email protected]; Linda de Leeuw; 13 game Esther. G. Steenbeek-Planting; Marjolijn van Weerdenburg Effects of dependency length on the processing and understanding of 14 Suzanne Kleijn, Utrecht University: [email protected] texts Yaling Hsiao, University of Oxford: 15 Effects of semantic diversity on word recognition in developing readers [email protected]; Kate Nation Effects of the situational instruction on the detection of global Yuji Ushiro, University of Tsukuba: 16 inconsistencies among second-language readers: Evidence from eye- [email protected]; Masaya Hosoda; tracking and recall Yoshinobu Mori; Natsumi Tanaka Maja Roch, University of Padova: Enhancing listening text comprehension in 5 year olds’: The different [email protected]; Elena Florit; Raffaele 17 role of lower and higher level components Dicataldo; Simonetta Nicoletti; Ilaria Lupo; Alessia Maurantonio Lindsay Heggie, Queen's University: 18 Error analysis of multisyllabic word reading in grades 4 and 5 [email protected]; Lesly Wade-Woolley Ageliki Nicolopoulou, Lehigh University: Examination of factors that promote early childhood narrative and 19 [email protected]; Annemarie Hindman; L. Brook vocabulary skills Sawyer; Burcu Unlutabak Examining the influence of urban teachers’ advanced literacy assessment and intervention training on literacy achievement of Molly Shiffler, Cardinal Stritch University: 20 students receiving individual intervention and on regular classroom [email protected]; Dr. Jane Radaj students Examining the influence on comprehension of a theoretically-diverse Jane Radaj, Cardinal Stritch University: 21 literacy intervention: How do comprehension results vary depending [email protected]; Molly Drake Shiffler on the assessment used? Examining the unique contributions of working memory and attention Brittany Morris, Florida State University: 22 to reading-related outcomes in elementary-school children [email protected]; Christopher Lonigan Chelsea Funari, Florida State University: Exploring the Variability of a reading block: Teacher Demeanor and 23 [email protected]; Shawna Durtschi; Beth instructional environment Phillips; Carol Connor Morphological awareness and spelling development in Arabic Arige Younis Elouty,: [email protected]; Elinor 24 speaking EFL learners Saiegh-Haddad
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From the printing press to Twitter: An exploratory study examining Amy Elleman, Middle Tennessee State University: 25 the role of knowledge transfer in comprehension for students with [email protected]; Laura M. Steacy; Jennifer learning differences K. Gilbert; Stacy Fields; Donald L. Compton Elizabeth Tighe, Arizona State University: Identifying important predictors across different reading 26 [email protected]; Callie Little; Christopher comprehension levels of adult literacy students Schatschneider Mackenzie Savaiano, University of Nebraska- 27 Imageability, concreteness and visual impairment Lincoln: [email protected] Molly Farry-Thorn, Washington University in St. 28 Informal letter teaching in parent-child conversations Louis: [email protected]; Rebecca Treiman Jennifer Parrish, Middle Tennessee State 29 Integrated science and literacy K-12 instruction: A meta-analysis University: [email protected]; Amy Elleman; Summer Talbert Investigating the impact of type of training on the time course of Hannah Nash, University of Leeds: 30 orthographic learning in children [email protected]; Anna Weighall Norbert Maïonchi-Pino, Université Clermont Is the sonority useful for syllable segmentation in visual identification? Auvergne - Blaise Pascal - LAPSCO - CNRS UMR 31 Evidence in French dyslexic children 6024: norbert.maionchi_pino@univ- bpclermont.fr; Audrey Carmona Stephanie Kozak, Concordia University: Knowledge of print exposure changes how pre-service teachers 32 [email protected]; Sandra Martin- promote reading to students Chang Agnès Costerg, Universite de Montreal: Metalexical abilities in French-speaking children from kindergarten to 33 [email protected]; Daniel Daigle; Élisabeth fourth grade Demont Morphological awareness and processing in children with Helen Breadmore, Coventry University: 34 phonological difficulties. [email protected]; Julia Carroll Morphological priming in word reading: Word complexity and word 35 Carina Pinto, CLUL, IPL: [email protected] processing Arthur Boisson, Université Lyon 2: Multisensory integration of letters: Beneficial effect of an incidental [email protected]; Annie Magnan; Rémy 36 multisensory learning for teenagers with intellectual disabilities Versace; Lionel Brunel; Gerald Bussy; Hélène Labat Oral language and reading in fourth-graders: The potential role of Wanda Kent, Society for the Scientific Study of 37 intonation Reading: [email protected]; Heather Balog Charles Haynes, MGH Institute of Health 38 Orthographic and non-symbolic visual contributions to Arabic reading Professions: [email protected]; Nadia Taibah; Pamela Hook
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Perception of Chinese characters by the traditional and simplified Ruoxiao Yang, Hong Kong Shue Yan University: 39 Chinese readers and its impacts on readers’ visual attention [email protected]; William Shi-Yuan Wang Hadeel Kadi, Umm Alqora University: Phonological awareness abilities of phonemic and syllables deletion 40 [email protected]; Nadia Jameel Taibah, among Arabic first-graders Ed.D, King Abdulaziz University Michelle Erskine, University of Wisconsin: Phonological awareness development: The role of speech production 41 [email protected]; Patrick Reidy; Benjamin and perception explained Munson; Jan R. Edwards Rachel Sermier Dessemontet, University of Teacher Education of the State of Vaud: Phonological awareness skills in children with intellectual disability: 42 [email protected]; Anne-Françoise de An atypical pattern? Chambrier; Catherine Martinet; Urs Moser; Nicole Bayer Crystle Alonzo, MGH Institute of Health Predicting second grade listening comprehension using pre- Professions: [email protected]; Tiffany Hogan; 43 kindergarten and kindergarten measures Gloria Yeomans-Maldonado; Kimberly Murphy ; Language and Reading Research Consortium Self-paced sentence-by-sentence reading on story comprehension, Ashley Chung-Fat-Yim, York University: 44 recall, and narrative transportation [email protected]; Jordan Peterson; Raymond Mar Elfrieda H. Hiebert, TextProject: Silent rate and comprehension of proficient and less proficient readers 45 [email protected]; Mark Daniel; Leigh Ann with texts of varying complexity Martin; Shannon Henderson Nada Alghanmi, King Abdulaziz University: The contribution of working memory to mathematics skills in Arabic 46 [email protected]; Nadia Jameel Speaking children with learning disabilities Taibah; Sama Khomais The function of diagram with numbered arrows and text in conveying Yu-Cin Jian, National Taiwan Normal University: 47 mechanical kinematic information: An eye tracking investigation [email protected] Ariana Loff, University of Luxembourg: The role of grammatical complexity and verbal memory on sentence [email protected]; Ana Paula Vale; Jelena 48 repetition in Portuguese speaking children Mircovic; Kristina Moll; Maggie Snowling; Sonali Nag Lynette Atkinson, Roehampton University: The role of preschool language and social cognition in unexpected 49 [email protected]; Daisy Powell; Lance poor comprehension: A retrospective analysis Slade; Joseph P. Levy The role of text coherence and inference making in solving Sabine Stephany, University of Cologne: 50 mathematical word problems [email protected] The use of technology to enhance language and learning among 4th Gloria Ramirez, Thompson Rivers University: 51 graders: Lessons learned and future directions [email protected]; Mike Bowden; Patricia Persad
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Wolfgang Scharke, RWTH Aachen University Tracking the development of the optimal viewing position over the 52 Hospital: [email protected]; Josefine course of reading acquisition in elementary school Horbach; Ralph Radach; Thomas Günther Understanding the role of morphological awareness in reading Chinese characters by exploring the mediation of phonological awareness, Duo Liu Phil, The Hong Kong Institute of 53 vocabulary, and orthographic knowledge and the moderation of Education: [email protected]; Hong Li morpheme family size Doris Luft Baker, Southern Methodist University: Usability and feasibility of an English vocabulary program using an 54 [email protected]; Jillian Conry, Paul Polanco, intelligent tutoring system Stephanie Al Otaiba R. Michael Barker, University of South Florida: Validity of a dynamic assessment of phonological awareness in 55 [email protected]; Bianca Loreti; Maria Brea- Spanish that does not require spoken responses Spahn; Kyna S. Betancourt Kristin Farley, The Ohio State University: Validity of letter-sound short forms: Associations with early literacy 56 [email protected]; Shayne Piasta; Ann skills and classroom practices O'Connell Verbal Working Memory and early reading: Do ELLs from low SES Elena Zaretsky, Clark University: 57 perform similar to their monolingual peers? [email protected] Miki Cohen, David Yellin College, The Hebrew Visual morphological knowledge among children with developmental 58 University of Jerusalem: [email protected]; dyslexia Dorit Ravid; Ayelet Sasson; Rachel Schiff Noemia Ruberto, Noemia Ruberto: Visual-orthographic knowledge development: The case of French- 59 [email protected]; Agnès Costerg; speaking spellers. Daniel Daigle What did you just say? The role of language proficiency and conflict Lorinda King Chi Mak, York University: 60 monitoring for listening comprehension in monolingual and bilingual [email protected]; Ellen Bialystok children Janelle Montroy, UT Health: What does the X say? Identifying what letter sounds should be assessed [email protected]; Jason Anthony; 61 as correct Jeffrey Williams; Matthew Foster; ChengHsien Li; KwangHee Jung; Ryan Bowles Neena Hudson, Vanderbilt, 62 Word Learning in Good and Poor Comprehenders [email protected]; Nicole Landi, Laurie Cutting Friday Symposium: Learning to read across languages and writing CHAIR: Charles Perfetti AUD-2A 14:05-15:45 systems: Part 2 David Share, University of Haifa: 1 Learning to read Hebrew [email protected]
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Mikko Aro, University of Jyväskylä: 2 Learning to read Finnish [email protected] Sylvia Defior, University of Granada: 3 Learning to read Spanish [email protected]; Francisca Serrano Karin Landerl, University of Graz: 4 Learning to read German [email protected]; Kristina Moll Charles Perfetti, University of Pittsburgh: 5 Universals in learning to read across languages and writing systems [email protected] Friday Symposium: Longitudinal prediction of reading comprehension: CHAIR: Kate Cain AUD-1 14:05-15:45 From preschool through to adolescence Predictors of reading and listening comprehension from Kate Cain, Lancaster University: 1 prekindergarten to grade 3 [email protected]; Hugh W. Catts Maria Adelaida Restrepo, Arizona State University: The contribution of oral language, higher-level language and decoding [email protected]; Gloria Yeomans- 2 across grades reading comprehension in bilingual children Maldonado; Carol Mesa; Shelley Gray; Tiffany Hogan Elena Florit, University of Padua: Does home literacy longitudinally account for reading comprehension 3 [email protected]; Maja Roch; M Chiara beyond the simple view of reading? Levorato Modeling parallel growth between word reading and reading Laura M. Steacy, Florida State University: 4 comprehension in children from first through fourth grade [email protected]; Hugh W Catts; Donald L Compton Jessie Ricketts, Royal Holloway, University of Oral vocabulary, word reading and reading comprehension: What are 5 London: [email protected]; Nicola Dawson; the relationships in early adolescence? Charles Hulme Friday Symposium: Exploring the predictive validity of Spanish and CHAIR: Lillian Duran R254 14:05-15:45 English early language and literacy assessments Examining the predictive validity of the Spanish individual growth and Alisha Wackerle-Hollman, University of Minnesota: 1 development indicators: The relationship between Spanish [email protected] performance and English and Spanish outcomes in Kindergarten Exploring the relationships between English and Spanish preschool Lillian Duran, Utah State University: 2 language and literacy ability, language exposure, language of [email protected] instruction, and kindergarten outcomes Diagnostic accuracy of Spanish and English screeners with Spanish Doris Luft Baker, Southern Methodist University: 3 and English criterion measures for English learners in grades 1 to 3 [email protected]; Keith Smolkowski Within- and cross-language predictive validity of early literacy Christopher Longian, Florida State University: 4 assessments for Spanish-speaking language-minority preschool [email protected]; Ana H. Marty; Kimberly D. children McDowell; Jo Ann M. Farver
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Elizabeth Peña, Univeristy of Texas-Austin: Predictive relationships between the BESA-ME and reading scores for 5 [email protected]; Lisa Bedore; Elisa bilingual first graders Barquin Friday Symposium: Diagnostic assessment of reading CHAIR: Gina Biancarosa AUD-2C 14:05-15:45 Diagnostic decoding assessment: Technical characteristics and Michelle Hosp, University of Massachusetts: 1 implications [email protected]; John Hosp Diagnosing the reading comprehension processes of poor Gina Biancarosa, University of Oregon: 2 comprehenders: Year 2 results of the multiple-choice online causal [email protected]; Mark Davison; Sarah comprehension assessment Carlson; Ben Seipel Tenaha O'Reilly, Educational Testing Service: Vertical scaling and longitudinal predictive relationships of scenario- 3 [email protected]; John Sabatini; Jonathan Weeks; based assessments across grades Jonathan Steinberg; Szu-Fu Chao; Zuowei Wang Relation of reading components to scenario-based assessments in John Sabatini, Educational Testing Service: 4 adolescents [email protected]; Tenaha O'Reilly; Kelly Bruce 5 DISCUSSION: The future of diagnostic assessment DISCUSSANT: Friday Symposium: Mechanisms and methods for enhancing the CHAIR: Amy Barth AUD-2B 14:05-15:45 effectiveness of reading comprehension interventions Amy Barth, University of Missouri-Columbia: The effects of a text-processing comprehension intervention on 1 [email protected]; Sharon Vaughn; Phil Capin; struggling middle school readers Eunsoo Cho; Amory Cable The effects of a one or two-year reading comprehension intervention Garrett Roberts, University of Texas-Austin: 2 on struggling readers in grades 4 to 5. [email protected]; Sharon Vaughn Maureen Lovett, The Hospital for Sick Children Age and individual differences in intervention response in school-age and University of Toronto: [email protected]; Jan 3 children with reading disabilities. C. Frijters ; Karen A. Steinbach ; Maryanne Wolf ; Rose A. Sevcik ; Robin D. Morris Targeting lower- and higher-level language skills to support Shayne Piasta, Ohio State University: 4 comprehension: Effects of let’s know! [email protected] Comparison of statistical models examining whether intervention Paulina Kulesz, University of Houston: impacts test-specific components of variance in comprehension, broad 5 [email protected]; David Francis; aspects of the comprehension construct, or specific dimensions of Yusra Ahmed; Jack Fletcher; Sharon Vaughn comprehension that are common across assessments Friday Spoken papers: Dyslexia R250 14:05-15:45 Ella Barnett, Western Sydney University, Determinants of reading ability in dyslexia: Auditory-visual speech 1 [email protected];Benjawan perception and native language attunement Kasisopa ; Denis Burnham 33
Katrien Koolen, Vrije Universiteit Brussel, Has linear statistics and categorical diagnostics led us astray in 2 [email protected]; Wim van den Broeck; Eva interpreting causal determinants of reading disability? Staels Mapping the gaze of dyslexic children during word reading and Argyro Fella, University of Cyprus, 3 orthographic processing in a transparent orthography [email protected]; Timothy C. Papadopoulos Tiffany Hogan, MGH Institute of Health Professions, [email protected]; 4 Modeling working memory in school-age children with dyslexia Sam Green; Mary Alt; Shelley Gray; Shara Brinkley; Nelson Cowan 5 Testing the double-deficit hypothesis in Arabic Sana Tibi, [email protected]; John R. Kirby 15:45-16:00 COFFEE BREAK Gardens 16:00-17:40 PLENARY SESSION AUD-2A 18:00-22:00 CONFERENCE DINNER Gardens
SATURDAY, JULY 16, 2016
7:15-8:30 BREAKFAST Gardens Saturday Symposium: Language: A critical connection between CHAIR: David Purpura AUD-2B 8:30 - 10:10 mathematics and literacy Cross-domain relations of the home literacy and numeracy Amy Napoli, Purdue University: 1 environments to preschoolers’ outcomes [email protected]; David J. Purpura Matthew Foster, The University of Texas Health Hispanic English language learners response to a kindergarten 2 Science Center at Houston: numeracy intervention: The impact of vocabulary [email protected]; Jason L. Anthony David Purpura, Purdue University: Teaching mathematical language through dialogic reading: An 3 [email protected]; Amy R. Napoli; Elizabeth intervention with preschool children Wehrspann; Zachary S. Gold Sarah Powell, University of Texas at Austin: 4 Mathematics vocabulary in the elementary grades [email protected] 5 DISCUSSION DISCUSSANT: Lynn Fuchs Saturday Symposium: CHAIR: Shelley Xiuli Tong AUD-2C 8:30 - 10:10 Lexical prosody beyond L1 boundary: Chinese lexical tone sensitivity Shelley Xiuli Tong, The University of Hong Kong: 1 predicts English reading comprehension via English stress [email protected]; William Choi; Kate Cain A cross-language investigation of the role of prosodic reading in Rachel Ka Ying Tsui, The University of Hong Kong: 2 reading comprehension among Cantonese-English bilingual children [email protected]; Leo Shing Chun Fung 34
Prosody and reading comprehension in Cantonese –English high- Ruby Wing Yan Wong, The University of Hong 3 functioning autistic children Kong: [email protected] Understanding the relationship between executive functions and Heidy Ka Hei N NG, The University of Hong Kong: 4 reading comprehension in Cantonese-English children [email protected]; Helene Deacon 5 The myth of bilingual reading comprehension Catherine Snow, Harvard University Saturday Symposium: Orthographic learning under different conditions: CHAIR: Xenia Schmalz AUD-1 8:30 - 10:10 Insights from studies across languages Learning of artificial orthographies: How complexity and Xenia Schmalz, Università degli Studi di 1 unpredictability affect learning processes Padova: [email protected]; Claudio Mulatti Knowledge of conditional spelling patterns boosts orthographic Anne-Mette Veber-Nielsen, Københavns 2 learning among Danish 3rd graders Universitet: [email protected] Aris Terzopoulos, University College London & Investigating predictors of spelling: The role of RAN and multi- University of Dundee: 3 character processing in an opaque and a transparent orthography [email protected]; Georgia Niolaki; Lynne Duncan; Jackie Masterson Wendy Chang, National Taiwan Normal Visual complexity in orthographic learning: Modeling learning across 4 University: [email protected]; David Plaut; writing system variation Charles Perfetti 5 DISCUSSION DISCUSSANT: Xenia Schmalz Symposium: Learning to read and write in another language. Saturday Insights from different languages, writing systems, age groups CHAIR: Maaike Zeguers AUD-2A 8:30 -10:10 and levels of reading proficiency Cognitive skills underlying reading development in multiple foreign Maaike Zeguers, University of Amsterdam: 1 languages. Which are general, and which are language specific? [email protected]; Madelon van den Boer Investigating poor comprehenders’ narrative ability and inference Nadia D’Angelo, University of Toronto: 2 generation in English and French [email protected]; Xi Chen Sietske van Viersen, University of Amsterdam: Foreign language word reading and orthographic knowledge of gifted 3 [email protected]; Elise de Bree; Lilian Kalee; children with dyslexia in secondary education Evelyn Kroesbergen; Peter de Jong Differences in first language skills affect reading fluency training in Patrick Snellings, University of Amsterdam: 4 English [email protected] Ying Wang, The Chinese University of Hong Kong: How can non-Chinese-speaking children learn Chinese more [email protected]; Catherine McBride- 5 effectively? Chang; Yanling Zhou ; R. Malatesha Joshi ; JoAnn M. Farver Saturday Spoken papers: Spelling/writing R254 8:30 - 10:10
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By pen or by keyboard? The effects of writing mode on the online Scott Beers, Seattle Pacific University, 1 writing processes of adolescent students with written language [email protected]; Terry Mickail disabilities Daniel Daigle, Universite de Montreal, [email protected]; Rachel Berthiaume; 2 Do all roads really lead to Rome? The case of spelling acquisition Agnès Costerg; Anne Plisson; Noémia Ruberto; Joëlle Varin Florina Erbeli, Florida Center for Reading Genetic and Environmental influences in spelling growth: The case of 3 Research, [email protected]; Sara A. Hart; Jeanette Florida twin project in reading Taylor Mechanisms through which handwriting fluency influences writing Teresa Limpo, University of Porto, 4 quality: A path-analytic approach [email protected]; Rui Alves; Vincent Connelly Margaret Quinn, Georgia State University, Understanding children's early written composition using an item 5 [email protected]; Gary E. Bingham; response model Hope K. Gerde Saturday Spoken papers: Learning to read R250 8:30 - 10:10 Elsje van Bergen, Vrije Universiteit Amsterdam, Development of reading fluency, reading comprehension, and reading 1 [email protected]; Kati Vasalampi; Minna frequency from age 7 to 15 Torppa Bente Rigmor Walgermo, National centre for Reading Education & Reading Research, Norway, 2 First grade reading intervention and motivation dynamics [email protected]; Oddny J. Solheim; Jan C. Frijters Moniek Schaars, Radboud University, Individual variation in the transition from phonologically based word 3 [email protected]; Eliane Segers; Ludo decoding to orthographic reading Verhoeven Lindsay Harris, Northern Illinois University, 4 Mechanisms of phonological influences on orthographic processes [email protected]; Charles Perfetti Reading acquisition in beginning readers: What do reading errors tell Edlia Simões, ISPA-Instituto Universitário, 5 us? [email protected]; Margarida Alves Martins 10:10-10:25 COFFEE BREAK Gardens Saturday Symposium: I’d rather be reading: The importance of print CHAIR: Sandra Martin-Chang 10:25-12:05 exposure across settings R250 Sandra Martin-Chang, Concordia University: Read all about it! Teachers’ print exposure linked to planning for 1 [email protected]; Stephanie instruction Kozak
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Adapting an evidence-based literacy intervention to promote reading James Kim, Harvard University, Graduate School of engagement and comprehension: A school-level randomized Education: [email protected]; Jonathan 2 experiment to assess the role of teacher adaptations on student Guryan; Mary Burkhauser; David M. Quinn; Helen outcomes Chen Kingston Joanna Christodoulou, MGH Institute of Health Professions: [email protected]; Kelly K. Differentiating summertime literacy attitudes and experiences among 3 Halverson ; Emily Holding ; Theresa Cheng ; children with and without reading difficulties Sydney Kagan ; Maria Varella ; Dalya Umans ; Megan Pattee ; Nicole Ashby Raymond A. Mar, York University: [email protected]; 4 Does what you read matter when it comes to fostering verbal ability? Marina Rain The role of print exposure in the development of early literacy skills Anne Cunningham, University of California, 5 among kindergarten students Berkeley: [email protected]; Yi-Jui Chen Symposium: Heterogeneity of dyslexia: Neurobiological Saturday correlates of reading related measures in subgroups of CHAIR: Kristina Moll 10:25-12:05 individuals with dyslexia AUD-2A Anna Martin, University of Salzburg, Austria: Dyslexic brain activation abnormalities in deep and shallow 1 [email protected]; Martin Kronbichler; orthographies: A meta-analysis of 28 functional neuroimaging studies Fabio Richlan Chiara Banfi, University of Graz: A DTI investigation in spelling impaired children with and without [email protected]; Karl Koschutnig; 2 reading deficits Melanie Gangl; Ferenc Kemeny; Andreas Fink; Karin Landerl Ferenc Kemény, University of Graz: Neural correlates of pseudohomophone processing in Isolated Spelling [email protected]; Chiara Banfi; 3 Deficit Melanie Gangl; Corinna Perchtold; Ilona Papousek; Karin Landerl Sarolta Bakos, University of Munich: Neurophysiological correlates of word processing deficits associated 4 [email protected]; Gerd with reading versus spelling problems Schulte-Körne; Kristina Moll Orienting of attention, reading, and rapid naming in Dutch school Barry J.A. de Groot, University of Groningen: 5 children [email protected]; Kees P. van den Bos Saturday Symposium: Developmentally-appropriate apps and ebooks: CHAIR: Adriana Bus 10:25-12:05 Where are we? AUD-2B Mary Ann Evans, University of Guelph: “Candy” and” Spinach” in alphabet E-books: Linkages between book 1 [email protected]; David Willoughby; Sarah design and book behaviour Nowak Independent E-book reading at school: Differential Effects of two Kathleen Roskos, John Carroll University: 2 programs on reading skills [email protected] 37
On-line formative e-assessment aligned with early vocabulary Karen Burstein, University of Louisiana Lafayette: 3 acquisition [email protected]; Renee Casbergue Ten years after: Revisiting the question of e-book quality as early Ofra Korat, Bar-Ilan University: 4 language and literacy support [email protected]; Yael Falk Burcu Sari, Uludağ Üniversity, Bursa, Turkey: 5 How educational are the most popular apps for young children? [email protected]; Zsofia Takacs; Szilvia Salamon; Adriana Bus Saturday Symposium: Does it matter what medium we use for reading CHAIR: Maria T. Sikkema - de Jong Sr. 10:25-12:05 development? AUD-2C Gal Ben-Yehudah, The Open University of Israel: Do interactive animations influence comprehension of electronic 1 [email protected]; Avner Caspi; Yoram Eshet- picture books? Alkalai Annie Roy-Charland, Laurentian University: The impact of attention-orientation strategies on discourse 2 [email protected]; Mélanie Perron ; comprehension in shared book reading Chelsea Cloutier ; Danielle Huot ; Christian LaForge Marianne van Dijken, Leiden University: 3 The impact of shared e-book reading on a SMART-board [email protected] Per Bergamin, Swiss Distance University of 4 Emotions and empathy of college students while reading digital texts Applied Sciences: [email protected]; Egon Werlen 5 DISCUSSION DISCUSSANT: Maria T. Sikkema - de Jong Sr. Saturday Symposium: Patterns of spelling development across languages CHAIR: Naymé Salas 10:25-12:05 AUD-1 Barbara Conway, Neuhaus Education Center: 1 Do types of spelling errors indicate levels of linguistic knowledge? [email protected]; R. Malatesha Joshi; XueJun Ryan Ji Effects of writing task, word frequency and orthographic difficulty on Cristina Castillo, Universitat de Barcelona: 2 learning to spell [email protected] The developmental pattern of spelling in Catalan from first to fifth Anna Llauradó, UCL Institute of Education: 3 school grade [email protected]; Liliana Tolchinsky Naymé Salas, Universitat Autònoma de Barcelona: 4 Patterns of spelling development in English and Spanish [email protected]; Markéta Caravolas DISCUSSION: Spelling development as a window on lexical and 5 DISCUSSANT: Barbara Arfé conceptual development Saturday Spoken papers: Linguistic diversity 10:25-12:05 R254 Rita Zeltsman-Kulick, Haifa University: 1 A developmental model of adolescents' EFL reading comprehension [email protected]; Tami Katzir; Anat Prior 38
Beth O'Brien, National Institute of Education at Emergence of phonological awareness across bilingual types and 2 NTU: [email protected]; Malikka Habib relations to early reading and vocabulary Mohamed; Nurul Taqiah Yussof; Siew Chin Ng Christie Fraser, OISE/University of Toronto: Higher-order comprehension skills in ELLs who are poor 3 [email protected]; Angele Massey- comprehenders Garrison; Alexandra Gottardo; Esther Geva Lucy Shih Ju Hsu, University of Hong Kong: Impact of heritage language on bilingual children’s path to English 4 [email protected]; Ka I Ip; Maria Arredondo; literacy: Behavioral & fMRI evidence from Chinese-English bilinguals Twila Tardif; Ioulia Kovelman The longitudinal relations between decoding and reading John Goodrich, Florida State University: 5 comprehension among language-minority children [email protected]; Christopher Lonigan 12:05 - LUNCH Gardens 12.35 12:35-14:05 POSTER SESSION IV Authors Amanda Lindner, Texas A&M University: 1 50 years of disagreement: A meta-analytic review of hyperlexia profile [email protected]; Shuai Zhang; R. Malatesha Joshi Feifei Ye, University of Pittsburgh: A multidimensional assessment of morphological analysis tasks with 2 [email protected]; Amy Crosson; Margaret bound Latin roots McKeown; Meng Hua Donna Caccamise, University of Colorado: A secondary reading comprehension curriculum: Exploring how Foi 3 [email protected]; Megan Littrell- impacts student performance Baez; Christine Okochi Eva Marinus, Macquarie University/ ARC Centre of Excellence in Cognition and its Disorders (CCD): 4 A special font for people with dyslexia: Does it work and if so, why? [email protected]; Michelle Mostard; Eliane Segers; Teresa Schubert; Alison Madelaine; Kevin Wheldall A two-year study to investigate literacy development among young Mitsue Allen-Tamai, Aoyama Gakuin University: 5 EFL learners [email protected] Tania Fernandes, University of Lisbon, Portugal: Breaking mirror invariance in object recognition: When in learning to 6 [email protected]; Isabel Leite; Régine read does d become different than b? Kolinsky Camila Rennhard Bandeira de Mello, Universidade Presbiteriana Mackenzie: Children at risk for academic problems: The predictive effect of 7 [email protected]; Matheus Sant´Ana comprehension and phonological awareness on text production. Michelino; Amanda Douat Cardoso; Carolina Nikaedo; Elizeu Coutinho Macedo 39
Jaclyn Dynia, Ohio State University: Comparing children with ASD and their peers’ growth in print 8 [email protected]; Matt Brock; Laura Justice; knowledge Jessica AR Logan; Joan Kaderavek Comprehension in context: A crossed random-effects model examining Autumn McIlraith, Florida State University: 9 item-, reader-, and passage-level predictors of third grade [email protected]; Donald L. Compton; comprehension scores Hugh W. Catts Dan Lin, The Hong Kong Institute of Education: Developmental trajectory of Chinese character reading among Hong 10 [email protected]; Huilin Sun; Catherine Kong Chinese kindergartners McBride Jamie Spiegel, Florida State University: Do differential relations exist between Inhibitory Control and Working 11 [email protected]; Matthew D. Lerner; Memory and preschool literacy-related abilities? Christopher J. Lonigan Ana Albuquerque, ISPA: Do metalinguistic activities in kindergarten boost learning to read in 12 [email protected]; Margarida Alves grade 1? Martins HsinYing Chien, National Taitung University: 13 Do teachers’ gestures affect children’ s comprehension of storytelling? [email protected]; Foner Fu Méghane Tossonian, Clermont University LAPSCO- Does sonority influence the syllable segmentation in visual 14 CNRS UMR 6024: [email protected]; Norbert identification? Evidence in French skilled readers. Maïonchi-Pino EEG references and ERP components: Is there really a new ERP Urs Maurer; Sarah Rometsch; Jing Zhao; Pei Zhao; 15 component that is specific for reading Chinese? Su Li Melissa M. Weber-Mayrer, The Ohio State University: [email protected]; Shayne B. Effectiveness of large-scale, state-sponsored language and literacy 16 Piasta ; Laura M. Justice; Ann O'Connell; Susie professional development on early childhood educator outcomes Mauck; Rachel Schachter; Kristin Farley; Caitlin Spear Effects of social-behavioral skills and parents’ language skills on Christine Meng, University of Wisconsin-Madison: 17 Spanish dual language learners’ literacy skills [email protected]; Ya-Fang Cheng Jose Palma, University of Minnesota: Evaluating child responses as a means for validation of construct [email protected]; Stephanie Brunner; Alisha 18 representation on a Spanish expressive verb task Wackerle-Hollman; Lillian Duran; Theresa Kohlmeier; Chase Callard ; Michael Rodriguez Norberto Pereira, NeuroCog: 19 Eye-tracking: A diagnostic tool for reading disabilities? [email protected]; Armanda Costa; Manuela Guerreiro Nathalie Prévost, UQAM: Fostering the capacity to transcribe phonemes in kindergarten and 20 [email protected]; Turcotte Catherine; first grade in low SES neighborhoods Émilie Tremblay-Wragg; Frédérique Benjamin 40
Generalizability theory and the reliability of the phonological Marcia Invernizzi, UVA-Curry School of Education: 21 awareness literacy screening in spanish for preschool [email protected]; Patrick Meyer; Karen Ford Hanne Trebbien Daugaard, University of Getting to grips with poor comprehenders: Stability of group 22 Copenhagen: [email protected]; Carsten Elbro; membership across test conditions Jane Oakhill Gloria Yeomans-Maldonado, The Ohio State Home literacy environment and reading: A look at the ECLS-K:2011 23 University: [email protected]; longitudinal study for Spanish-speaking Latino families Kimberly Murphy Jyun-Yan Huang, National Chung Cheng How do we comprehend multiple texts: A simulation study by the 24 University: [email protected]; Yuhtsuen Landscape Model Tzeng; Chi-Shun Lien Anna Potocki, Centre de Recherches sur la If turtles had ice skates: Effects of knowledge availability on inferential 25 Cognition et l'Apprentissage: anna.potocki@univ- skills in children with high-functioning autism poitiers.fr; Manon Vivier; Blandine Baranger Stephanie Brunner, University of Minnesota: Impact of language of instruction and language modeling ratings on [email protected]; Theresa Kohlmeier; Jose 26 growth trajectories of Spanish-English bilingual preschoolers’ early Palma; Alisha Wackerle-Hollman; Lillian Duran; literacy skills Chase Callard Kristin Rogde, University of Oslo: Improving the general language skills of second-language learners in 27 [email protected]; Monica Melby-Lervåg; kindergarten: A randomized controlled trial Arne Lervåg Individual differences among relationships between psycholinguistic Chung-Hui Hsuan, National Chiayi University: 28 skills and Chinese character reading: A 3-year longitudinal study from [email protected]; Shen, Pei-Yin; Lin, Kindergarten through early grades Fin-Lan; Lee, Yi-Ting Integrative and predictive processes in text reading: The N400 across Regina Calloway, University of Pittsburgh: 29 a sentence boundary [email protected]; Charles Perfetti Interchangeability of the narrative language measures for English- and Marilyn Thompson, Arizona State University: 30 Spanish-speaking preschoolers: An analysis with methodological [email protected]; Trina Spencer; Douglas recommendations Peterson; Laida Restrepo Rute Tomás, University of Luxembourg: L2 oral language in Portuguese-speaking children from Luxembourg: 31 [email protected]; Lénia Carvalhais, The role of L1 oral language and self-regulation Carolina Nikaedo, Pascale Engel de Abreu Maryse Bianco, Université Grenoble-Alpes: Learning to read and write at grade1: Cognitive and self-efficacy 32 [email protected]; Pascal Bressoux; predictors Laurent Lima; Gwenaelle Joet Johannes Meixner, University of Potsdam: Longitudinal development of the perceptual span: Growth-curve and 33 [email protected]; Jochen cross-lagged-panel analyses Laubrock
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Henriette Raudszus, Radboud University Memory, unification, and control in monolingual and bilingual 6th- 34 Nijmegen: [email protected]; Eliane Segers; grade readers Ludo Verhoeven Morphology without semantics? The roles of vocabulary knowledge Siti Syuhada Binte Faizal, Newcastle University: 35 and language exposure in influencing the nature of lexical [email protected]; Ghada Khattab representations in a rote learning context Lin Chen, School of Chinese As A Second Multiple-level integration during Chinese comprehension: Morpheme, Language, Sun Yat-Sen University: 36 word and text [email protected]; Xiaoping Fang; Charles Perfetti; Guiping Xu Ricky Van Yip Tso, The University of Hong Kong: Novel character reconstruction exercise through component learning [email protected]; Lee, Wing-lam 37 enhances holistic character processing and orthographic awareness Christina; Cheung, Wai-ming; Au, Terry Kit-fong; Hsiao, Janet Hui-wen Oddny Judith Solheim, University of Stavanger: 38 On track: Effect of first grade reading intervention [email protected]; Jan Frijters; Kjersti Lundetræ; Per Henning Uppstad Yan Ling Zhou, The Hong Kong Institute of Phonological transfer of Cantonese, Mandarin and English in native Education: [email protected]; Catherine 39 and non-native Chinese speaking children acquiring the three McBride; Ying Wang; R. Malatesha Joshi; JoAnn M. languages at Hong Kong primary school Farver Linda J. Lombardino, University of Florida: 40 Preschool/kindergarten CRATI psychometric evaluation of pilot data [email protected]; Nicholas Gage; M. Jeffrey Farrar; David Therraiult Sara Ashley Smith, California State University: Reading comprehension among young adult Spanish-English 41 [email protected]; Jessica G. Briggs; bilinguals: The role of language contact and environment Ariana Bowens; Holly Pothier Hana Sotakova, Charles University Prague: [email protected]; Anna Kucharska; 42 Reading Comprehension Profiles of Czech Struggling Readers Klara Spackova; Pavla Presslerova; Eva Richterova; Gabriela Seidlova Malkova Task factors contribute to dyslexics’ difficulties with tests of Pierre Cormier, Universite de Moncton: 43 phonological awareness [email protected]; Stacy Corbin Kelly Williams, The University of Texas at Austin: The contribution of teacher-student working alliance and motivation 44 [email protected]; Jessica Toste; Eunsoo to elementary students’ reading performance Cho; Maria Rogers; Amanda McClelland Peng Peng, George Washington University: The deficit profiles of chinese children with reading difficulties: A 45 [email protected]; Cuicui Wang; Sha Tao; meta-analysis Congying Sun 42
The effect of character-similarity on identification and comprehension Rebecca Dore, University of Delaware: 46 of a narrative in childhood [email protected]; Eric Smith; Angeline Lillard Antonio Ibáñez Molina Sr., University of Jaen: 47 The geometry of handwritten texts as an indicator of cognitive control [email protected]; Yasmina Crespo; María Soriano; Sergio Iglesias; José Ignacio Aznarte The impact of a secondary intervention on phonemic awareness, Line Laplante, Universite du Quebec a Montreal: 48 alphabetic knowledge, word identification and word production of at- [email protected]; Julien Mercier; Monique risk French-speaking children in Kindergarten Brodeur; Dominique Lague; Mélanie Bédard Yi-Jui Chen, University of California, Berkeley: 49 The new assessment of orthographic processing [email protected] The Prime Lexicality Effect in children: Do word compete in developing Severine Casalis, Université de Lille: 50 readers? [email protected] Elpis Pavlidou, The University of York: The Reading brain as a statistician: An fMRI study of the artificial 51 [email protected]; W. Einar Mencl; Bonnie grammar learning paradigm in young good and poor readers Buis; Jocelyn Springfield; Kenneth Pugh Jason C M Lo, The Chinese University of Hong The relationship between N1 print tuning and literacy in Chinese 52 Kong: [email protected]; Xiuhong Tong; Catherine children McBride; Connie Suk-han Ho; Mary M. Y. Waye Tess Dussling, Syracuse University: The role of grade 1-2 vocabulary in explaining academic outcomes in 53 [email protected]; Benita A. Blachman; young adults Christopher Schatschneider The time course of the lexicality effect during reading aloud: impact of Gwendoline Mahé; Pascal Zesiger; Marjolaine 54 block displays and task instructions Cohen; Marina Laganaro The turbulent road to literacy acquisition in Diglossic Arabic: An Baha Makhoul, CET- Center For Educational 55 Arabic Reading Acquisition Balanced -Interactive (ARABI) remedial Technology: [email protected] program Visual attention to televised onscreen print by novice and expert Deborah Linebarger, Purdue University: 56 readers [email protected] Anna Garito Cassar, University of Toronto, 57 Word Reading Profiles of Chinese Dyslexics [email protected]; Saturday Symposium: Genetics of reading disability: Cultural factors, CHAIR: Jeffrey Gruen AUD-2A 14:05-15:45 interactive effects, and new genetic markers Dongnhu Truong, Yale University School of Genome-wide meta-analysis of rapid automatized naming in Hispanic Medicine: [email protected]; Andrew K. 1 and African Americans Adams; Mellissa DeMille; Genes, Reading, and Dyslexia Consortium; Jeffrey R. Gruen
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Jan Frijters, Brock University: Predictive capability of READ1 Alleles: Interactions with KIAA0319 [email protected]; Kimberley Tsujimoto; 2 and sex Dongnhu Truong; Genes Reading and Dyslexia Consortium; Jeffrey R. Gruen Kimberley Tsujimoto, Brock University: Success and failure attributions of cases with and without reading and [email protected]; Jan Frijters; Miao 3 language difficulties Li; Genes Reading and Dyslexia Consortium; Jeffrey R. Gruen Miao Li, Brock University: [email protected]; Jan Subgroup classification of struggling readers: A latent profile analysis 4 Frijters; Kimberley Tsujimoto; Genes Reading and and validation study Dyslexia Consortium; Jeffrey R. Gruen Mellissa DeMille, Yale University School of Medicine: [email protected]; 5 Genetic basis for development of writing systems in world populations Monica Bowen; Natalie Powers; DongNhu Truong; Jeffrey Gruen Symposium: Rapid Automatized Naming (RAN) measures and Saturday their relationship to reading in diverse Spanish-speaking CHAIR: Carmen L. Escribano R250 14:05-15:45 populations Ian C. Simpson, Universidad de Loyola Andalucía: 1 RAN as a measure of Visual-to-Verbal conversion speed [email protected]; Eduardo Onochie- Quintanilla, Sylvia Defior Paz Suarez-Coalla, Universidad de Oviedo: 2 Nature of RAN in people with dyslexia [email protected]; Fernando Cuetos, Liliana Fonseca, Universidad Nacional de San Martin: [email protected]; Eleonora Lasala; Monica Graciela Migliardo; Ivana Socio-economic status has an impact on RAN/RAS measures in 3 Corrado; Ines Lagomarsino; Laura Garcia Blanco; Spanish speaking children in Argentina Maria Pujals; Alejandra Mendivelzua; Manuela Sanchez; Milagros Alegre; Cecilia Malbran; Marina Simian Judith Suro, Universidad de Guadalajara: A normative study of Rapid Automatized Naming in different Mexican 4 [email protected]; Fernando Leal, Cesar populations aged 5-7 Rodriguez; Alejandra Corderdo Carmen López-Escribano, Universidad RAN: A discriminative measure of language and reading development 5 Complutense de Madrid:[email protected]; in the primary school years in a diverse Bolivian population. Veronica Garcia-Ortega, Symposium: Linguistic, textual and individual factors affecting Saturday children's comprehension of anaphors and connectives in CHAIR: Barbara Arfé R254 14:05-15:45 reading 44
Yuhtsuen Tzeng, National Chung Cheng University: The development of Taiwanese children’s pronoun resolution abilities 1 [email protected]; Chiu-Hua Huang, To Ko during reading University Anaphor processing in poor readers with Intellectual Disability and Inmaculada Fajardo, University of Valencia: 2 Pre-locutive deafness [email protected]; V. Ávila; L. Gil; A. Ferrer Establishing coherence using coherence markers: a developmental Ted J.M. Sanders, Utrecht University: 3 overview [email protected]; Jacqueline Evers-Vermeul Paul van den Broek, Leiden University: The role of connectives in elementary school children’s comprehension 4 [email protected]; Josefine of temporal relations between events during reading. Karlsson; Linda van Leijenhorst Barbara Arfé, DPSS-University of Padova: Comprehension of temporal and causal connectives in poor [email protected]; Jane Oakhill; Paola 5 comprehenders with and without hearing loss. Benincasa; Paul van den Broek; Elisabetta Genovese Saturday Symposium: Determinants of successful reading development in CHAIR: Barbara Gasteiger-Klicpera AUD-1 14:05-15:45 L1 and L2 children in the first years of instruction Lisa Paleczek, University of Graz: The development of reading and language abilities: A multilevel 1 [email protected]; Barbara Gasteiger- approach to uncover influential variables at individual and class level Klicpera; Susanne Seifert; Susanne Schwab Barbara Gasteiger-Klicpera, University of Graz: Predicting reading comprehension: Do L1 and L2 learners differ in the 2 [email protected]; Lisa Paleczek, importance of variables predicting their development? Susanne Seifert; Susanne Schwab L1 reading instruction and reading achievement of bilingual Arabic- Esraa Naddaf, University of Cologne: 3 German children [email protected]; Martina Penke Alfred Schabmann, University of Cologne: Auditory processing and beat perception skills of Turkish and German 4 [email protected]; Barbara Maria poor and good adult readers Schmidt; Halit Güllü; Muazzez Isci Katharina Galuschka, University of Munich: The early identification and remediation of first-grade children at-risk 5 [email protected]; for reading disabilities Susanne Volkmer; Gerd Schulte-Körne Saturday Symposium: RAN, PA, reading, and spelling: Behavioral and CHAIR: Marie Van Reybroeck AUD-2B 14:05-15:45 neuroscience insights into their relationships Modeling the eye-movement dynamics of rapid naming among Timothy C. Papadopoulos, University of Cyprus: 1 average and poor readers in a transparent orthography [email protected];Argyro Fella Marjolaine Cohen, Université de Genève: 2 Behavioral and ERP study with 7-to-10 year-old children [email protected]; Gwendoline Mahé; Marina Laganaro; Pascal Zesiger
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RAN and phonological awareness as predictors of reading and spelling Minna Torppa, University of Jyväskylä: 3 in a transparent orthography, Finnish [email protected] Caroline Vander Stappen, Université catholique de How rapid automatized naming and phonological awareness 4 Louvain: [email protected]; contribute to reading and spelling? An intervention study Marie Van Reybroeck Angeliki Altani, University of Alberta: The serial superiority effect in different naming tasks: A cross- [email protected]; Athanassios Protopapas; 5 linguistic study Ciping Deng; Jeung-Ryeul Cho; Megan Boonstra; Victor Wei; Katerina Katopodi; George K. Georgiou Saturday Spoken Papers: Early language AUD-2C 14:05-15:45 Concurrent and longitudinal relations of home language and literacy Trelani Milburn, Florida Center for Reading 1 practices with elementary-school-age children's concurrent decoding Research, [email protected]; Christopher and reading comprehension Lonigan Evaluating the effect of a preschool intervention for low SES children: Paula Guardia, Universidad Católica de Chile, 2 Innovation for the Spanish language [email protected] Stefano Rezzonico, Universite de Montreal, Preschool educators’ facilitation of a drawing activity following shared 3 [email protected]; Trelani Milburn; book reading Dorit Aram; Luigi Girolametto Kiren Khan, Ohio State University, The connections between early literacy, oral language, and precocious 4 [email protected]; Jessica Logan; Laura Justice; narrative abilities in young children Ryan Bowles; Lori Skibbe; Shayne Piasta 15:45-16:00 COFFEE BREAK Gardens Symposium: How does the study of the dynamics of children's Saturday written language production contribute to the understanding of CHAIR: Pauline Quémart AUD-2B 16:00-17:40 writing development? Sonia Kandel, University of Grenoble Alpes, Centre How does the interaction between spelling and motor processes build National de la Recherche Scientifique: 1 up during writing acquisition? [email protected]; Cyril Perret Eric Lambert, University of Poitiers, Centre The influence of morphological structure on the dynamics of written 2 National de la Recherche Scientifique: word production in 5th graders [email protected]; Pauline Quémart Annabel Molyneaux, Oxford Brookes University: [email protected]; Anna 3 Sub-lexical fragmentation of words during handwriting in English Barnett; Vincent Connelly; Georgina Glenny; Robert Davies
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Olivia Afonso, Universidad de La Laguna, Tenerife: 4 Handwriting impairments in children with developmental dyslexia [email protected]; Paz Suárez-Coalla; Fernando Cuetos Emma Sumner, Goldsmiths, University of London: Links between spelling, pausing and vocabulary choice in children 5 [email protected]; Vincent Connelly ; Anna with dyslexia Barnett Saturday Symposium: Oral narration assessment for culturally and CHAIR: Audrey Lucero R250 16:00-17:40 linguistically diverse children: Relevant, authentic, useful Janani Selvachandran, University of Toronto: [email protected]; Klaudia 1 Story grammar ability and reading comprehension in French Krenca; Adrian Pasquarella; Kathleen Hipfner- Boucher; Becky Xi Chen Oral narrative performance among Kindergarten, first, and second Audrey Lucero, University of Oregon: 2 grade heritage Spanish-speaking bilingual children [email protected] Anna Yamashita, University of Toronto; Janani Inference generation and reading comprehension in young emerging 3 Selvachandran; Klaudia Krenca; Nadia D'Angelo; bilinguals: Within-language comparisons Becky Xi Chen Randi Reppen, Northern Arizona University: Grade level grammatical differences among culturally, linguistically, 4 [email protected]; Meghan Moran; Trina and economically diverse students in preschool through third grades Spencer 5 DISCUSSION DISCUSSANT: Becky Xi Chen Symposium: Processing spelling patterns: Early and ongoing use Saturday of morphological and orthographic patterns across reading CHAIR: Erin Sparks AUD-1 16:00-17:40 development. Early spelling development and children’s sensitivity to morphological Frances Gibson, Utah State University: 1 patterns [email protected]; Julie Wolter Rebecca Tucker, Dalhousie University: What is the role of decoding in the transfer of orthographic learning? 2 [email protected]; Anne Castles; Annie Sounding it out and how simple words affect complex ones. Laroche; S. Hélène Deacon Investigating grapheme complexity and cohesion effects during visual Eva Commissaire, University of Strasbourg: 3 word recognition in developing readers [email protected]; Séverine Casalis Nina Verhaert, University of Antwerp: 4 The effect of homophone dominance in reading regular verb forms [email protected]; Dominiek Sandra Have you seen all of its stress friends?: Item- and participant-level Erin Sparks, Dalhousie University: 5 predictors of adults’ sensitivity to word endings as stress cues. [email protected]; S. Hélène Deacon Saturday Symposium: A tribute to Richard Olson’s 50 years of research CHAIR: Janice M. Keenan AUD-2A 16:00-17:40
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Bringing genetics to SSSR and bringing the science of reading to Robert Plomin, King’s College London: 1 genetic research [email protected] The legacy of Richard Olson: The latest results from the Colorado Erik Willcutt, University of Colorado: 2 Learning Disabilities Research Center [email protected] Is orthographic choice response fully determined by item reading Donald Compton, Florida State University: 3 skill? [email protected] Reinhold Kliegl, University of Potsdam: kliegl@uni- 4 Individual differences in reading potsdam.de Brian Byrne, University of New England: 5 Across the world across the ages [email protected] Saturday Spoken Papers: Precursors AUD-2C 16:00-17:40 Individual differences in phonological awareness in Kindergarten Margriet Groen, Radboud University, 1 children with and without a history of Otitis Media [email protected]; Alexandra Jesse Mads Poulsen, University of Copenhagen, Long-term prediction of reading accuracy and speed: The importance 2 [email protected]; Vibeke Asmussen; of paired-associate learning Carsten Elbro Rudimentary knowledge of letter-sound association is sufficient for a Aliette Lochy, Catholic University of Louvain-la- 3 left specialization of the occipito-temporal cortex to print in Neuve, [email protected]; Marie Van preschoolers Reybroeck; Bruno Rossion Fong Yui Chi, The Hong Kong Institute of The unique role of picture rapid naming in predicting Chinese literacy Education, [email protected]; 4 skills Connie Suk-han Ho; David Wai-ock Chan; Kevin Kien-hoa Chung Saturday Spoken Papers: Cross-linguistic reading R254 16:00-17:40 Developmental relations between home literacy environment and George Manolitsis, [email protected]; George 1 word reading across languages K. Georgiou; Karin Landerl Reading comprehension in Arabic, English, Maltese and Persian Louisa Grech, University of Malta, 2 speaking school children: Variation and similarities in underlying [email protected]; John Everatt; Amir cognitive-linguistc skills Sadeghi Renan de Almeida Sargiani, University of São Paulo, 3 Teaching orthographic mapping to novice beginners in Brazilian [email protected]; Linnea Carlson Ehri; Maria Portuguese: effects of phonemes, syllables and articulatory gestures Regina Maluf Hong Li, Beijing Normal University, 5 Transparent semantic radicals facilitate orthographic learning in [email protected]; Jie Zhang; Linqing Xiao; Chinese Yixun Li
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This conference was organized by Ludo Verhoeven (program chair) in collaboration with Rui Alves (local organizer), Amy Scarborough and Sean Day (program assistants). The preconference program was organized by Devin Kearns, Jessie Ricketts & Hua-Chen Wang, assisted by Lesly Wade- Woolley; Holly Joseph & Sarah Powell were session facilitators.
The following members served as reviewer for the present program:
Suzanne Adlof Kenn Apel Lee Branum-Martin Cammie McBride Wing-Yin Bonnie Chow Don Compton Penelope Collins Nicole Conrad Helene Deacon Alain Desrochers Florina Erbeli Jan Frijters Alexandra Gottardo Saiegh Haddad Gina Harrison Tiffany Hogan Devin Kearns Young-Suk Kim John Kirby Mark Lauterbach Kyle Levesque Ariana Loff Jeannette Mancilla-Martinez Eva Marinus Sandra Martin-Chang Ana Luiza Navas Gene Ouellette Adrian Pasquarella Amy Scarborough Eliane Segers Jenny Thomson Minna Torppa Jessica Toste Rebecca Treiman Clare Wood
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