Friday, April
21, 1995
7:00 p.m. - 9:00 p.m.
Board
Meeting - SSSR Suite/ Room 2501
9:00 p.m. - 11:00 p.m.
Vital
Issues - SSSR Suite/ Room 2501
Saturday, April 22, 1995
7:30 a.m. - 7:30 p.m.
Registration
- entrance
Union
Square Ballroom North
8:00 a.m. - 9:30 a.m.
Plenary
Session
Union
Square Ballroom North
Chair: Marilyn Jager Adams
Bolt
Bernack & Newman
Victor
L. Willson, William H. Rupley, John Logan
Texas A & M University
A
structural equation model for reading comprehension development based on
background, phonemic, and structural knowledge.
William
H. Rupley, Dee W. Nicholas, Victor L. Willson
Texas A & M University
A
longitudinal cross-sectional study of the relationship of background knowledge
and strategy knowledge on narrative comprehension, integrative comprehension,
and expository comprehension in grades 3-6.
Philip
B. Gough
University of Texas at Austin
The
measurement of comprehension.
Joanna
P. Williams
Teachers College, Columbia University
Toward
a theory of theme comprehension.
Ralph
Reynolds, Donna Salmen
University
of Utah
Selective
attention and interest: Effects of prose learning.
(NO
SMOKING IN ANY SESSION)
Saturday, April 22, 1995
5:00 p.m. -
6:00 p.m.
Business
Meeting
Union
Square Ballroom North
7:30 p.m. -
9:00 p.m.
Plenary
Session
Union
Square Ballroom North
Chair: Barbara Foorman
University
of Houston
Joseph
K. Torgesen, Richard K. Wagner, Carol Rashotte, Stephen Hecht
Florida State University
Relationships
between phonological processing skills and word reading ability in grades K
through 5.
Patricia Bowers
University of Waterloo
Implications for reading skill of a naming speed
deficit accompanying a phonemic awareness deficit.
Frank
Manis
University of Southern California
Speech
perception deficits in reading disability.
David
K. Dickinson, Molly Dolane-Rourke
EDC & Clark University
Current patterns of literacy instruction in primary
grade classrooms.
Michael
Pressley, Jennifer Mistretta,
Ruth
Wharton-McDonald, Linda Yokoi
University at Albany, SUNY
National survey of outstanding grade 5 literacy
teachers about their instruction.
9:00 p.m. -
12:00 p.m.
Vital
Issues
Union
Square Ballroom North
Sunday, April 23, 1995
8:30 a.m. -
10:30 a.m.
Board
Meeting - SSSR Suite/ Room 2501
(NO SMOKING IN ANY SESSION)
Saturday, April 22, 1995
2:25 p.m. -
3:25 p.m.
Concurrent
Session A
Union
Square Ballroom North
Chair: William Rupley/Texas A&M University
Jim
Wagner
Brock University
Analogy
and rule-based processing in early word recognition.
Sandy
Giancario, Jim Wagner
Brock University
Word
family effects in analogy and rule-based processing in word recognition.
Mary
Lou McKinley, Jim Wagner
Brock University
The effects of sentence context on analogy and
rule-based processing in word recognition.
Marie
Carbone, Jim Wagner
Brock University
The
effects of story context on analogy and rule-based processing in word
recognition.
2:25 p.m. -
3:25 p.m.
Concurrent
Session B
Sutter
Number 3
Chair: Jamie Metsala/University of Maryland
Keith
E. Stanovich, Linda S. Siegel, Alexandra Gottardo
Ontario Institute for Studies in Education
Phonological sensitivity, working memory, and syntactic
processing as predictors of word recognition skill in third-grade children.
Elena
Zaretsky, James M. Hodgson
MGH Institute of Health Professions
The
influence of spoken language structure on phonological awareness in Russian-
and English-speaking pre-readers.
Aydin Y. Durgunoglu, Montsererat Mir, Sofia Arino-Marti
Univ. of Minnesota, Middlebury College, Univ. of
Illinois@Urbana-Champaign
Spelling
proficiency in two languages of bilingual students.
3:45 p.m. -
4:45 p.m.
Presidential
Address
Union
Square Ballroom North
Ronald P. Carver/University
of Missouri-Kansas City
One-second, one-minute, or one-year of reading: What
difference does it make?
(NO SMOKING IN ANY SESSION)
Saturday, April 22, 1995
9:50 a.m. -
10:50 a.m.
Concurrent
Session A
Union
Square Ballroom North
Chair: Virginia Berninger
University
of Washington
Betty
Ann Levy, Linda Lysynchuk
McMaster University
Segmentation
versus whole word repetition: Optimal training methods for beginning and delay
readers.
R.
Malatesha Joshi
Oklahoma State University
The
two components of reading: Implications for diagnosis and instruction.
Frederick
J. Morrison, Christina L. Hardway
Loyola University, Chicago
Ready
to learn: Individual differences in children's academic and social skills at
school entry and beyond.
9:50 a.m. -
10:50 a.m.
Concurrent
Session B
Sutter
Number 3
Chair: Ann Pace
University
of Missouri-Kansas City
Thomas
W. Bean, John Readence
University of Hawaii at Hilo, University of Nevada at
Las Vegas
Reading
attitudes of preservice and inservice teachers in Hawaii and Nevada: A
comparative study.
Nancy
Marshall
Florida International University
Comparing
restricted and unrestricted summaries of stories.
Carol
Christensen, John Elkins
The University of Queensland
Learning
disabilities or difficulties: The impact of teachers' conceptions on
identification, assessment and instruction of students with reading problems.
(NO SMOKING IN ANY SESSION)
Saturday, April 22, 1995
11:00 a.m. - 12:00
p.m.
Concurrent
Session A
Union
Square Ballroom North
Chair: Ralph
Reynolds
University of Utah
Anthony
V. Manzo, Ula Manzo, Michael McKenna
University of
Missouri-Kansas City, Central Missouri State, Georgia Southern University
Cybernetic
classrooms & schools.
Gale M. Sinatra, James M. Royer
University of
Utah, University of Massachusetts
Investigating
a new method of combining response time and accuracy scores on measures of
reading ability.
Ernst Z. Rothkopf
Teachers College, Columbia University
Stability
of individual readers' eye movements in six reading tasks.
11:00 a.m. -
12:00 p.m.
Concurrent
Session B
Sutter
Number 3
Chair: Peter Dewitz
University
of Virginia
Victoria
Purcell-Gates, Ellen McIntyre, Penny Freppon
Harvard Graduate School of Education
Learning
written storybook language in school: A comparison of low-SES children in
skills-based whole language classrooms.
Beverly
Griffin Cox, Maribeth Schmitt, Brenda Williams
Purdue University
How
does reading recovery contribute to literacy development: A preliminary report.
Connie
Juel
University of Virginia
What
makes tutoring effective: Do actions speak louder than words?
(NO SMOKING IN ANY SESSION)
Saturday, April 22, 1995
1:15 p.m. -
2:15 p.m.
Concurrent
Session A
Union
Square Ballroom North
Chair: Joanna Uhry
Fordham
University
Linnea
C. Ehri, Jill Saltmarsh
CUNY Graduate School
Beginning
readers outperform older disabled readers in learning to read words by sight.
James
M. Hodgson
Massachusetts General Hospital
Orthographic
processes in literate adults with developmental dyslexia.
Laurence
Rieben
University of Geneva
Word
searching strategies and learning to read.
1:15 p.m. -
2:15 p.m.
Concurrent
Session B
Sutter
Number 3
Chair: Michael McKenna
Georgia
Southern University
Mariam
Jean Dreher
University of Maryland
Children
as researchers: Does process-emphasis research strategy instruction facilitate
performance?
Pieter
Reitsma
Paedologisch Instituut, The Netherlands
Learning
to recognize affixes in printed words.
Barbara
R. Schirmer
Lewis & Clark College
Reasoning
during reading: The effect of teacher questions on the comprehension of deaf
children.
(NO
SMOKING IN ANY SESSION)
(Final Version)
PROGRAM
Second Annual Meeting
Society
for the
Scientific
Study
of
Reading
April 21 - 23, 1995
Holiday Inn/Union Square
480 Sutter Street
San Francisco, California
1-800-243-1135
Program Committee:
Linnea Ehri (Chair), Connie Juel
President
Ronald P. Carver
President
Elect Elected
Linnea C. Ehri Board Members
Vice-President Joanna P. Williams
Connie J. Juel
Marilyn
Jager Adams
Treasurer
Joseph K. Torgesen Keith
E. Stanovich
Secretary
David K. Dickinson Conference
Coordinator
Historian Ann Pace
Ralph Reynolds
International
Publications
Chair Coordinator
P. David Pearson Pieter
Reitsma