Friday, April 12, 1996

1:00 p.m. - 6:30 p.m. Registration

East Promenade, Mercury Ballroom, 3rd floor

3:00 p.m. - 4:30 p.m. Plenary Session

Mercury Ballroom, 3rd floor

Chair: Anne Cunningham, University of California-Berkeley

Stephen R. Burgess, Christopher J. Lonigan, Jason L. Anthony, Ted Barker

Florida State University

Predictors of the development of emergent literacy skills in preschool-aged children: Evidence from a longitudinal study.

Iris Levin, David Share, Evelyn Shatil

Tel Aviv University, Haifa University

A qualitative-quantitative study of preschool writing: Its' development and contribution to school literacy.

Pieter Reitsma

Paedologisch Institut Amsterdam/Duivendrecht

Computer-aided phonological skill training in preparing children for learning to read.

Barbara R. Foorman, David J. Francis, Jack M. Fletcher

University of Houston, University of Texas-Houston Medical School

Early reading interventions in Chapter 1 Schools.

Marcia Invernizzi, Connie Juel, Cathy Rosemary

University of Virginia

At-risk readers and community volunteers: A three-year perspective.

Robert Calfee, Roger Bruning

Stanford University, University of Nebraska

Beyond phonics: Teaching English orthography through the metaphonic principle.

4:45 p.m. - 6:15 p.m. Poster Presentations Mercury Ballroom, 3rd floor

Materials should be posted on boards either between 2:30 and 3:00 p.m. or between 4:30 and 4:45 p.m.

Chair: Joanna Uhry, Fordham University

P-1 Janwillem Bast, Pieter Reitsma

Paedologisch Instituut, Amsterdam

Matthew effects in reading: Results from a Dutch longitudinal study.

P-2 Zvia Breznitz

University of Haifa

Speed of processing as an underlying factor in dyslexia.

Saturday, April 13, 1996

1:00 p.m. - 2:00 p.m.

Plenary Session (continued)

Patricia Greig Bowers

University of Waterloo

The effects of single and double deficits in phonemic awareness and naming speed on new tests of orthographic knowledge.

David J. Chard, Edward J. Kammenui

Boston University, University of Oregon

Classroom word recognition instruction: Implications for students at-risk for reading failure.

2:10 p.m. - 3:10 p.m. Concurrent Session A Mercury Ballroom, 3rd floor

Chair: Lois Dreyer, Southern Connecticut State University

Carsten Elbro, Morgens A. Dalby, Hans Stodkilde-Jorgensen

University of Copenhagen, University Hospital-Arhus, Skejby Hospital-Arhus

Temporal cortex asymmetry and dyslexia: An in-vivo study using MRI.

Hanneke W.M.J. Wentink, Wim H.J. van Bon, Robert Schreuder

University of Nijmegen, The Netherlands

Training of poor reader's phonological decoding skills: Evidence for syllable-bound processing.

James M. Royer, Cheryl A. Cisero

University of Massachusetts, Wayne State University

The LATAS Model: An assessment driven approach to the remediation of reading disabilities.

2:10 p.m. - 3:10 p.m. Concurrent Session B Clinton Suite, 2nd fllor

Chair: Rose Marie Weber, SUNY Albany

Sandra Stotsky

Harvard University

The cultural contents of grades 4 and 6 readers in six leading reading instructional series.

Margaret S. Steffensen, Max Gulias, Jeffrey Hecht

Illinois State University

Affective responses evoked by literature in non-standard and standard dialects.

Robert J. Scholes

University of Florida

Oral and Literate Grammars of English.

3:10 p.m. - 3:30 p.m.

Coffee Break

Saturday, April 13, 1996

10:45 a.m. - 11:45 a.m. Concurrent Session A Mercury Ballroom, 3rd floor

Chair: Virginia Berninger, University of Washington

R. Malatesha Joshi, P. G. Aaron

Oklahoma State University, Indiana State University

Word knowledge and word recognition as confounding factors of spelling.

James M. Hodgson

Massachusetts General Hospital

How good is the reading of poor spellers? Evidence on the functional dissociation of reading and spelling in specific developmental dysgraphia.

Victor L. Willson, William H. Rupley

Texas A & M University

The relationships among orthographic components of word recognition and spelling for grades 1 - 6.

10:45 a.m. - 11:45 a.m. Concurrent Session B Clinton Suite, 2nd floor

Chair: Andrew Biemiller, University of Toronto

Jane Oakhill, Kate Cain, Marcia Barnes

University of Sussex, McMaster University & The Hospital for Sick Children

Comprehension skill, inference making ability and their relation to knowledge.

Kate Cain, Jane Oakhill

University of Sussex

Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis.

Ronald P. Carver, Susan W. Clark

University of Missouri-Kansas City, Longview Community College

Investigating reading disabilities using the rauding diagnostic system.

11:45 a.m. - 1:00 p.m.

Lunch

1:00 p.m. - 2:00 p.m. Plenary Session

Mercury Ballroom, 3rd floor

Chair: Hugh Catts, University of Kansas

Maryanne Wolf, Kathleen Biddle, Cynthia King

Tufts University

Evaluating the double-deficit hypothesis for developmental reading disabilities.

Franklin R. Manis, Lisa M. Doi, Bhakawahr Bhadha

University of Southern California

Naming speed and reading: Associations with orthographic skill, letter-sound knowledge and word reading in first graders.

Friday, April 12, 1996

P-3 Roger Bruning, Barbara Schweiger

University of Nebraska, Omaha Public Schools

Strategies for assessing literacy-related growth and motivation in an upper-level elementary school intervention program.

P-4 Maria S. Carlo, Ellen Skilton Sylvester

National Center on Adult Literacy, University of Pennsylvania

The role of low level reading components in adult ESL reading.

P-5 Marie Cassar, Rebecca Treiman

Wayne State University

Is early spelling only phonetic? Young children's knowledge about letter patterns.

P-6 Elissa D. Clark, Patricia Greig Bowers, Betty Ann Levy

University of Waterloo, McMaster University

Effects of intellectual ability on the acquisition and retention of word recognition skills in prereaders.

P-7 Barbara DiBenedetto, Ellis Richardson, Linnea Ehri

ISM Teaching Systems, CUNY Graduate School

Analogous nonword reading in normal and poor decoders: Effects of reading level and remediation.

P-8 Lisa M. Doi, Franklin R. Manis

University of Southern California

The impact of speeded naming ability on reading performance.

P-9 Rhona Johnston

St. Andrews University

Preschool alphabetic skills are a better predictor of later reading skill than rhyme and phonemic awareness skills.

P-10 Che Kan Leong

University of Saskatchewan

Structural relations of spelling real and pseudo English words.

P-11 Wen-Hui Lu, Nancy Ewald Jackson

Providence University, Taiwan, University of Iowa

Cognitive profiles of poor readers of Chinese.

P-12 Hollis S. Scarborough, Jennifer Layfer

Brooklyn College of CUNY, Bryn Mawr College

A follow-up study of children with learning disabilities: Academic, cognitive, and psychosocial outcomes in adolescence.

P-13 Joseph Torgesen, Richard K. Wagner, Stephen Burgess, Carol Rashotte

Florida State University

Predicting phonologically based reading disabilities: What is gained by waiting a year?

P-14 Connie K. Varnhagen

University of Alberta

A microgenetic study of spelling for inflected words.

Friday, April 12, 1996

4:45 p.m. - 6:15 p.m.

Poster Presentations (continued)

P-15 Ralph Wesseling, Pieter Reitsma

Paedologisch Instituut Amsterdam

Letter recoding and blending: Are these skills sufficient for decoding a regular script?

P-16 Diane Po Lan Sham

Hong Kong Institte

A bilingual dual coding model of processing Chinese as second language.

6:30 p.m. - 9:00 p.m.

Board Meeting - Ehri suite, Sheraton Hotel

8:00 p.m. - 12:00 p.m.

Vital Issues - Carnegie Deli, rear dining room

854 7th Avenue @ 55th Street

Facilitator: Joanna Uhry, Fordham University

Saturday, April 13, 1996

7:30 a.m. - 3:30 p.m. Registration

East Promenade, Mercury Ballroom, 3rd floor

8:00 a.m. - 9:15 a.m. Plenary Session

Mercury Ballroom, 3rd floor

Chair: William Nagy, University of Illinois

Mark Sadoski, Ernest T. Goetz, William A. Kealy, Allan Paivio

Texas A & M University, University of Western Ontario

Effects of word concreteness on the production of written definitions.

Alexandra Gottardo, Linda Siegel, Keith Stanovich

Ontario Institute for Studies in Education

The relationships between phonological sensitivity, syntactic processing and vocabulary knowledge.

Frederick J. Morrison, Elizabeth A. Griffin

Loyola University of Chicago

Phonological memory and vocabulary growth: Is there a causal connection?

Catherine E. Snow, Zehava Weisman

Harvard University

Grade two reading comprehension: Contributions of home language experiences.

Saturday, April 13, 1996

8:00 a.m. - 9:15 s.m.

Plenary Session (continued)

David K. Dickinson, Miriam W. Smith

Education Development Center, Clark University

Grade two reading comprehension: Contributions of preschool, kindergarten, and grade one experiences.

9:15 a.m. - 9:35 a.m.

Coffee Break

9:35 a.m. - 10:35 a.m. Concurrent Session A

Mercury Ballroom, 3rd floor

Chair: Gale Sinatra, University of Utah

Linda Gambrell

University of Maryland

The effects of literature infusion on young children's motivation to read.

Ula Manzo, Anthony Manzo, Barbara Ashby

Central Missouri State University, University of Missouri-Kansas City, Kansas City Public Schools

The impact of a cognitive enrichment reading program on the reading of at-risk fourth graders.

Peter Dewitz

University of Virginia

Learning in complex domains: A medical doctors metacognitive problems.

9:35 a.m. - 10:35 a.m. Concurrent Session B Clinton Suite, 2nd floor

Chair: Jamie Metsala, University of Maryland

William H. Rupley, Victor L. Willson, Sandra Mergen, Maximo Rodriguez

Texas A & M University

Effects of structural features of words in predicting word recognition and comprehension performance.

Egbert Assink

Utrecht University

Reading ability and attention to letters in words: Phonological, morphological and syntactic cues.

P. G. Aaron, R. M. Joshi

Indiana State University, Oklahoma State University

The nature of word-specific memory: Evidence from the deaf.

Saturday, April 13, 1996

3:30 p.m. - 5:00 p.m.

Plenary Session - Awards Addresses

Mercury Ballroom, 3rd floor

Chair: Marilyn Jager Adams, Bolt, Beranck & Newman

George McConkie

University of Illinois

Studying reading via eye movements: Some personal history and reflections.

Keith Rayner

University of Massachusetts, Amherst

Understanding eye movements in reading.

5:10 p.m. - 6:10 p.m. Business Meeting

Mercury Ballroom, 3rd floor

7:45 p.m. - 9:00 p.m. Plenary Session

Mercury Ballroom, 3rd floor

Chair: Keith Stanovich, Ontario Institute for Studies in Education

Linda S. Siegel, Anne Kerr

Ontario Institute for Studies in Education

An analysis of the reading errors of good and poor beginning readers.

Philip B. Gough, Nicole E. Deneen

University of Texas at Austin

What ends the first stage of reading acquisition?

David Share

University of Haifa

Phonological recoding as a self-Haifa teaching mechanism in learning to read: A direct test of the self-teaching hypothesis.

Anna M. T. Bosman, Guy C. Van Orden

Arizona State University

A common framework for reading and spelling.

Charles Perfetti

University of Pittsburgh

The universal phonological principal.

9:00 p.m. - 12:00 p.m. Vital Issues

Mercury Rotunda, 3rd floor

Facilitator: Joanna Uhry, Fordham University

Sunday, April 14, 1996

8:30 a.m. - 11:00 a.m.

Board Meeting - Ehri suite, Sheraton Hotel

PROGRAM

Third Annual Meeting

_{Society for the}

_{Scientific Study}

_{of Reading}

April 12, 13, 1996

New York Hilton Hotel

1335 Avenue of Americas (6th Ave.)

New York City

(212)586-7000

Program Committee: Co-Chairs Connie Juel & Linnea Ehri

President

Linnea C. Ehri

President Elect Elected

Connie Juel Board Members

Vice-President Marilyn Jager Adams

Ralph Reynolds Keith Stanovich

Robert C. Calfee

Treasurer

Joseph K. Torgesen Conference

Coordinator

Secretary Dolores Perin

Nancy E. Jackson

International

Historian Coordinator

Barbara R. Foorman Pieter Reitsma

Publications Chair Past President

Mark Sadoski Ronald P. Carver

(NO SMOKING IN ANY SESSION)