Sunday, March
23, 1997
5:00 p.m. - 7:00 p.m. Concurrent Session A (con't)
Froma P. Roth, Deborah L.
Speece, David H. Cooper
University of Maryland
The
developmental connection between oral language and early reading: A
longitudinal study
5:00 p.m. - 7:00 p.m.
Concurrent Session B
(Salon V,
3rd floor)
Chair: Connie Varnhagen, University of Alberta
Anthony V. Manzo, Kim McNeley
University of Missouri-Kansas City, UMKC Med. Ctr.
Potential
problems of brain mapping in reading research
Francoise Vitu, G. W. McConkie
ONRS - Universite’ Rene’ Descartes, Beckman Institute,
UIUC
On
the relation between word processing and eye movements
P.G. Aaron, R.M. Joshi
Indiana University, Oklahoma State University
Developmental
changes in word reading speed processing strategy
Therese Fitzpatrick, Jim
Wagner
Brock University
The
implicit and explicit learning of a pronunciation rule in word recognition
Joanne F. Carlisle
Northwestern University
Reading
morphologically complex words
Egbert M.H. Assink, Caroline
Vooys
Utrecht University, Netherlands
Prefixes
as access units in morphologically complex words
9:00 p.m. -
12:00 a.m. Vital Issues
Reception/Informal Discussion
(Private
Dining Room 17, 5th floor)
Facilitator: Joanna Uhry, Fordham
University
See Next Page
for Monday's schedule
Saturday,
March 22, 1997
9:00 a.m. - 12:00 noon Board
Meeting
(Location
TBA)
11:00 a.m. - 6:30 p.m. Registration
(Foyer of
Private Dining Rm. 17, 5th fl.)
1:00 p.m. - 2:30 p.m.
Plenary Session
(Private
Dining Room 17, 5th floor)
Chair: Jamie Metsala, University of
Maryland
Joseph K. Torgesen, Richard K.
Wagner,
Carol A. Rashatte
Florida State University
Preventing
reading disabilities: Results from 2-1/2 years of intervention
Dustin Heuston, Maureen A.
Marron
Waterford Institute
Success
at learning to read: A preliminary look at the Waterford Early Reading Program
Jeremiah Ring, Barbsra Wise,
Richard Olson
University of Colorado
The
long-term effects of computer-based remedial reading instruction
Barbara W. Wise, Richard K. Olson
University of Colorado
Two
years of phonological awareness and comprehension instruction on talking
computers
Peter Reitsma
Paedologisch Instituut Amsterdam
Remediation
of reading problems by using CAI
Alice A. Wilder, Joanna Williams
Teachers College, Columbia University
Instruction in the generation and generalization of
themes for students with learning disabilities
3:00 p.m. - 4:45 p.m.
Plenary Session (Private Dining Room 17, 5th floor)
Chair: Hugh Catts, University of
Kansas
Frank Manis
University of Southern California
Cognitive
profiles in dyslexic reading subgroups
Alexandra Gottardo, Keith E.
Stanovich,
Robindra Sidhu, Linda S.
Siegel
University of British Columbia, University of Ontario,
University of British Columbia
The
search for subtypes of developmental dyslexia in adults
Sunday, March
23, 1997
1:00 p.m. - 2:15 p.m.
Lunch Break
2:15 p.m. - 4:35 p.m.
Concurrent Session A
(Private
Dining Room 17, 5th floor)
Chair: Gale M. Sinatra, University of Utah
Hugh W. Catts, Mark Fey,
Bruce Tomblin
University of Kansas, University of Iowa
Language
deficit in reading disabilities
Louis Volante, Alexandra Gottardo, Keith Stanovich
University of
Toronto
Subtypes of reading disability: Differences in real
word and pseudoword pronunciation errors
Frank R. Vellutino
SUNY Albany
The
importance of early identification and early intervention in diagnosing reading
disability: A Longitudinal study of literacy development in difficult to
remediate and readily remediated poor readers
Elissa D. Newby-Clark
University of Waterloo
Deficits
in phonemic awareness and naming speed: Effects on response to training
Tamara Garon, Richard K.
Wagner
Florida State University
The
effect of linguistic complexity on young children’s phonological awareness
Mina C. Johnson, Barbara Wise, Richard K. Olson
University of Colorado, Boulder
Effects
of training in phonological awareness and reciprocal teaching on the
comprehension of reading disabled 2nd through 5th graders
Javier Gayan, Helen E. Patta, Richard K. Olson
University of Colorado, Boulder
Genetic
influences on reading disability subtypes
2:15 p.m. - 4:35 p.m.
Concurrent Session B
(Salon V,
3rd floor)
Chair: Egbert Assink, Utrecht University
Arthur C. Graesser, Cheryl A.
Bowers, Brent Olde,
University of Memphis
Tracking
agents in literary short stories
Sandra Stotsky
Harvard Graduate School
How
the cultural contents of current reading series affect the development of a
literate reading vocabulary
Saturday,
March 22, 1997
5:00 p.m. - 6:30 p.m. Plenary Session (con't)
Rhona Stainthorp
The University of Reading
The
non-word reading skills of precocious readers
Rhona Johnston
University of St. Andrews, Scotland
Nonword
reading deficits in poor readers
9:00 p.m. - 12:00 a.m.
Vital Issues
Reception/Informal
Discussion
(Private
Dining Room 17, 5th floor)
Facilitator: Joanna Uhry, Fordham University
Sunday, March
23, 1997
7:30 a.m. - 5:00 p.m.
Registration
(Foyer,
Private Dining Rm. 17, 5th floor)
8:30 a.m. - 10:30 a.m.
Concurrent Session A
(Private
Dining Room 17, 5th floor)
Chair: Sandra Stotsky, Harvard Graduate School
Ronald P. Carver
University of Missouri at Kansas City
Relationship
between spelling and reading rate for graduate students
R. Maletesha Joshi, P.G. Aaron
Oklahoma State University, Indiana University
The
regularity effect in spelling
Connie K. Varnhagen
University of Alberta
Segmentation
in children’s spelling
Jennifer Susan Smith, R.T. Elliot
University of New South Wales
Spelling
instruction by phonemic analysis versus letter name: Effects on spelling and
reading
Sarah Ahmed, Linda J. Lombardino
University of Florida
An
investigation of phonological patterns in invented spelling of kindergarten
children
Monique J.W.L. Coenen
University of Nijmegen
The
development of orthographic representations
Sunday, March
23, 1997
8:30 a.m. - 10:30 a.m.
Consurrent Session B
(Salon V,
3rd floor)
Chair: Margaret
Steffensen, Illinois State University
Kim Sunseth
University of Waterloo
The
relationship between digit naming speed and orthography in children with and
without phonological deficits
Patricia G. Bowers
University of Waterloo
Exploration
of the link between processes tapped by rapid naming tests and orthographic
skill
Ron Stringer, Keith E. Stanovich
University of Toronto, OISE/UT
The
performance of reading disabled adults on temporal processing tasks: A test of
the “timing deficit hypothesis”
Cheryl A. Cisero Durwin, James
M. Royer
Wayne State University,
University of Massachusetts
Evidence
for phonological deficits and orthographic skill in disabled college readers
Maureen A. Marron
University Pittsbugh
The
role of phonological awareness in the reading ability of adult literacy
students
Dolores Perin
Teachers College, Columbia University
Relation
of functional reading ability to writing skills in adult literacy students
10:30 a.m. - 11:00 a.m. Coffee Break
(Private
Dining Room 17, 5th floor)
11:00 a.m. - 1:00 p.m.
Concurrent Session A
(Private
Dining Room 17, 5th floor)
Chair: James M. Royer, University of Massachusetts
Ralph E. Reynolds, Kathleen J.
Brown,
Dale Niederhauser, Woodrow
Trathen
University of Utah , Appalachian State University
Selective
attention, individual differences, and learning from text
Gale M. Sinatra, Kathleen J. Brown, Ralph E. Reynolds
University of Utah
Predictors
of successful reading comprehension: A longitudinal study
Sunday, March
23, 1997
11:00 a.m. - 1:00 p.m. Concurrent Session
A (con't)
Jane Oakhill, Kate Cain, Peter Bryant
University of Sussex, UK, University of Oxford
Factors
that contribute to individual differences in children’s comprehension skill
Kate Cain
University of Sussex
How
knowledge about reading is related to young children’s reading comprehension
failure
Roger Bruning, Barbara Schweiger, John Neitfeld
University of Nebraska
The
role of observation in reading
Patricia A. Alexander, P.
Karen Murphy
University of Maryland
What
counts: The predictive powers of subject-matter knowledge, interest, strategic
processing in expository text comprehension
11:00 a.m. - 1:00 p.m.
Concurrent Session B
(Salon V,
3rd floor)
Chair: Patricia Bowers, University of Waterloo
Esther Geva
University of Toronto
The
contribution of morphosyntactic and orthographic knowledge to second language
word recognition
Leslie Wade-Wooley
University of Toronto and University of British
Columbia
A
comparison of the word recognition and sublexical processing of ESL learners
with different orthographies
Ilana Ben-Dror, Michal Shan,
Bet Berl, Tova Grinfield
Hebrew University, Jerusalem, Teachers College
Perception
and production of semantic, phonologic and morphologic relationship between
spoken Hebrew words: Comparison between reading disabled and normal readers
Aydin Durgunoglu, Banu Oney
University of Minnesota@Duluth, Bogazici University
Beginning
reading and reading difficulties: Effects of language and orthography
Karin Landerl
University of Salzburg
Word
and nonword reading in four different orthographies
Margaret S. Steffensen, Ernest T. Goetz,
Xiaoguang Cheng
Illinois State University, Texas A&M, Liaoning
Normal University
Linguistic
representation in bilingual readers: Dual coding in Chinese and English
Saturday,
March 22, 1997
3:00 p.m. -
4:45 p.m. Plenary Session (con't)
Penny Chiappe, Keith
Stanovich, Linda Siegel
Ontario Institute for Studies in Education/University
of Toronto, University of British Columbia
A
timely look at the timing deficit hypothesis of developmental dyslexia
Arlene R. Young
Clarke Institute of Psychiatry, Toronto
Relationship
of phonological analysis and naming speed to training effects among dyslexic readers
James M. Royer, Cheryl A.
Cisero Durwin,
Loel Tronsky
University of Massachusetts, Wayne State University,
University of Massachusetts
Word
fluency training in severe dyslexic readers transfers to higher level reading
skills
Richard K. Olson
University of Colorado
Processing
speed and the genetic etiology of reading disability
Sandra Whitehouse, Dan Woltz,
Gale M. Sinatra,
Ted Packard
University of Utah
Comparing
dyslexic and normal readers’ implicit memory for phonological processing
5:00 p.m. - 6:30 p.m.
Plenary Session
(Private
Dining Room 17, 5th floor)
Chair: Malt Joshi, Oklahoma State University
Philip B. Gough
University of Texas
How
interactive is word recognition?
Jamie L. Metsala, Keith E.
Stanovich,
Gordon D. A. Brown, Betty Ruei
University of Maryland, University of Toronto,
University of Warwick, University of Maryland
Regularity
effects and the phonological deficit account of reading disabilities: A
meta-analytic review
Joanna K. Uhry
Fordham University
Fingerpoint-reading
as a predictor of sight word acquisition
Heinz Wimmer, Heinz Mayringer,
Karin Landerl
University of Salzburg, Austria
What
deficit underlies reading difficulties in a more regular orthography
Sunday, March
23, 1997
2:15 p.m. - 4:35 p.m. Concurrent Session B (con't)
Mariam Jean Dreher, William
Schafer
University of Maryland
An
analysis of reading achievement from the engagement perspective based on the
1992 National Assessment of Educational Progress
Stephen R. Burgess, Christopher
J. Lonugan
Florida State University
A
meta-analysis examining the impact of the preschool home literacy environment
on reading development: Paper lion or king of the reading jungle?
Ludo Verhoeven
Nymegen University, Netherlands
Early
literacy development and sociocultural variation
David K. Dickinson, Miriam
Smith
Educational Development Center
Fostering
teacher reflection on language in Head Start classrooms
Ramie A. Robeson, Frederick J.
Morrison
Loyola University Chicago
Discrepancy
between parental aspirations/expectations and literacy promoting activities
5:00 p.m. - 7:00 p.m.
Concurrent Session A
(Private
Dining Room 17, 5th floor)
Chair: Richard K. Olson, University of Colorado
Rollanda E. O’Connor, Timothy
A. Slocum,
Linda Lisowski
University of Pittsburgh, Utah
State University
Do
low-skilled children learn blending more easily than segmenting? Evidence from
four prereader studies
Kenyatta O. Rivers, Linda J.
Lombardino
University of Central Florida, University of Florida
Generalization
of early metalinguistic skills in a phonological decoding study with
first-graders at-risk for reading failure
Greta Massetti, Frederick J.
Morrison
Loyola University, Chicago
Effects
of schooling on phonological segmentation and reading
Che Kan Leong
University of Saskatchewan
What
is the nature of phonemic awareness in reading Chinese?
Robert Scholes
University of Florida
The
case against phonemic awareness
Monday, March
24, 1997
8:00 a.m. -
9:45 a.m. Invited Symposium
(Private
Dining Room 17, 5th floor)
Chair: Patricia Alexander, University of Maryland
Jan Dole
University of Utah
Comprehension
instruction
John Guthrie
University of Maryland
Motivation
variables: Links to basic reading processes
P. David Pearson
Michigan State University
Returning
to our roots - the need to understand the early acquisition of reading
Barbara Foorman
University of Houston
Future
directions in reading disability research
Richard C. Anderson
University of Illinois
Future
directions in reading research
9:45 a.m. -
10:15 a.m. Coffee Break
(Private
Dining Room 17, 5th floor))
10:15 a.m. - 11:00 a.m. Presidential Address
(Private
Dining Room 17, 5th floor)
Linnea Ehri
CUNY Graduate School
Learning
to read and spell
11:00 a.m.-12:00 p.m. Business
Meeting
(Private
Dining Room 17, 5th floor)
12:30 p.m.-3:00 p.m. Board
Meeting (lunch
included)
(Location
TBA)
PROGRAM
Fourth Annual Meeting
Society for the
Scientific Study
of Reading
March 22 - 24, 1997
Palmer House
17 East Monroe
Chicago, IL
60603
1-800-HILTONS or 312-726-7500 ext. 5990 or 5991
Program Chair: Ralph E. Reynolds
President
Linnea C. Ehri
President
Elect Elected
Ralph E. Reynolds Board Members
Vice-President Rebecca Treiman
(to be elected)