Society for the Scientific Study of Reading

 

 

Eleventh Annual Meeting

of

TripleSR

 

 

Program 2004

 

 

 

 

June 27 –30, 2004

 

Rode Hoed

Keizersgracht 102

Amsterdam

 

SSSR Officers

President:                                                           Joanna Williams

President Elect:                                                  Pieter Reitsma (Chair Program of Annual conference)

Vice President:                                                   Maggie Snowling

Past President:                                                   Richard Olson

Elected Board Members:                                   Benita Blachman, Hugh Catts, Pat Bowers

Treasurer:                                                          Don Compton

Secretary:                                                           Linda Siegel

Historian:                                                           Isabel Beck

Conference Site Co-ordinator:                           Pieter Reitsma (2004)

                                                                           Alexandra Gottardo (2005)

International Co-ordinator:                                Karin Landerl

Publications Committee:                                   Hollis Scarborough (Chair), M. Jean Dreher, Andrew Biemiller, Linda Baker

 

Journal

Scientific Studies of Reading, published by Lawrence Erlbaum Associates

Frank Manis (editor)

 

To join or for more information about SSSR

Society for the Scientific Study of Reading

   c/o Darlene Beeman

UMKC School of Education

5100 Rockhill Road, 319 ED

Kansas City, MO 64110 , USA
Phone: + 1 (816) 235-2245
Fax: + 1 (816) 235-5270
beemand@umkc.edu      or   see     http: //www.triplesr.org/

 

                                                                                                                                                                                                                                       

 

 

Program Annual Meeting of SSSR - 2004

 

 

 

 

                                                                                                                  

 

Sunday, June 27, 2004   -  Grote zaal

 

 

14: 00-15: 40     Registration

 

14: 00-15: 30     Board Meeting   (Banningzaal)

 

15: 40                 Opening:                                                          Joanna Williams (President SSSR)

 

15: 50                 In memory to Ronald P. Carver                     Hugh W. Catts

 

 

16: 00-17: 15     Distinguished Scientific Contributions Award (DSCA)   chair: Uta Frith

                          

                           Award recipient and speaker:                       Linnea C. Ehri

                                                                                                     Learning to read words: Theory, findings and issues.

 

 

17: 30                 Canal cruise  (optional; 1 hour guided tour)

                                                                                                                  

 

Monday, June 28, 2004  -  Grote zaal

 

  8: 30-10: 30     Eye movements in reading.    Chair: Florian Hutzler

1           Jessica Nelson (jen33+@pitt.edu; University of Pittsburgh), Erik Reichle, Charles A. Perfetti. Components of word familiarity.

2           Reinhold Kliegl (kliegl@rz.uni-potsdam.de; University of Potsdam), Ralf Engbert, Antje Nuthmann. SWIFT: A computational model of eye-movement control during reading.

3           Menno Van der Schoot (M.van.der.Schoot@psy.vu.nl; Vrije Universiteit Amsterdam), Horsley, T.M., Vasbinder, A.L., Reitsma, P., Van Lieshout, E.C.D.M. The role of reading strategies in reading comprehension: Evidence from eye fixations.

4           Florian Hutzler (fhutzler@zedat.fu-berlin.de; Freie Universität Berlin), Heinz Wimmer. Poor readers' eye movements: No deficits in oculomotoric control during a reading-like visual-search task.

5           Maria de Luca (maria.deluca@uniroma1.it; IRCCS Fondazione Santa Lucia), Pierluigi Zoccolotti. Eye movements and developmental dyslexia in Italian readers.

6           Barbara J. Juhasz (bjjuhasz@psych.umass.edu; University of Massachusetts), Keith Rayner. Eye movements and the use of spatial information during English compound word recognition.

 

10: 30-11: 00     Coffee & Tea break

 

11: 00-12: 40     Eye movements (cont.)   Chair: Florian Hutzler

7           Erik D. Reichle (reichle+@pitt.edu; University of Pittsburgh), Natasha Tokowicz, Charles A. Perfetti. Using ERP to examine eye-movement control during reading.

8           Keith Rayner (rayner@psych.umass.edu; University of Massachusetts, Amherst). Discussant.

 

                           Reading comprehension I.     Chair: Nicola Yuill

1           Paul van den Broek (pvdbroek@umn.edu; University of Minnesota),  Kendeou, M. White, J.Butler, J.Lynch, A.Murphy, K. Kremer. Precursors to Reading Comprehension: A longitudinal investigation of basic language skills and comprehension skills from Kindergarten to Second Grade.

2           Carol McDonald Connor (cconnor@umich.edu; University of Michigan), Frederick J. Morrison, Jocelyn N. Petrella. Effective reading comprehension instruction: Examining child by instruction interactions.

3           Carsten Elbro (ce@cphling.dk; University of Copenhagen). Predicting reading comprehension in grade 7 - from preschool abilities and parent's SES and abilities.

 

12: 40-13: 10     Lunch break

13: 10-15: 00     Interactive papers

15: 00-15: 20     Coffee & Tea break

 

15: 20-17: 20    Reading comprehension I (cont.).   Chair: Kate Cain

4           Jennifer G. Cromley (Jcromley@aol.com; University of Maryland College Park), R. Azevedo, D. Moos, F. Fried. Developmental patterns in searching for information in hypermedia.

5           Pascal Gygax (Pascal.gygax@unifr.ch; University of Fribourg), Julien-François Gerber. Inferring character¹s emotional status: Plausibility does not mean relevance.

6           Amos van Gelderen (A.J.S.vanGelderen@uva.nl; University of Amsterdam), Rob Schoonen, Reinoud Stoel. The development of L1 and L2 reading comprehension: A longitudinal autoregression analysis.

7           Noel Gregg (Knoelgregg@aol.com; University of Georgia), Randy Floyd, Jennifer Hartwig. Reading comprehension: cognitive and linguistic predictors across the lifespan.

8           Joanna Williams (jpw15@columbia.edu; Teachers College,Columbia University), K. Brooke Stafford, Marianne Beerstecher, Abigail Nubla. Teaching reading comprehension in the context of content instruction.

9           Nicola Yuill (nicolay@sussex.ac.uk; University of Sussex), Adam Galpin, Rebecca Lloyd-Lyon, Karen Bain. The role of understanding ambiguity in children's reading comprehension.

 

18:00 - 19:00     Reception Town Hall   (Welcome by the City of Amsterdam)

                                                                                                                  

 

Monday, June 28, 2004  -  Grote zaal

13: 10-15: 00     Interactive papers

1              Lee Farrington-Flint (l.b.farrington-flint@open.ac.uk; Open University), Clare Wood, Katherine H. Canobi, Dorothy Faulkner. Strategic variability and the precise nature of analogy in children's early reading.

2              Gabriel Lee (gabriel@lit.tamagawa.ac.jp; Tamagawa University). Rauding in a second language.

3              Iris Levin (irisl@post.tau.ac.il; Tel Aviv University). Letter names and letter sounds as a foundation for word recognition.

4              Pamela R. Jacobs (prj6@columbia.edu; Teachers College, Columbia University), Joanna P. Williams. Expository text comprehension instruction for at-risk first grade students.

5              Cláudia Cardoso-Martins (cacau@fafich.ufmg.br; Universidade Federal de Minas Gerais), Ricardo Fernandes Napoleão de Souza, Letícia Siqueira Lemos, Marcela Fulanete’Corrêa. What is the nature of young children´s syllabic spellings?

6              Guy Trainin (gtrainin2@unl.edu; University of Nebraska Lincoln), Kathleen, M. Wilson, Robert, C. Calfee, Kimberly, A. Norman. The role of metacognition in reading and spelling acquisition.

7              Bente E. Hagtvet (bente.hagtvet@isp.uio.no; University of Oslo), Sol A. H. Lyster, Erna Horn. The relationship of phonemic awareness, rapid automatized naming and reading skills in normal and disordered developmente: A longitudinal study of children of dyslexic parents.

8              Vanessa E.G. Martens (v.e.g.martens@uva.nl; University of Amsterdam), Peter F. de Jong. Explaining the RAN-reading relationship: The effect of case mixing on the acquisition of orthographic knowledge.

9              Alain L. Vasbinder (AL.Vasbinder@psy.vu.nl; Vrije Universiteit Amsterdam), Menno van der Schoot, Tako Horsley, Pieter Reitsma, Ernest van Lieshout. Distinguishing between informative and noninformative text items during reading: An eye fixation study.

10            Jean Saint-Aubin (evans@psy.uoguelph.ca ; University of Guelph), Mary Ann Evans. Preschool children's eye movements during shared book reading.

11            David Pun-lok Kwan (pldk@graduate.hku.hk ; University of Hong Kong ), Connie Suk-han Ho. Basic eye movement indices of Chinese dyslexic children and the relationship with various visual skills.

12            George K. Georgiou (georgiou@ualberta.ca; University of Alberta), Rauno Parrila. Rapid Automatized Naming components and reading acquisition in first grade.

14            Dan Morgan (dmorgan@lblp.com; Lindamood-Bell Learning Processes). A successful district model that leaves no child behind.

15            Martine Gijsel (m.gijsel@ped.kun.nl; University of Nijmegen), A. Bosman, L. Verhoeven. Reading difficulties in Grade 1: A comparison of the effects on decoding skills of a semantically rich context and a semantically poor context intervention program.

16            Shelley O’Carroll (shelleyoc@worldonline.co.za; University of London), Jane Hurry. Understanding the symbolic nature of written language: how children from a disadvantaged community in South Africa develop an understanding of the alphabetic principle.

17            Marcin Szczerbinski (m.szczerbinski@sheffield.ac.uk; University of Sheffield), Agnieszka Reid, Ewa Iskierka-Kasperek, Peter Hansen. A multiple case study of Polish developmental dyslexics: Implications for a theory of developmental dyslexia.

18            Maria Chiara Levorato (chiara.levorato@unipd.it; University of Padova), Barbara Nesi, Maja Roch. Text reading comprehension and the understanding of literal and ambiguous sentences: a follow-up study in primary school children.

19            Betty Ann Levy (Levy@McMaster.ca; McMaster University). Rereading fluency gains: Modality of practice.

20            Claire Cameron (cameronc@umich.edu; University of Michigan), Frederick J. Morrison. A Structural Equation Model of self-regulation and early literacy development in preschool children.

21            Sandra Lyn Martin-Chang (smartinchang@hotmail.com; McMaster University), Betty Ann Levy. Transfer of fluency from two types of training: Words presented in context versus words presented in lists.

22            Jørgen Frost (jorgen.frost@statped.no; Bredtvet kompetansesenter, Oslo), Sigrid Madsbjerg, Jan Niedersøe, Åke Olofsson, Peer M. Sørensen. Prediction of reading development: From 3 to 16 years of age.

23            George Manolitsis (gmanolitsis@edc.uoc.gr; University of Crete). The relation between metalinguistic skills and reading acquisition in Greek-speaking children: The neglected role of preschoolers' syntactic awareness.

24            Rebecca S. Betjemann (rbetjema@nova.psy.du.edu; University of Denver), Janice M. Keenan. Priming in children with reading disabilities.

25            Nancy L. Corbett (ncorbett@edu15.coe.ufl.edu; University of Florida). A componential study of a summer reading comprehension program for middle school students.

26            Debra Jared (djjared@uwo.ca; University of Western Ontario), Pierre Cormier, Lesly Wade-Woolley, Betty Ann Levy. Pseudoword repetition in kindergarten predicts second language vocabulary acquisition.

27            Liesbeth van Beijsterveldt (L.vanbeijsterveldt@ped.kun.nl; University of Nijmegen), Janet van Hell. Temporal organization in written narratives of typically and atypically developing children.

28            Virginia Cronin (vcronin@gwu.edu; George Washington University). Early automatization in double deficit groups.

29            Gerheid Scheerer-Neumann (scheerer@rz.uni-potsdam.de; Universität Potsdam), Carola D. Hofmann. Using reading strategies and gender specific materials to promote reading comprehension in German-speaking male 6th graders.

30            Jennifer Roberts (jenny.roberts@temple.edu; Temple University), Scott, K., Lambrecht-Smith, S., Macaruso, P., Hodgson, J., & Locke, J. Preliteracy skills of dyslexic children.

31            Shih-wei Chen (pure_lander@yahoo.com; University of Maryland), Min Wang. Pinyin or Zhu-yin-fu-hao: which better predicts phonological awareness at onset-rhyme and phonemic levels?

32            Barbara T. Schmidt (bschmidt@molloy.edu; Molloy College, New York), Loraine K. Obler, Martin Chodorow. Individual dissociations in reading subskills.

33            Gail McCoubrey (gail.mccoubrey@mail.mcgill.ca; McGill University), Ronald Stringer. Relationships between rapid naming and reading in English- and French-speaking children.

34            Tatiana Cury Pollo (tcpollo@artsci.wustl.edu; Washington University in St. Louis), Brett Kessler, Rebecca Treiman. Influence of writing systems on young children’s spelling in English and Portuguese.

35            Scott J. Goldberg (sjgoldbe@yu.edu; Yeshiva University NY), Bruce D. Homer. The relationship between English (L1) and Hebrew (L2) reading comprehension and teacher reported behavior problems.

36            Brendan Weekes (bsw@biols.susx.ac.uk; University of Sussex), Robyn Holliday; Jane Oakhill; Robert Davies. False memory effects among children with reading difficulties.

37            Joanna Christodoulou (joanna@fulbrightweb.org; Fulbright Fellow, Greece), Maya Alivisatos. The naming speed deficit: An analysis of Greek students.

38            Christian Klicpera (christian.klicpera@univie.ac.at; Universität Wien), Sabine Dietrich, Barbara Gasteiger-Klicpera, Alfred Schabmann. Is there an interaction between a training programme of phonological awareness in kindergarten on reading and spelling skills in 1st Grade and the teaching method of phoneme-grapheme correspondence?

39            Cara Richards (crichard@education.ucsb.edu; University of California, Santa Barbara), Michael Gerber, Emily Solari. Assessing the spelling ability of English learners: An analysis of two spelling measures and their relationship to phonological awareness measures.

40            Anna C. Both de Vries (bothanna@fsw.leidenuniv.nl; Leiden University), Adriana G. Bus. Development of writing before formal instruction.