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.
41 Alexis Filipppini (alexis@education.ucsb.edu; University of California, Santa Barbara), Cara Richards, Mike Gerber. The
spelling errors of English Learners: Analyses of pattern differences in English
and Spanish instructed students.
42 Cynthia
Puranik (cpuranik@csd.ufl.edu; University of Florida), Linda Lombardino. Written language differences
between two groups: Developmental dyslexia and language learning disability.
43 Orly Lipka (olipka@interchange.ubc.ca; University
of British Columbia), Nonie K. Lesaux, Linda S. Siegel, Dorothy C. Lam. A retrospective analysis of
the reading development of a group of grade 4 poor readers: Risk status and
profiles over 5 years.
44 F. Nalan
Babur (nalan.babur@boun.edu.tr; Bogazici University, Istanbul). Relationships among RAN,
linguistic, and cognitive abilities in early readers.
45 Joyce
Serres (joyce.serres@recherche.iserp.lu; University of Luxemburg), Line Laplante. How two dysorthografic
French-speaking fifth graders without any apparent reading disorders read and
spell: functionality of the alphabetic and orthographic strategies.
46 Solveig-Alma
H. Lyster (sol.lyster@isp.uio.no; University of Oslo). Orthographic skill and naming speeds as early
predictors of reading comprehension and fluency – a nine year follow-up study.
Monday, June 28, 2004 - Keizerzaal
8: 30-10: 30 Vocabulary
Education. Chair:
Andrew Biemiller
1 Andrew
Biemiller (abiemiller@oise.utoronto.ca;
University of Toronto), Catherine
Boote. Identifying particularly useful word meanings for children ages four
to eight.
2 Barbara
R. Foorman (Barbara.R.Foorman@uth.tmc.edu; University of Texas-Houston Health Science Center), Sharolyn
D. Pollard-Durodola. Supplementing implicit vocabulary learning through
instruction: Primary-Grade curriculum.
3 Kate Cain (kcain@essex.ac.uk; University of Essex), Jane
Oakhill, Kate Lemmon. Vocabulary knowledge and inference from context.
4
Ellen Hamilton (eehamilt@umich.edu; University of Michigan), Marilyn Shatz. The relation of two-year-olds' lexical knowledge to later
performance on phonological working memory tasks: implications for a theory of
the development of reading skills.
Individual papers
1 Wim van den Broeck (wv012@pandora.be; University of Leiden). A lawful relationship
between mean and variability of reading performance.
2 Tom
Nicholson (t.nicholson@auckland.ac.nz; University of Auckland), Sheryll
McIntosh. The poor get richer: A case study analysis of an after school free
tuition programme.
10: 30-11: 00 Coffee
& Tea break
11: 00-12: 40 Is reading stressful? The role of stress in reading and phonological awareness. Chair: Lesly Wade-Woolley
1 Clare Wood (c.p.wood@open.ac.uk ; Open University). Speech rhythm processing in young children and its relationship to phonological awareness.
2 Nicolás
Gutiérrez Palma (ngpalma@ujaen.es; University of Jaen). Prosodic cues to
visual word recognition by Spanish children.
3 Vincent Goetry (goetryv@educ.queensu.ca ; Queen's University), Philippe Mousty, Lesly Wade-Woolley, Regine Kolinsky. Reading development in a syllable-based vs. stress-based second language: Evidence from bilingual children schooled in French vs. Dutch.
4 Lesly Wade-Woolley (wadewool@educ.queensu.ca; Queen's University), Vincent Goetry, June Lang. Stress processing and word reading in Spanish and Mandarin adult learners of English.
5 Usha Goswami (ucg10@cam.ac.uk; Cambridge University). Discussant
12:
40-13: 10 Lunch break
13:
10-15: 00 Interactive papers
15:
00-15: 20 Coffee & Tea break
15:
20-17: 20 Spelling. Chair: Hélène Deacon
1 Rebecca
Treiman (rtreiman@artsci.wustl.edu; Washington
University in St. Louis), Brett Kessler. The case of case: Children's
knowledge and use of upper- and lower-case Letters.
2 Annelise Notenboom (a.notenboom@psy.vu.nl; PI Research - VU Amsterdam),
Pieter Reitsma. Learning the spelling of past
tense verbs in Dutch.
3 Marketa
Caravolas (m.c.caravolas@liv.ac.uk; University of Liverpool), Maggie Snowling,
Charles Hulme, Brett Kessler. How orthographic consistency affects the
development of spelling skills in English: Implications for theories of
orthographic learning.
4 S.
Hélène Deacon (hdeacon@psych.ubc.ca;
Dalhousie University), Lesly Wade-Woolley, John Kirby. Yesterday:
Morphological awareness and spelling of the past tense morpheme in French and
English.
5 Janet
G. van Hell (j.vanhell@ped.kun.nl; University of Nijmegen). Spelling
awareness and transcription skills: A temporal analysis of text writing in
typically and atypically developing children.
6 Anna
M. T. Bosman (a.bosman@ped.kun.nl; University of Nijmegen), Raquel Paffen. Developing
a spelling consciousness.
18:00
- 19:00 Reception Town Hall (Welcome by the City of
Amsterdam)
Monday, June 28, 2004 -
Kleine zaal
8:
30-10: 30 Reading (difficulties) in
Semitic orthographies: Word-level processes and beyond. Chair: David Share
1 Avi
Karni (avik@construct.haifa.ac.il;
University of Haifa), Anna Sterkin, Tamar Kushnir, Zvia Breznitz. Listening
to words and reading: Behavioral and fMRI evidence for cross-modal effects in
early stages of visual processing.
2 Zvia
Breznitz (zviab@construct.haifa.ac.il;
University of Haifa). 100 millisecond threshold: Overcoming the
asynchrony between processing systems in the dyslexic brain.
3 Oren
Lamm (orenl@construct.haifa.ac.il;
University of Haifa). Surface dyslexia: Is it a visual-lexical
deficit?
4 David
Share (dshare@construct.haifa.ac.il; University of Haifa). Sources of
individual differences in orthographic learning in shallow versus deep scripts.
5 Gad
Elbeheri (Gad1318@hotmail.com;
University of Durham). Can the phonological awareness deficit theory
be considered the underlying cognitive deficit responsible for the incidence of
dyslexia amongst monolingual Arabic speakers?
10: 30-11: 00 Coffee
& Tea break
11: 00-12: 40 Reading (difficulties) in Semitic orthographies (cont.) Chair: David Share
6 Elinor
Saiegh-Haddad
(saieghe@mail.biu.ac.il; Bar-Ilan University). Reading efficiency in Arabic: Diglossic and orthographic factors.
7 Mark
Leikin (markl@construct.haifa.ac.il; University of Haifa), Zvia Breznitz. Processing
words' grammatical functions in Hebrew-speaking children: An ERP study.
8 Paul
Miller (mpaul@construct.haifa.ac.il;
University of Haifa). What do prelingually-deafened readers' word
recognition skills tell us about their reading comprehension problems?
9 Michal
Shany (shanys@inter.net.il; University of Haifa), Esther Geva. Mapping the
development of cognitive, linguistic and early literacy abilities among
senior-Kindergarten children of Ethiopian Immigrants in Israel.
12:
40-13: 10 Lunch break
13:
10-15: 00 Interactive papers
15:
00-15: 20 Coffee & Tea break
15:
20-17: 20 Subtypes & RAN. Chair: John
Kirby
1 Liliane Sprenger-Charolles (sprenger@linguist.jussieu.fr; Université René Descartes), Linda S. Siegel. Prevalence and stability of phonological, surface and mixed subtypes
in developmental dyslexia: A longitudinal study.
2 John
R. Kirby (kirbyj@educ.queensu.ca;
Queen's University), Timothy Johnston, Rauno Parrila. Subtypes of
adult dyslexia.
3 Juan E. Jiménez (ejimenez@ull.es; Universidad de La Laguna), C. Rodríguez. Subtypes of reading disability: Evidence from processing time and
accuracy scores.
4 Ron
Stringer (ron.stringer@mcgill.ca; McGill University), Gail McCoubrey. Item-level
analysis for the RAN.
5 Louise
Miller Guron (lmg40@cam.ac.uk; University of
Cambridge). Rapid automatized naming and word recognition automaticity in
multilingual students.
6 Kees P. van den Bos (K.P.van.den.Bos@ppsw.rug.nl; University of Groningen). The development of the
naming-reading link.
18:00
- 19:00 Reception Town Hall (Welcome by the City of
Amsterdam)
Tuesday, June 29, 2004 - Grote zaal
8: 30-10: 30 Morphology and
reading. Chair: Joanne Carlisle & Ludo Verhoeven
1 Ludo Verhoeven (L.Verhoeven@ped.kun.nl; University of Nijmegen), Robert Schreuder, Vera Haarman. Prefix identification in reading Dutch bisyllabic words.
2 Pierre
Largy (largy@univ-tlse2.fr; University of Toulouse), M-P. Cousin, Michel Fayol. Memorizing
instances or applying rules? On learning written morphology in spelling: The
case of French.
3 Catherine
McBride-Chang (cmcbride@psy.cuhk.edu.hk; Chinese University of Hong Kong),
Jeung-Ryul Cho, Richard K. Wagner, Hua Shu. Reading development across
cultures: Universals and specifics of phonological and morphological awareness.
4 Dorit
Ravid (doritr@post.tau.ac.il; Tel Aviv University), Rachel Schiff. Morphological
analogies: The development of root and pattern awareness in Hebrew-speaking
gradeschoolers.
5 Joanne
F. Carlisle (jfcarl@umich.edu; University
of Michigan, Ann Arbor), Lauren Katz. Ready access to morphemes as a factor
in reading English words.
6 Richard
C. Anderson (csrrca@uiuc.edu; University
of Illinois). Morphological instruction accelerates Chinese children’s literacy
development.
10: 30-11: 00 Coffee
& Tea break
11:
00-12: 40 Stimulus Matters. Chair: Morag Stuart &
Rhona Stainthorp
1 Morag
Stuart (m.stuart@ioe.ac.uk; University of London). Introduction.
2 Jackie
Masterson (mastj@essex.ac.uk; University
of Essex), Morag Stuart. The Children's Printed Word Database (CPWD).
3 Elaine
Funnell (e.funnell@alpha1.rhbnc.ac.uk;
University of London), Morag Stuart. Regular, exception and nonword
reading.
4 Diana
Hughes (d.hughes@rhbnc.ac.uk;
University of London), Elaine Funnell. Age of acquisition.
5 Rhona
Stainthorp (r.stainthorp@ioe.ac.uk;
University of London), Jackie Masterson. Word frequency, imageability
and age of acquisition effects on word reading.
12:
40-13: 10 Lunch break
13:
10-15: 00 Interactive papers
15:
00-15: 20 Coffee & Tea break
15: 20-17: 20 Morphology and learning to read. Chair: Peter Bryant
1 Peter
Bryant (peter.bryant@psy.ox.ac.uk;
University of Oxford,), Terezinha Nunes, Ursula Pretzlik. Does it help to be
explicit about morphology?
2 Nenagh
Kemp (nkemp@psych.ubc.ca;
University of British Columbia, Vancouver). Children's use of morphology in
spelling: the representation of base words in inflected/derived forms.
3 Sébastien Pacton
(pacton@psycho.univ-paris5.fr; Institut de Psychologie, Boulogne Billancourt.).
Children's use of syntactic information in spelling.
4 Joao
Rosa (jmsrosa@hotmail.com; Escola Superior, Lisbon). Morphological awareness
and spelling discrimination: the case of homophone suffixes in Portuguese.
5 Terezinha
Nunes (tnunes@brookes.ac.uk; Oxford Brookes
University, Headington, Oxford), Ursula Pretzlik, Freyja Birgisdottir. Morphology
in the classroom.
6 Sylvia
Defior (sdefior@ugr.es; Universidad
de Granada), Rosa Titos, Jesus Alegria, Francisco Martos. Is morphological
information used in spelling by Spanish children?
17: 30 Canal
cruise (optional; 1 hour guided tour)
Tuesday, June 29, 2004 - Grote zaal
13:
10-15: 00 Interactive papers
1 Anne Bishop (abishop@coe.ufl.edu; University of Florida), Mary T. Brownell. An examination of
beginning teacher instruction in special education: Instructional reading
practices that result in student engagement.
2 Linda
H. Mason (lhmason@staff.uiuc.edu; University of Illinois), Johnell Bentz. Self-regulating
and guiding reading comprehension for students who struggle with expository
text.
3 Keith
Topping (k.j.topping@dundee.ac.uk; University of Dundee), S. J. Samuels, T. D. Paul, S. Tardrew. Computerised
formative feedback in independent literature based reading.
4 Rebecca
Larkin (r.larkin@psych.york.ac.uk; University of York), Margaret J. Snowling. Do
young children use morphological spelling strategies?
5 Marianne
Durand (m.durand@psych.york.ac.uk; University of York), Charles Hulme, Margaret J
Snowling, Rebecca Larkin. Concurrent predictors of reading and arithmetic
skills in 7- to 10-year-olds.
7 Amy E.
Barth (aebarth@ku.edu; University of Kansas), Daryl F. Mellard, Hugh W. Catts. Improving
literacy instruction for adults.
8 Shelley
Shaul (shelleys@construct.haifa.ac.il; Haifa University), Zvia Breznitz. The asynchrony of brain
activation in the left and right hemispheres during a lexical decision task: A
comparison between dyslexic and normal readers.
9 Connie
Suk-Han Ho (shhoc@hkucc.hku.hk; University of Hong Kong), David W. Chan, Suk-Man Tsang, Suk-Han Lee, Kevin
K. H. Chung. Paired associate difficulty in verbal learning among Chinese dyslexic
children.
10 Katia
Lecocq (klecocq@ulb.ac.be; Université
Libre de Bruxelles), Philippe
Mousty, Régine Kolinsky, Vincent Goetry, José Morais, Jesus Alegria. The
concurrent development of reading in two alphabetic systems differing in
orthographic consistency: Evidence from French-Dutch bilingual children.
11 Pierre Cormier (cormiep@umoncton.ca; Université
de Moncton), Natalie
Michaud, Gilles Raîche. The roles of syllabic and phonemic awareness in the growth of decoding
in French-speaking grade-one children.
12 Philip Angell (u.frith@ucl.ac.uk; UCL Institute of Cognitive Neuroscience), Uta Frith. How to become an early reader.
13 Lauren
Figueredo (laurenf@ualberta.ca; University of Alberta), Connie Varnhagen. Is it a typo or a spelling
error? Use of the spell checker during the composing process.
14 W.
Matthew Collins (collinwm@mcmaster.ca; McMaster University), Martin Chodorow. The
effects of priming on error detection in proofreading.
15 Wong
Wai Lap Simpson (simpsonwong@hkusua.hku.hk; University of Hong Kong), Connie Ho Suk Han. The persisting cognitive
deficits of reading-compensated Chinese dyslexic adults: An exploratory study.
16 Alison
Arrow (a.arrow@auckland.ac.nz; University of Auckland), Claire M. Fletcher-Flinn, Tom Nicholson. Instructional
effects on the reading, spelling, and phonological awareness of beginning
readers.
17 Minna
Torppa (Minna.Torppa@psyka.jyu.fi; University of Jyväskylä), Anna-Maija Poikkeus, Marja-Leena Laakso, Esko
Leskinen, Paavo H.T. Leppänen, Asko Tolvanen, Anne Puolakanaho, Heikki Lyytinen. Home
literacy environment, child's interest in reading, and development of
phonological awareness -A longitudinal study of children with and without
familial risk of dyslexia.
18 Marina
Mariol (marina.mariol@psp.ucl.ac.be; Université
catholique de Louvain), Marie-Anne
Schelstraete. Why feminine form is the first "default" form in written French?
19 Marie-Anne Schelstraete (Marie-Anne.Schelstraete@psp.ucl.ac.be; Université
catholique de Louvain), Pascal
Zesiger. How specific is grammatical spelling in French?
20 Astrid Geudens
(astrid.geudens@ua.ac.be; University
of Antwerp), Dominiek Sandra. Children´s performance in a similarity judgment and a serial recall task
the distance between rhyming words and the onset/rime structure of the syllable.
21 Fred
Morrison (fjmorris@umich.edu; University of Michigan), David Shilt, Annemarie
Hindman. The contribution of preschoolers’ forms of emergent writings to
development of their language and academic skills.
22 Tanya Martin (tanyamartin76@hotmail.com; Queen’s University), Vincent Goetry, Lesly Wade-Woolley. Do French immersion students exploit different
processing units when reading in English and in French?
23 Regina
Boulware-Gooden (rgooden@neuhaus.org; Neuhaus Education Center), R. M. Joshi. Spelling:
Are linguistic processes the same across different orthographies?
24 Jennifer Curry (jcurry@ualberta.ca; University
of Alberta), Rauno Parrila,& Kathy Stephenson, John R. Kirby, Joanna Catterson. The
reliability and validity of self-reported home literacy activities and print
exposure measures.
25 Jocelyn Petrella (jocelynp@umich.edu; University of Michigan), Claire
Cameron, Frederick Morrison. How children spend their time: The effect of
non-academic activities on children's literacy skills.
26 Adenike
K. Griffin (akgriffi@umich.edu; University of Michigan), Fred Morrison. The Black-White test score
gap: Role of the home environment in predicting higher SES African American
children’s reading skills development.
27 Simon
Bignell (sjbign@essex.ac.uk; University of Essex), Kate Cain. Inferencing skills in
children with high levels of inattention and hyperactivity.
28 Ashley Bucko (abucko@umich.edu; University
of Michigan), Frederick Morrison, Carol Connor. Teaching preschoolers how to
read: Maternal characteristics that increase the likelihood of direct literacy
instruction in the home.
29 Joseph
E. Beck (joseph.beck@cmu.edu; Carnegie Mellon University), June Sison, Jack Mostow. Using automated speech
recognition to measuring scaffolding and learning effects of word
identification interventions in a computer tutor that listens.
30 Holly B. Lane (hlane@ufl.edu; University of Florida), Paige C. Pullen, Tyran L.
Wright.
Patterns in the development of invented
spelling abilities.
31 Sherri
L. Horner (shorner@bgnet.bgsu.edu; Bowling Green State University). Young children's use of
strategies during environmental print tasks.
32 Cynthia Core (corec@bellsouth.net; Florida
Atlantic University), Alice T. Dyson, Linda J. Lombardino. Phonological awareness skills
in kindergarten children with and without phonological impairment.
33 Vivian
Luan Hui (hluan@hkusua.hku.hk; University of Hong Kong), Connie Ho Suk-Han. Morphological deficit in
Chinese developmental dyslexia.
34 Rui
Alexandre Alves (ralves@psi.up.pt; Universidade do Porto), Cecilia Aguiar, Sao Luis Castro, Joaquim Bairrio. Assessment
of concepts about print using an ecologically valid task with Portuguese
children.
35 Annemarie Hindman (ahindman@umich.edu; University of Michigan), Frederick
J. Morrison. Tailoring best practices in book reading: An analysis of differential
effects of immediate and non-immediate talk related to individual and
contextual variation.
36 Simone
Nunes (simone_r_nunes@yahoo.com; City University of New York), Linnea Ehri. Short
vowel knowledge and word learning in beginning readers.
37 Paul
L. Morgan (plm17@psu.edu; Pennsylvania State University), Doug Fuchs, Lynn Fuchs, Don
Compton. Does early reading failure decrease young children’s reading motivation?
An evaluation of the negative Matthew effects hypothesis.
38 Natalie Olinghouse (natalie.g.olinghouse@vanderbilt.edu; Vanderbilt University), Warren Lambert, Donald Compton. Designing a word recognition task within a response to intervention
framework.
39 Stephanie
Bellitti (Markl@brooklyn.cuny.edu; City University of New York), Genine Marie Coccoli, Mark Lauterbach. The
role of spelling explorations on the spelling acquisition of special education
and typically developing 2nd grade students.
40 Martha League (mleague@coe.ufl.edu; University
of Florida, Gainesville), Anne Bishop. Prediction of early reading achievement: A follow-up
study examining theoretically coherent measures prior to reading acquisition.
41 Pascal E. A. Brenders
(P.Brenders@student.kun.nl; University
of Nijmegen), T. Dijkstra, J. G. van Hell.
Does sentence constraint influence visual word
recognition in bilinguals? Evidence from event-related potentials and response
times.
42 Aruna
Rudra (arudra@essex.ac.uk; University of Essex), Jackie Masterson, Yvonne Griffiths. Cognitive
factors predicting lexical abilities in 9- to 11-year-old poor readers.
43 Eliane Segers (e.segers@ped.kun.nl; University of Nijmegen), Ludo
Verhoeven. The cognitive theory of multimedia learning in normal and poor reading
children.
44 Ana Sucena
(anasantos@psi.up.pt; Universidade do Porto ), Nathalie Génard, São Luís Castro, Jacqueline
Leybaert, Jésus Alegria, Phillippe Mousty. Effects of orthographic
complexity in European Portuguese and French: A cross-sectional study between
Grade 1 and Grade 4.
45 Laura
S. Roth (lroth@du.edu; University of Denver), Janice M. Keenan. A test for assessing
comprehension monitoring in children.
46
Kristina Goetz (kg12@york.ac.uk; University
of York), Margaret J. Snowling. An investigation into verbal-verbal
paired-associate learning ability of poor and typical readers
Tuesday, June 29, 2004 - Keizerzaal
8: 30-10: 30 Literacy in the
brain. Chair:
Connie Varnhagen
1 Leo Blomert
(L.Blomert@psychology.unimaas.nl; Universiteit Maastricht), Nienke van
Atteveldt, Elia Formisano, Rainer Goebel. A
functional neuro-anatomical model for the integration of letters and speech
sounds in the human brain.
2 Michal
Balass
(mibst21@pitt.edu; University of Pittsburgh), Jessica Nelson, Charles A.
Perfetti.
The effects of word knowledge on new word learning
in adults: An ERP study.
3 Connie
K. Varnhagen (varn@ualberta.ca; University of Alberta), Erin Goldberg, Angela
Chamberland, Lauren Figueredo. Childrens brain activation during spelling.
4 Rebecca
Sandak
(sandak@haskins.yale.edu; Haskins
Laboratories),
W. Einar Mencl, Stephen J. Frost, Dina Moore, Stephanie
A. Mason, Jay G. Reuckl, Leonard Katz, Kenneth R. Pugh. How learning conditions affect the way that the brain reads words.
5 Paavo
H.T. Leppänen (Paavo.Leppanen@psyka.jyu.fi; University of Jyväskylä), Minna Kaaranen, Tomi K.
Guttorm, Anne Puolakanaho, Anna-Maija Poikkeus,
Kenneth M. Eklund, Paula Lyytinen, Heikki Lyytinen. Infant brain
responses for temporal cues are associated with early reading related skills at
pre-school age in children with risk for familial dyslexia.
6 Charles
A. Perfetti (Perfetti@pitt.edu; University of
Pittsburgh), Edward Wlotko, Lesley Hart. Reading processes and reading skill
are exposed through ER.
10: 30-11: 00 Coffee
& Tea break
11:
00-12: 40 Reading and Arithmetic. Chair: Karin Landerl
1 Karin
Landerl (Karin.Landerl@sbg.ac.at; University of Salzburg). Arithmetic
deficits with and without reading deficits.
2 Evelien Dirks (e.dirks@psy.vu.nl; Vrije Universiteit Amsterdam),
Ginny Spyer, Ernest van Lieshout, Leo de Sonneville. Differences between children with specific reading and specific
arithmetic difficulties.
3 Pekka
Räsänen (pekka.rasanen@cc.jyu.fi; University of
Jyväskylä). A follow-up study on children with and without a genetic
dyslexia risk: Number skills at the beginning of the school.
4 Yolanda
V. Post (yolandapost@hotmail.com;
Post Testing and Education). Mathematical and script literacy and
their relation to speech.
5 Uta
Frith (u.frith@ucl.ac.uk; University College London). Discussant.
12:
40-13: 10 Lunch break
13:
10-15: 00 Interactive papers
15:
00-15: 20 Coffee & Tea break
15:
20-17: 20 Reading and spelling. Chair: Anne Cunningham
1 Che
Kan Leong (leong@sask.usask.ca;
University of Saskatchewan), L.H. Tan, K.T.Hau, P.W. Cheng. Are
orthographic information and phonological sensitivity 'separable but equal' in
word reading and spelling? A two-wave structural equation analysis.
2 Brett
Kessler (bkessler@wustl.edu;
Washington University in St Louis), Rebecca Treiman. Sensitivity to
statistical contextual patterns when spelling consonants in English.
3 Paul
Macaruso (pmacaruso@ccri.edu ; Community College of Rhode Island), Donald
Shankweiler. Relationship between spelling success and reading exposure:
Follow-up studies.
4 P.G.
Aaron (epaaron@isugw.indstate.edu;
Indiana State University). A
metric to assess sight-word reading skill.
5 Rebecca
Godfrey (r.godfrey@auckland.ac.nz;
University of Auckland), G. Brian Thompson. Ignoring what you've been
taught? Phonics and the English orthography.
6 Vincent
Connelly (vconnelly@brookes.ac.uk;
Oxford Brookes University), Morag Maclean, Sonya Campbell. The
writing skills of university dyslexics compared to age and spelling age matched
controls.
17: 30 Canal
cruise (optional; 1 hour guided tour)
Tuesday, June 29, 2004 -
Kleine zaal
8:
30-10: 30 Use the computer. Chair: Michael McKenna
1 M. Heather Carver, Ronald P. Carver (carverh@missouri.edu; University
of Missouri Columbia). Effect of computerized tutoring in spelling, vocabulary, and
rate upon the reading achievement of poor readers: A treatment study, Testing a
causal model.
2 Jack
Mostow (mostow@cs.cmu.edu; Carnegie
Mellon University), Joseph Beck, Cecily Heiner. Which help helps? Effects of
various types of help on word learning in an automated reading tutor that
listens.
3 Mercedes Muñetón Ayala (mayala@ull.es; Universidad de La Laguna). Effects of computer assisted instruction on spelling errors.
4 Barbara W. Wise (ba_wise@hotmail.com; University of Colorado), Lynn Snyder, Scott Schwartz, Sarel van Vuuren, Ron Cole. Interactive books and tutors that run “by themselves” in K-2 classrooms.
5 Michael
McKenna (mmckenna@georgiasouthern.edu;
Georgia Southern University), Sharon Walpole. An internet database of
longitudinal case studies in reading.
6 Jared
Bernstein (jared@ordinate.com;
Stanford University), Sheida White, Brent Townshend, Isabella Barbier. Automatic
analysis of oral reading fluency.
10: 30-11: 00 Coffee
& Tea break
11:
00-12: 40 Shared reading. Chair: Mary Ann Evans
1 Dorit Aram (dorita@post.tau.ac.il; Tel Aviv University), Sigalit Aviram. Parents’ choosing and reading books to their young children: How does it effect children's literacy and socio-emotional development?
2 Ofra Korat (korato@mail.biu.ac.il; Bar-Ilan University, Ramat-Gan), Pnina Klienn, Ora Segal-Drori. Patterns of mediation in book reading to young children as predictors of emergent reading: A comparison between two Israeli social groups.
3 Adriana G. Bus (bus@fsw.leidenuniv.nl; Leiden University), Maria T. de Jong, Marian Verhallen. Do stories on DVD or CD-rom support young children’s literacy?
4 Mary Ann Evans (evans@psy.uoguelph.ca; University of Guelph), Jubilea Mansell, Laura Hamilton, Betty Ann Levy. Parental responses to child miscues during shared reading: Stability and effects of parent style from Kindergarten through Grade 2.
5 Paul P. M. Leseman
(P.P.M.Leseman@fss.uu.nl; University of Utrecht). Discussant
12:
40-13: 10 Lunch break
13:
10-15: 00 Interactive papers
15:
00-15: 20 Coffee & Tea break
15:
20-17: 20 Reading First:
Some Initial Data and Lessons. Chair:
Janice Dole
1 Janice
Dole (janice.dole@ed.utah.edu;
University of Utah), Michelle Hosp, John Hosp. Educators’ knowledge
of SBRR.
2 John
Hosp (john.hosp@ed.utah.edu ;
University of Utah ), Michelle Hosp, Janice A. Dole. Knowledge and
attitudes toward Reading First.
3 Stephanie
Al Otaiba (alotaiba@coe.fsu.edu;
Florida State University). Reading Coaches in Reading First: What is
their role?
Individual paper
1 Javier S. Sainz (jsainz@psi.ucm.es; Universidad
Complutense de Madrid), Carmen
Villalba. Brain mapping of attention
resources allocation in high-neighbourhood-density word reading.
17: 30 Canal
cruise (optional; 1 hour guided tour)
Wednesday, June 30, 2004 - Grote zaal
8:
30-10: 30 Reading
Disability: Precursors and deficits. Chair: Susan Lambrecht Smith & Jenny
Roberts.
1 Elise deBree
(elise.debree@let.uu.nl; Utrecht University), Petra van Alphen, Ellen Gerrits,
Jan de Jong, Frank Wijnen, Carien Wilsenach. Early
language development in children with a genetic risk for dyslexia: a
longitudinal and prospective study.
2 Susan Lambrecht Smith (susan.lambrecht.smith@umit.maine.edu;
University of Maine), Jenny Roberts, John L. Locke, Paul Macaruso, Jim Hodgson.
Precursors to dyslexia: phonological and lexical markers.
3 Heikki Lyytinen (hlyytine@psyka.jyu.fi ;
University of Jyväskylä). Early markers of dyslexia – highlights of
an eight-year follow-up from birth of children at familial risk for dyslexia.
4 Brian Byrne (bbyrne@pobox.une.edu.au; University of
New England), Barbara Hindson, Ruth Fielding Barnsley, Donald Shankweiler, Cara
DeLaland, Carol Mackay. Early intervention with preschool children bearing
family risk for dyslexia.
5 Frank Manis (manis@usc.edu; University of Southern California), Anne
Sperling, Zhong-Lin Lu. Visual processing deficits in dyslexia in high vs.
low noise displays.
6 Don Shankweiler
(dshank@uconnvm.uconn.edu; University of Connecticut). Discussant
10: 30-11: 00 Coffee
& Tea break
11: 00-12:
40 Language and reading
disorders. Chair:
Kate Nation & Hugh Catts
1 Hugh W. Catts (catts@ku.edu ; University of
Kansas), Suzanne M. Adlof. Language processing in children with specific
comprehension deficits.
2 Kate Nation
(kate.nation@psy.ox.ac.uk; University of Oxford). Hidden language
impairments in children with poor reading comprehension.
3 Margaret J. Snowling
(m.snowling@psych.york.ac.uk; University of York), Liz Nathan, Joy Stackhouse,
Nata Goulandris. Development of literacy skills among children with speech
difficulties.
4 Julia M. Carroll
(j.carroll@psych.york.ac.uk; University of Warwick), Margaret J. Snowling,
Valerie Muter, Uta Frith. Language development in children at genetic
risk of dyslexia: a follow-up at age 13.
5 Dorothy Steffler (dsteffler@concordia.ab.ca;
Concordia University College of Alberta), Linda M. Phillips, Nabiha
Rawdah. Predictors of spelling and writing skills for average and at-risk
children in Grades 1 and 2.
12:
40-13: 10 Lunch break
13:
10-15: 00 Interactive papers
15:
00-15: 20 Coffee & Tea break 14: 40 – 15: 10 SSSR Business meeting Keizerzaal
15: 20-17:
20 Genetic bases of
reading and reading-related difficulties. Chair: Elena L. Grigorenko
1 Elena Grigorenko (elena.grigorenko@yale.edu; Yale). Introduction.
2 Stefan Samuelsson (Stefan.samuelsson@slf.his.no; Stavanger
University College), Brian Byrne, Richard K. Olson. Genetic and
environmental influences on reading related cognitive skills in preschool
children: A comparison between three twin samples
3 Richard Olson (rolson@psych.colorado.edu; University of
Colorado), Brian Byrne, Stefan Samuelsson, Robin Corley, John DeFries, Sally
Wadsworth, Erik Willcutt, Peter Quain. Longitudinal phenotypic and genetic
analyses of pre-reading and early reading skills from preschool through second
grade.
4 Anne Castles
(acastles@unimelb.edu.au; University of Melbourne), Timothy Bates, Max
Coltheart, Nathan Gillespie, Margie Wright, Nick Martin. Behavior genetic analyses
of reading & spelling: A component processes approach.
5 Timothy Bates (tim@maccs.mq.edu.au; Macquarie University, Sydney), Anne
Castles, Max Coltheart, Nathan Gillespie, Margie Wright, Nick Martin. Molecular
genetic analyses of reading & spelling: A component processes approach.
6 Myriam Peyrard-Janvid
(myriam.peyrard-janvid@biosci.ki.se; Karolinska Institutet, Huddinge, Sweden),
Juha Kere, Katariina Hannula-Jouppi, Heidi Anthoni, Nina Kaminen, Isabel Tapia,
Jaana Nopola-Hemmi, Heikki Lyytinen. Identification of genes associated with
dyslexia.
7 Sudha Iyengar (iyengar@hal.epbi.cwru.edu; Case Western Reserve
University, Cleveland), Catherine M. Stein, Barbara A. Lewis, James H. Schick,
H. Gerry Taylor, Lawrence D. Shriberg, Christopher Millard, Amy Kundtz-Kluge,
Karlie Reading, Nori Minich, Amy Hansen, Lisa A. Freebairn, Robert C. Elston. Pleiotropic
effects of a chromosome 3 locus on speech-sound disorder and reading.
19: 30 Conference
dinner (optional; €35 to be paid in cash at
registration)
next SSSR conference,
June 24-27, 2005
Toronto CA, Marriott Eaton Centre
Local co-ordinator: Alexandra Gottardo
Program chair: Pieter Reitsma
Wednesday, June 30, 2004 - Grote zaal
13:
10-15: 00 Interactive papers
1 Bonnie
Wing-Yin Chow (wychow@psy.cuhk.edu.hk; Chinese University of Hong Kong), Catherine
McBride-Chang, Pan-Chung Fung. The impact of dialogical reading on typically
developing and hearing impaired Hong Kong young children.
2 Bernardine
King (b.king@open.ac.uk; Open University), Clare Wood, Dorothy Faulkner. Does
developmental dyslexia arise from a failure to temporally reorganise modalities
during an early stage of reading development?
3 Inez Berends
(i.berends@psy.vu.nl;
PI Research -
Vrije Universiteit Amsterdam), Pieter Reitsma.
The effects of orthographically and semantically
oriented flashcard training.
4 Sylvie
Bodé (sylvie.bode@education.lu; University of Luxemburg), Alain Conten. Phonological awareness
training: A field study in a transparent orthographic system.
5 Carol
A. Christensen (c.christensen@mailbox.uq.edu.au; University of Queensland). Making a difference: Secondary school reform in
literacy.
6 Jay
Blanchard (jsb46@asu.edu; Arizona State University), James Christie, Karen Burstein., Kim Atwill,
Terry Moore. The effect of illustrations on assessment of phonemic awareness in young
children: A preliminary study.
7 Jennifer
Thomson ( j.thomson@ich.ucl.ac.uk; University College London), Torsten Baldeweg, Usha Goswami. Amplitude
envelope onsets and dyslexia: a behavioural and electrophysiological study.
8 Melanie
R. Kuhn (melaniek@rci.rutgers.edu; Rutgers Graduate School of Education ), Steven A. Stahl, Paula
Schwanenfluegel, Deborah Woo. Teaching students to become fluent readers: A
three year review.
9 Valerie
Muter (Valerie@vmuter.fsnet.co.uk; University of York), Margaret Snowling, Julia Carroll, Yvonne
Griffiths, Uta Frith. Children at family risk of dyslexia: A follow-up in adolescence.
10 Igone Arteagoitia (igone@cal.org; Center for Applied
Linguistics, Washington), Liz Howard. Investigating
spelling/reading relationships in Spanish/English bilingual students.
11 Terese
Jimenez (tjimenez@education.ucsb.edu; University of California, Santa Barbara), Stacey Kyle. The
lexical restructuring model: How the primary language impacts English reading
development in English learners.
12 Chris Coleman (ccoleman@uga.edu; Regents’ Center for Learning Disorders, Athens), Noel Gregg, J. Mark Davis. How effective are dyslexia and ADHD screeners in identifying college students with and without RD and
ADHD?
13 Anne
E. Cunningham (acunning@uclink.berkeley.edu; University of California,
Berkeley), Jennae Bulat, Colleen Ryan, Devon McCreachon, David Futterman, Keith
E. Stanovich. Orthographic learning while reading: An examination of First
Grade readers.
14 Dorthe Klint Petersen (dkp@cphling.dk; University of Copenhagen).
Distinctness
training in kindergarten.
15 Sandra van Otterloo
(S.G.vanOtterloo@uva.nl; University
of Amsterdam), Anne Regtvoort, A. van der Leij.
Does early intervention make a difference for Dutch
children at risk: A comparison of two intervention programs.
16 Isabelle Bonnotte (bonnotte@univ-lille3.fr; Université
Charles de Gaulle - Lille 3). The role of semantic features in French adults'
processing of verb meaning in semantic decision-priming tasks with short and
long SOAs.
17 Séverine Casalis (casalis@univ-lille3.fr; Université
Charles de Gaulle - Lille 3), Isabelle Bonnotte. Phonological and semantic
processing in French children's word naming: Evidence from normal readers and
poor comprehenders.
18 Geoff
W. Stuart (gstuart@unimelb.edu.au; University of Melbourne), Anne Castles, Ken McAnally, Adam McKay, Michael
Johnston. A test of the general temporal processing deficit theory of dyslexia in
an adult sample.
19 Peter F. de Jong
(P.F.deJong@uva.nl;
University of
Amsterdam), Vera C. S. Messbauer.
Exploring the consequences of impoverished
phonological representations: The role of learning context.
20 Ken Blaiklock (kblaiklock@unitec.ac.nz; Institute of Technology, Auckland). The importance of letter
knowledge in the relationship between phonological awareness and reading.
21 Nata
Goulandris (a.goulandris@ucl.ac.uk; University College London), Teresa
To. The role of phonological awareness in bilinguals learning to read
English and Mandarin.
22 Sara
E. Alarie (6sea@qlink.queensu.ca; Queen’s University), Marina Davydovskaia, Tanya Martin, Lesly
Wade-Woolley. Is there a bilingual advantage for early French immersion students in
reading and spelling English?
23 Jacqueline
Hulslander (jacqui@psych.colorado.edu; University of Colorado), Richard Olson. The influence of orthographic
skills on phoneme awareness task performance.
24 Souhila
Messaoud-Galusi (souhila@vjf.cnrs.fr; CNRS Villejuif), Liliane Sprenger-Charolles, Caroline Bogliotti, Willy Serniclaes. Perceptual
weighting strategy: developmental trend and reading effect.
25 Kimberly
G. Noble (kimnoble@med.upenn.edu; University of Pennsylvania), Martha J. Farah, Bruce D. McCandliss. The
additive and interacting effects of socioeconomic status and phonological
awareness on reading development.
26 Kathleen
H. Corriveau (khc26@cam.ac.uk; University of Cambridge), Usha C. Goswami. Specific
language impairment and P-Centre processing: A causal connection?
27 Eva
Man Ching Chow
(h0019436@hkusua.hku.hk; University of Hong Kong), Connie Suk-Han Ho. Motion perception in Chinese
dyslexic children.
28 Pascale Colé (Pascale.Cole@univ-savoie.fr; Université
de Savoie et C.N.R.S. ), Liliane
Sprenger-Charolles, Linda S. Siegel, Juan E. Jiménez González. Syllables in learning to read in English, French and Spanish.
30 Nathalie Genard (ngenard@ulb.ac.be; Free University of
Brussels), Jacqueline Leybaert, Philippe Mousty, Jesus Alegria. Impact
of the teaching methods on metaphonological development and reading and
spelling acquisition.
31 Gwen E. Wolters
(gewolters@fsw.leidenuniv.nl; University
Leiden), Wim van den Broeck. The
influence of bigram frequency and consonantal sonority on first grade reading
performance.
32 SallyAnn Giess (sgiess@csd.ufl.edu; University of Florida), Wayne
King, Linda Lombardino. Using the gap statistic to estimate clusters of
individuals with reading disabilities.
33 Fred Hasselman
(f.hasselman@ped.kun.nl; University
of Nijmegen ), Ludo Verhoeven, Saskia de Graaff .
Early treatment of children with a genetic risk for
dyslexia: Does slowing down the speech signal aid in phonics training?
34 Nicole Suchey (suchey_n@ed.utah.edu; University of Utah), Michelle
Hosp, Janice Dole, John Hosp. The relation between oral reading fluency and
student motivation.
35 M.
Carmen González-Trujillo (carmengt@ugr.es; University of Granada), Francisca Serrano, J. Márquez, Sylvia Defior. Initial
phoneme awareness development: Spanish preschooler follow up.
36 Sandra
Van Heghe (savheghe@ulb.ac.be; Université
Libre de Bruxelles), Philippe
Mousty, Jean-Jacques Detraux. Acquisition of phonological reading skills in an
adult with intellectual disability: A case study.
37 Dalva
M. A. Godoy (dalva@cce.ufsc.br; Universidade Federal de Santa Catarina). Phonological development in
two Brazilian Portugese classrooms with differenct methods of teaching reading.
38 Yolanda
W. S. Yuen (yueny@educ.queensu.ca; Queen’s University), Lesly Wade-Woolley. Phonological representation
in Chinese ESL children.
39 Adele Lafrance (alafrance@oise.utoronto.ca; OISE-Toronto), Alexandra Gottardo. Development of phonological awareness in
bilingual learners.
40 Alicia
Cruz (acruzbe@ujaen.es; Universidad de Jaén), Sylvia Defior, Elvira Mendoza. Rhyme
in Spanish deaf children.
41 Isabel Garcia
Gomez (igarcia@us.es; University of Seville), Gary Morgan. Describing signing deaf children's reading of single words with
different length, frequency, and lexical features.
42 Caroline
Bogliotti (Caroline.Bogliotti@vjf.cnrs.fr; Université Denis Diderot-Paris VII), Souhila Messaoud-Galusi,
Willy Serniclaes. Relation between categorical perception of speech and reading
acquisition.
44 Carol A Johnson (caj45@cam.ac.uk; University of Cambridge), Usha C. Goswami. Phonological
skills, vocabulary development and reading development in deaf children with
cochlear implant.
45 Verena Thaler (Verena.Thaler@sbg.ac.at; Universität
Salzburg), Karin Landerl, Pieter Reitsma.
Spelling pronunciations as a means of remediating
spelling deficits.
Wednesday, June 30, 2004 - Keizerzaal
8: 30-10: 30 Comprehension
II. Chair:
Alexandra Gottardo
1 Michael
M. Gerber (mgerber@education.ucsb.edu;
University of California). Experimental measures of comprehension by
3rd Grade English learners: Continued longitudinal research.
2 Jane
Oakhill (janeo@biols.susx.ac.uk; University of Sussex), Kate Cain. Prediction
of reading and comprehension skill in Year 9 from Year 3 measures.
3 Donald
L. Compton (donald.l.compton@vanderbilt.edu; Vanderbilt
University), Amy Elleman, Natalie Olinghouse, Jan Vining. An evaluation of
the effects of decoding, comprehension, and metacognitive instruction on
reading comprehension gains in children who are poor readers.
4 Alexandra
Gottardo (agottard@wlu.ca; Wilfrid
Laurier University), Heidy Stanish. Longitudinal predictors of word reading
and reading comprehension in Spanish-speaking children.
5 R.
Malatesha Joshi (mjoshi@coe.tamu.edu; Texas A & M University), P.
Padakannaya, S. Surendranath, C.N. Karibasappa, J. Vaid. Dissociation
between decoding and comprehension: Evidence from a biliterate dyslexic and a
biliterate hyperlexic
6 Yi-Chen
Wu (wuxx0207@umn.edu; University of Minnesota ), S. Jay Samuels. Effects of
repeated reading and text difficulty on text comprehension for college
students.
10: 30-11: 00 Coffee
& Tea break
11:
00-12: 40 Categorical deficits in
speech perception and dyslexia. Chair:
Willy Serniclaes
1 Denis
Burnham (d.burnham@uws.edu.au;
University of Western Sydney ). Language
specific speech perception, mode of speech processing, and the onset of
reading.
2 Ulla
Richardson (ulla.richardson@jyu.fi;
University of Jyväskylä). Early language development and dyslexia.
3 Willy Serniclaes (wsernic@vjf.cnrs.fr; CNRS de Villejuif), Caroline Bogliotti, Souhila
Messaoud-Galusi, Liliane Sprenger-Charolles. Allophonic
perception in developmental dyslexia: origin, reliability and implications of
the categorical perception deficit.
4 Patrick Snellings (p.snellings@uva.nl; University of Amsterdam), Aryan van der Leij, Henk Blok, Peter de Jong. Speech perception in poor readers: how does the perception of
initial (stop)consonants and consonant clusters in Dutch differ from normal
readers?
5 Jason
Anthony (jason.anthony@times.uh.edu; University of Houston), Coleen Carlson. Phonological
precision, awareness, memory, and access: The structure and roles of preschool
phonological processing abilities in early literacy.
12:
40-13: 10 Lunch break
13:
10-15: 00 Interactive papers
15:
00-15: 20 Coffee & Tea break 14:
40 – 15: 10 SSSR Business meeting
Keizerzaal
15:
20-17: 20 Teaching
effects. Chair: Peter
de Jong
1 Alfred
Schabmann (alfred.schabmann@univie.ac.at; University
of Vienna ), Christian Klicpera, Barbara Gasteiger-Klicpera. Reading and
spelling of words and nonwords of German speaking students some effects of
different approaches to reading instruction.
2 Kieron
Sheehy (k.sheehy@open.ac.uk;
Open University). Teaching word recognition to children with severe
learning difficulties: The potential of morphing.
3 Rhona
S. Johnston (r.s.johnston@hull.ac.uk; University of
Hull), Joyce E Watson. Boys read words better than girls with synthetic
phonics teaching.
4 Veronica
Smith
(vesmith@telus.net; University of British Columbia), Linda
Siegel.
Preventing early reading failure: An examination of
implementation.
5 Scott
K. Baker (sbaker@oregon.uoregon.edu;
University of Oregon), David Chard, Lana Edwards. Teaching First
Grade students to listen attentively to narrative and expository text: Results
of an experimental study.
19: 30 Conference
dinner (optional; €35 to be paid in cash at
registration)
next SSSR conference,
June 24-27, 2005
Toronto CA, Marriott Eaton Centre
Local co-ordinator: Alexandra Gottardo
Program chair: Pieter Reitsma
Wednesday, June 30, 2004 -
Kleine zaal
8:
30-10: 30 Biliteracy & Phonemic
awareness. Chair:
Theresa Roberts
1 Lynne
G. Duncan (l.g.duncan@dundee.ac.uk;
University of Dundee), Sheila Baillie. Regional differences between
English dialects create variation in the acquisition of reading and spelling
skills.
2 Linda
S. Siegel (linda.siegel@ubc.ca; University of British Columbia), Orly Lipka. A
longitudinal study of reading skills in children learning English as a second
language.
3 Min
Wang (minwang@umd.edu; University of Maryland),
Yoonjung Park, Kyoung Rang Lee. Korean-English biliteracy acquisition: Cross
language and orthography transfer.
4 Theresa
A. Roberts
(robertst@csus.edu; California State University). Articulation accuracy and
vocabulary size contributions to phonemic awareness and word reading in
kindergarten English learners.
5 Annukka
Lehtonen (annukka.lehtonen@wustl.edu;
Washington University in St. Louis), Rebecca Treiman. Not as perfect
as assumed: phonological effects in adults' phoneme awareness performance.
6 Joanna
K. Uhry (joannauhry@aol.com;
Fordham University). Is teachers’ phonemic knowledge enhanced by
practical experience?
10: 30-11: 00 Coffee
& Tea break
11:
00-12: 40 Visual magnocellular
deficit theory of dyslexia. Chair: Chris Chase
1 Annette R. Jenner (ajenner@holycross.edu; College of the Holy Cross.). Structural alterations in the brains of dyslexics: Is there a link between alterations in the visual system and those seen in language cortices?
2 Joel B. Talcott (j.b.talcott@aston.ac.uk; Aston University, Birmingham). Dynamic visual processing and reading: What is the nature of the relationship?
3 Chris C. Chase (chris.chase@claremontmckenna.edu; Claremont McKenna College), Robert F. Dougherty, Nicola Ray, Susan Fowler & John Stein. Magnocellular cone signal strength in dyslexia.
4 Piers Cornelissen (p.l.cornelissen@ncl.ac.uk; Newcastle University), Kristen Pammer, Ruth Lavis, Peter Hansen. Dynamic visual processes in normal reading: Implications for developmental dyslexia?
5 John
Stein (john.stein@physiol.ox.ac.uk; Laboratory
of Physiology, Oxford). The role of the visual magnocellular system in
reading and dyslexia.
12:
40-13: 10 Lunch break
13:
10-15: 00 Interactive papers
15:
00-15: 20 Coffee & Tea break 14:
40 – 15: 10 SSSR Business meeting
Keizerzaal
15:
20-17: 20 Deaf and reading. Chair: Catherine Transler
1 Jacqueline Leybaert
(leybaert@ulb.ac.be; Université libre de Bruxelles), Perrine Willems. Phonological working memory in deaf children fitted with a cochlear
implant.
2 Stéphanie Colin (Stephanie.Colin@etu.univ-lyon2.fr; Université Lyon2), Annie Magnan, Jean Ecalle,
Jacqueline Leybaert. Relation between early
phonological skills and later reading performances in deaf children: effect of
early exposure to Cued Speech.
3 Loes Wauters (L.Wauters@ped.kun.nl;
University of Nijmegen), Wim van Bon, Agnes Tellings. The role of word identification and mode of acquisition in reading
comprehension of deaf children.
4 Fiona
Kyle (f.e.kyle@rhul.ac.uk; University of London), Margaret Harris. Longitudinal predictors of literacy
development in deaf children.
5 Daphne
A. Ducharme (dducharm@uottawa.ca;
University of Ottawa), Rachel I. Mayberry. Can reading be achieved
without phonological decoding?
6 Catherine
Transler (catherinetransler@yahoo.fr; Unilever
Health Institute), Ruth Campbell, Mairead
MacSweeney. Fingerspelling: a phonological-coding hypothesis at stake.
19: 30 Conference
dinner (optional; €35 to be paid in cash at
registration)
next SSSR conference,
June 24-27, 2005
Toronto CA, Marriott Eaton Centre
Local co-ordinator: Alexandra Gottardo
Program chair: Pieter Reitsma