Society for the Scientific Study
of Reading
Twelfth Annual Meeting
of
TripleSR
Program
2005
June 24 –26, 2005
Toronto
Marriott Downtown Eaton Centre Hotel
Local
coordinator: Alexandra Gottardo
SSSR Officers
President: Joanna
Williams
President Elect: Pieter
Reitsma
Vice President: Maggie
Snowling
Past President: Richard
Olson
Elected Board Members:
Benita
Blachman, Pat Bowers, Brian Byrne
Treasurer: Don
Compton
Secretary: Linda
Siegel
Historian: Joanne
Carlisle
International
Coordinator: Karin
Landerl
Conference Site
Coordinator 2005: Alexandra
Gottardo
Journal
Scientific Studies of Reading, Frank Manis (editor),
published by Lawrence Erlbaum Associates
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 www.triplesr.org
Schedule Annual Meeting of SSSR - 2005
Thursday, June 23, 2005
19: 00-20:
00 On site registration
21: 00-22: 00 Board
Meeting in the Bay room of the Marriott (Lower Convention Level)
Friday, June 24, 2005
07: 00 Breakfast 12: 10 Lunch
07: 00-17:
00 On site registration
12: 10-14:
00 Interactive paper session
I - papers on display from 7:30 until 14:00
18: 00-20:
00 Interactive paper session
II - papers on display from 14:10
until 20:00
08: 00-17:
40 Program with spoken
presentations
Saturday, June 25, 2005
07: 00 Breakfast 12: 30 Lunch
07: 00-17:
00 On site registration
12: 30-14:
30 Interactive paper session - papers on display from 7:30 until 18:30
18: 40-19:
30 Presidential address
08: 00-18:
20 Program with spoken
presentations
Sunday, June 26, 2005
07: 00 Breakfast 12: 30 Lunch
12: 30-14:
30 Interactive paper session - papers on display from 7:30 until 16:30
14: 00-14: 30 Business
meeting for all members of SSSR
08: 00-17:
50 Program with spoken
presentations
Friday, June 24 - morning
8: 00-10: 00 Parenting and early literacy. Chair: Dorit Aram Trinity 1,2,3
1 John
R. Kirby (kirbyj@educ.queensu.ca; Queen’s University), Jennifer Dawson,
Jennifer Currie & Rauno Parrila. Family literacy, phonological
awareness, and naming speed in reading development.
2 Dorit
Aram (dorita@post.tau.ac.il; Tel Aviv University), Sagit Hoshmand. Maternal
writing mediation to kindergartners: Analysis via a twins study.
3 Maria T. de Jong
(jongtm@fsw.leidenuniv.nl; Leiden University), Adriana G. Bus. Pattern detection in book reading sessions.
4 Ofra
Korat (korato@mail.biu.ac.il; Bar-Ilan University). How accurate can mothers
and teachers be regarding children's emergent literacy development in different
socioeconomic groups?
5 Jason
L. Anthony (jason.l.anthony@uth.tmc.edu; University of Texas-Houston Health
Science Center), Renee McDonald. Socioemotional development IS important for
emergent literacy acquisition!
8: 00-10: 00 Bilingualism and literacy: Double advantage or double trouble? Chair: Hélène Deacon, Malatesha Joshi Trinity 3,4
1 S.
Hélène Deacon (helene.deacon@dal.ca; Dalhousie University), Lesly Wade-Woolley.
Developing bilinguals: How the relationship between morphological awareness and
reading changes as language skills increase.
2 Alexandra
Gottardo (agottard@wlu.ca; Wilfrid Laurier University), Esther Geva. A
comparison of English reading development in young bilingual children from
at-risk groups.
3 Salim
Abu-Rabia (Salimar@construct.haifa.ac.il; University of Haifa). Bilingual
Literacy among regular and dyslexic Arabic readers.
4 R.
Malatesha Joshi (mjoshi@coe.tamu.edu; Texas A & M University), P. Prakash,
N. Surendranath. Are reading disabilities orthography specific? Evidence
from bilinguals.
5 Min
Wang (minwang@umd.edu; University of Maryland). The relationship between
general auditory processing, Chinese tone processing and English reading skill.
6 Aydin
Durgunoglu (adurguno@d.umn.edu; U. of Minnesota Duluth). Discussing
Bilingualism and literacy.
10: 00-10: 30 Break
10:
30-12: 10 Efficacy and
effectiveness of multiple component approaches in the remediation of reading
disabilities.
Chair: Maureen W. Lovett Trinity 1,2,3
1 Karen
A. Steinbach (karen.steinbach@sickkids.ca ; The Hospital For Sick Children),
Jan C. Frijters, Rose A. Sevcik, Marla Shapiro, Maryanne Wolf, Robin D. Morris
& Maureen W. Lovett. Multiple component remediation of reading
disabilities in children: Outcomes for children varying in IQ and socioeconomic
status.
2 Maria
De Palma (mdepalma@sickkids.ca; The Hospital For Sick Children), Jan C.
Frijters, Meredith Temple, Karen A. Steinbach, Maureen W. Lovett. Translating
research into practice: Generalizability of multiple component intervention
effects for children who are English language learners.
3 Beth
A. O’Brien (beth.obrien@tufts.edu; Tufts University), L. Miller, M. Wolf. Orthographic
recognition speed and accuracy in developmental dyslexia.
4 Calvin
Gidney (calvin.gidney@tufts.edu ; Tufts University), Andrea Marquant, Maryanne
Wolf, Robin D. Morris & Maureen W. Lovett. An examination of
African-American and European-American children with reading disabilities.
5 Donald L. Compton
(donald.l.compton@vanderbilt.edu; Vanderbilt University). Discussing Research on the efficacy and effectiveness in
remediation.
10:
30-12: 10 Acquisition of early
literacy: questions raised by training studies in different orthographies. Chair: Iris Levin Trinity 3,4
1 Mary
Ann Evans (evans@psy.uoguelph.ca; University of Guelph). Phonological
awareness and the acquisition of alphabetic knowledge.
3 Iris
Levin (irisl@post.tau.ac.il; Tel Aviv University), Sivan Shatil-Carmon, Ornit Asif-Rave.
Letter names and letter sounds: learning, reciprocal facilitation and promotion
of word recognition.
4 Theresa
A. Roberts (robertst@csus.edu;
California State University, Sacramento). Mapping the territory-The
interface between alphabetic learning and instruction in young English language
learners.
5 Linnea
C. Ehri (lehri@optonline.net; City
University of New York Graduate Center ). Discussing The acquisition of
early literacy.
Friday, June 24 - afternoon
12: 10 Lunch
12:
10-14: 00 Interactive papers I (see page 5/6) Grand
Ballroom C&D
14:
10-15: 50 Morphology in processes
learning to read: A cross-linguistic perspective. Chair: Ludo Verhoeven Trinity 1,2,3
1 Ludo
Verhoeven (l.verhoeven@ped.kun.nl; Radboud University Nijmegen), Robert Schreuder.
Prefix priming
effects in reading Dutch bisyllabic words.
2 Rachel Schiff
(rschiff@mail.biu.ac.il; Bar Ilan University), Dorit Ravid. Morphological
inflections and verbal skills in novice Hebrew readers.
3 Joanne F. Carlisle (jfcarl@umich.edu;
University of Michigan), Lauren A. Katz. Lexical quality of derived words.
4 Che Kan Leong (leong@sask.usask.ca;
University of Saskatchewan). Children’s understanding of inflected word
forms affects their word reading and spelling.
14:
10-15: 50 Transition to school,
achievement, and student x environment interactions.
Chair: Carol McDonald
Connor Trinity 3,4
1 Carol
McDonald Connor (cconnor@fcrr.org;
Florida State University), Frederick J. Morrison. Individual students’
differences in response to preschool literacy instruction: Effects on
vocabulary, alphabet and letter-word recognition skill growth.
2 Christopher
J. Lonigan (lonigan@psy.fsu.edu; Florida State University), JoAnn M. Farver,
Beth M. Phillips, Jeanine Menchetti. Outcomes of an emergent literacy
curriculum in Head Start: Children’s response to intervention.
3 Jan
C.Frijters (jan.frijters@brocku.ca; Brock University), M. De Palma, R. W.
Barron,. M. W. Lovett. Motivation as a moderator of response to remedial
reading instruction: A (modifiable) aptitude x treatment interaction.
4 Bridget
Hamre (bkh3d@cms.mail.virginia.edu;
University of Virginia), Robert Pianta. Large-scale observation of early
education classroom settings: Are classrooms part of readiness?
5 Frederick
J. Morrison (fjmorris@umich.edu;
University of Michigan). Discussing Children’s transition to school and
academic achievement.
15: 50-16: 20 Break
16:
20-17: 40 Beyond the single word. Chair: Louise Miller Guron Trinity 1,2,3
1 Julie
Van Dyke (jvandyke@haskins.yale.edu; Haskins Laboratories), Donald Shankweiler,
Whitney Tabor. Individual differences in the time-course of sensitivity to
syntactic and semantic interference during comprehension of complex sentences.
2 Daniel Daigle
(daniel.daigle@umontreal.ca; Université de Montréal), Françoise Armand,
Elisabeth Demont, Jean-Emile Gombert. Implicit
learning of French morphological rules in deaf readers.
3 Orly
Lipka (olipka@interchange.ubc.ca; University of British Columbia), Linda S.
Siegel. English syntactic awareness skills of children with ESL: The case of
children who speak Chinese and Slavic as first language.
4 Vered Vaknin (vvaknin@univ.haifa.ac.il; University of Haifa), Joseph Shimron. Is it more difficult to process irregular nouns? Evidence from Hebrew.
16:
20-17: 40 Reading comprehension. Chair: Tiffany Hogan Trinity 3,4
1 Noel
Gregg (ngregg@uga.edu; University of Georgia), Chris Coleman, Mark Davis, Al
Cohen. Written discourse complexity – A
multidimensional analysis.
2 Nanci
Bell (nbell@lblp.com; Lindamood-Bell Learning Processes). The role of
imagery and verbal processing in comprehension.
3 Dafna
Kaplan (dafnak@macam.ac.il; Tel Aviv University), Dorit Ravid. The
connection between reading comprehension and linguistic knowledge.
4 Jennifer
G. Cromley (jcromley@umd.edu; U. of Maryland), Roger Azevedo. Coordinating
think-aloud data with the DIME model of reading comprehension.
18:
00-20: 00 Interactive papers II (see page ...6/7) Grand
Ballroom C&D
Interactive papers - Friday, June 24: 12:10 – 14:00 Grand Ballroom
C&D
Papers
are on display from Friday 07: 30 until 14:00
1 Ranjita
Mishra (ranjita.mishra@gmail.com; University of London), Rhona Stainthorp. The
relationship between performance on P-Centre tasks, phonological awareness,
word reading and spelling in Oriya and English.
2 Nancy
Ewald Jackson (nancy-jackson@uiowa.edu; U. of Iowa), Susan E. Dunn. Good and
poor readers who are good or poor spellers read Scientific American.
3 MarcyZipke
(mzipke@gc.cuny.edu; Graduate Center at CUNY), Linnea Ehri. The role of
metalinguistic awareness in reading comprehension.
4 Gloria Ramírez (gramirez@oise.utoronto.ca; OISE/UT), Esther Geva. The use of reading comprehension tests in EL1 versus EL2 students.
5 Jacqueline
Hulslander (jacqui@psych.colorado.edu; University of Colorado, Boulder),
Richard Olson, Chelsea Trinka, Sophia Zavrou. A reading-level match
comparison of fluency and comprehension for continuous text.
6 Julie
Rosenthal (julie_rosenthal2003@yahoo.com; CUNY). The mnemonic value of
orthography for elementary students learning new vocabulary words.
7 P.G.
Aaron (epaaron@isugw.indstate.edu; Indiana State University). Learning to
spell English from print and learning to spell it from speech: A study of
children who speak Tamil, a Dravidian language.
8 Hollis
S. Scarborough (hscarborough@att.net; Haskins Laboratories), Sarah McClure,
Marjorie Gillis. Culture shock for Kindergartners: Complexity of classroom
language.
9 Rufina
Pearson (rufinapearson@canada.com; University of British Columbia), Linda S.
Siegel, Josefina Pearson, Ana Sanchez Negrete. Early identification and
intervention of Spanish speaking children at-risk for reading failure.
10 Dilys
Leung (dilys.leung@dal.ca; Dalhousie University), S. Hélène Deacon. Young
children’s use of morphemes to spell inflections and derivations.
11 Heather
Rogers Haverback (hrogers@umd.edu; University of Maryland), Susan J. Parault.
A reading tutor service learning project and its influence on preservice
teacher self-efficacy.
12 John
P. Sabatini (jsabatini@ets.org; Educational
Testing Service), Hollis S. Scarborough, Jane Shore. Low literate adult
reading acquisition: Some simple model analyses.
13 Pieter
Reitsma (p.reitsma@psy.vu.nl; PI Research – VU Amsterdam), Mieke Bos, Eline
Bouwman. Learning spelling by spelling.
14 Julie
Hansen (ja.hansen@qut.edu.au; Queensland University of Technology), Eunice Van
Veen. Are specific reading comprehension problems specific to reading? A
test of the simple view of reading.
15 Ellen Gerrits (egerr@skno.azm.nl; University Hospital
Maastricht), M. Derksen. Speech perception
and phonological processing in reading-impaired children.
16 Linda
J. Lombardino (llombard@csd.ufl.edu; University of Florida), R. Jane Lieberman,
Jaumeiko Brown, Chien J. Wang. Assessing spoken and written language
knowledge in young children.
17 Margaret
E. Pierce (piercema@gse.harvard.edu; Harvard Graduate School of Education),
Tami Katzir, Maryanne Wolf, Gil Noam. Examining word reading efficiency
among struggling readers: does slow and steady win the race?
18 Heather
Hayes (hhayes@wustl.edu; Washington University in St. Louis), Rebecca Treiman,
Brett Kessler. Children use vowels to help them spell consonants.
19 Laurie
E. Cutting (cutting@kennedykrieger.org; Kennedy Krieger Institute/Johns Hopkins
School of Medicine), Hollis Scarborough .
Prediction of reading comprehension: Relative contributions of word
recognition, fluency, and cognitive-linguistic skills can depend on how
comprehension is measured.
20 M.
Kendra Sun-Alperin (ksun@umd.edu;
University of Maryland), Min Wang. Sentence processing in Chinese-English
bilingual children.
21 Natalie
G. Olinghouse (natalie.g.olinghouse@vanderbilt.edu; Vanderbilt University),
Donald L. Compton. Identifying achievement gaps: Effects of student- and
class-level characteristics on the narrative writing ability of third-grade
students.
22 Vassiliki
Diamanti (v.diamanti@ucl.ac.uk ; University College London), Nata Goulandris,
Ruth Campbell, Morag Stuart. Spelling of derivational suffixes in Greek
children with and without dyslexia.
23 Barbara
Gunn (barbarag@ori.org; Oregon Research Institute), Anthony Biglan, Keith
Smolkowski, Carol Black, Jason Blair. Fostering the development of reading
skill through supplemental Instruction: Results for Hispanic and Non-Hispanic
students.
24 Claire Davis (davis@haskins.yale.edu; Haskins
Laboratories), Peter Bryant. Causal connections in the acquisition of an
orthographic rule.
25 Gina
Biancarosa (biancagi@gse.harvard.edu; Harvard Graduate School of Education). Revisiting
reading speed: How sentence reading speed might reveal more about our students’
comprehension processes.
26 Annukka
Lehtonen
(annukka.lehtonen@psych.ox.ac.uk; University of Oxford), Rebecca Treiman.
Training effects in adults' use of different-sized phonological units.
27 Alida
Anderson (aanderso@umd.edu; University of Maryland). Linguistic specificity
in preschool age children with and without specific language impairment.
28
29 Chenxi
Cheng (cxc@umd.edu; University of Maryland), Min Wang, Shih-wei Chen. The
role of morphological and phonological awareness in Chinese-English biliteracy
acquisition.
30 Rauno
Parrila (Rauno.parrila@ualberta.ca; University of Alberta), George Georgiou. Persistent
naming speed problems in high-functioning adult dyslexics: Wherein lays the
problem?
31 Gail
Brown (gbrown@aisnsw.edu.au; Sydney), Herbert Marsh, Rhonda Craven, Mary
Cassar. An effective, theoretically-based and practical intervention for
significant improvements in reading comprehension.
32 Megan
Overby (moverby@unlserve.unl.edu; University of Nebraska-Lincoln), Guy Trainin.
The importance of early articulation competence to phonological decoding and
encoding.
33 Mei-lan
Au (meilanau@ied.edu.hk; Hong Kong Institute of Education), Linda Siegel. The
effectiveness of phonological awareness training in English reading among Hong
Kong children.
17: 45-19: 45 Cash bar (drinks / snacks)
Interactive papers - Friday, June 24: 18:00 – 20:00 Grand Ballroom C&D
Papers
are on display from Friday 14: 10 until 20: 00
1 Lee
Farrington-Flint
(lfarringtonflint@dmu.ac.uk; De Montfort U., Leicester), Clare Wood. Strategy
variability among beginning readers.
2 Jie
Shen (j7shen@uwaterloo.ca; U. of Waterloo), Alexandra Gottardo, G. Ernest
MacKinnon. Language development: A comparison of children with specific
language impairment and children with English as a second language.
3 George
K. Georgiou (georgiou@ualberta.ca; U. of Alberta, Edmonton), Rauno K. Parrila. Rapid
naming speed components and reading acquisition from kindergarten until grade
2: A follow-up study.
4 Nenagh
Kemp (nkemp@psych.ubc.ca; U. of British
Columbia). Discreet is to disgression: Adults’ spelling of base-derived
relationships.
5 Robert
Savage (robert.savage@mcgill.ca; McGill University), Rebecca Blair. Epi- and
meta- linguistic phonological skills in pre-reading children.
6 Adele
Lafrance (alafrance@oise.utoronto.ca; OISE/UT), Esther Geva. Longitudinal
predictors of spelling performance in ESL and L1 children.
7 Yolanda
W.S.Yuen (yueny@educ.queensu.ca; Queen’s U.), Lesly Wade-Woolley. Phonological
representation and English reading in Chinese ESL children.
8 Hilary
Brown (brow1774@wlu.ca; Wilfrid Laurier University), Sarah Mordell, Tracee
Fancis, Alexandra Gottardo. Cognitive predictors of reading ability in
adolescents with learning disabilities.
9 Annie Roy-Charland (ear3339@umoncton.ca;
Université de Moncton), Jean Saint-Aubin, Mary Ann Evans. Children's eye-movements in shared book reading: It depends if they
can read it.
10 Kathy
Stephenson (kas@ualberta.ca; University of Alberta), Rauno Parrila. Effects
of cognitive and noncognitive factors on the acquisition of reading skills.
11 Sarah
Mordell (mordellsarah@hotmail.com; Wilfrid Laurier University), Tracee Francis,
Alexandra Gottardo. Determinants of reading skill in adolescents readers
with LD: Support for a reciprocal relationship.
12 Catherine
G. Penney (cathpenn@play.psych.mun.ca; Memorial University of Newfoundland). Onset
awareness precedes reading, but phoneme awareness develops as a result of
literacy.
13 Troy
Janzen (troy.janzen@taylor-edu.ca; Taylor University College, Edmonton), J.P.
Das. Cognitive processing, speed of articulation and reading: A study with a
Canadian Native Children.
14 Laura
Astolfo (la01aa@badger.ac.brocku.ca; Brock University), John McNamara. Using
measures of phoneme awareness and letter-sound knowledge to identify at-risk
readers in Kindergarten: A follow-up in Grade Two.
15 Kumiko
Inutsuka (kinutsuka@oise.utoronto.ca; OISE/ University of Toronto). Component
skills of reading in English for adult second language readers.
16 Louise
Miller Guron (lmg40@cam.ac.uk;
University of Cambridge), Usha Goswami. Rhythm detection, phonological
awareness and word reading in Swedish children.
17 Laura
S. Roth (lroth@du.edu; University of
Denver), Janice M. Keenan. The role of comprehension monitoring in the
comprehension skills of children with reading disability and children with ADHD.
18 Marina
Davydovskaia (1md9@qlink.queensu.ca; Queen’s University), Vincent Goetry, Lesly
Wade-Woolley. Orthographic differentiation between first and second language
in the reading and spelling of French immersion students.
19 Zhiyu
(Ellen) Gong (gongz@mcmaster.ca; McMaster University), Betty Ann Levy. How
to improve preschooler's visual/orthographic knowledge during storybook reading.
20 Jenny
Roberts (sphjar@hofstra.edu; Hofstra
University ), S. Lambrecht-Smith, K.Scott, P.Macaruso, J.Hodgson, J.Locke. Relationship
of preliteracy skills to early spoken language measures in children with
dyslexia.
21 Jennifer Rabin (jsrabin@dal.ca; Dalhousie University), Helene
Deacon. The relationship between morphological
priming and reading.
22 Nicole
J. Conrad (conradn@brandonu.ca; Brandon
University, Manitoba). Examining the relation between reading and spelling:
A training study.
23 Todd
Cunningham (tcunningham@oise.utoronto.ca; OISE/UT), Esther Geva. The effects
of reading technologies on literacy development of ESL students.
24 Sandra
Martin-Chang (smartinc@mta.ca; Mount Allison University), Betty Ann Levy.
Word acquistion and retention during isolated word and context training.
25 Carrie
Seward (carries@pcfk.on.ca; Wilfrid Laurier University), Alexandra Gottardo.
Influence of a short-term intervention program on Grade 1 phonological
awareness.
26 Jennifer
McTaggart (mctaggar@uoguelph.ca;
University of Guelph ), Jan C. Frijters, Roderick W. Barron. Early reading
motivation: Children’s interest in reading in kindergarten predicts reading
interest and skill in Grade 3.
27 Gene Ouellette
(gouelle2@connect.carleton.ca; Carleton University), Monique Sénéchal. Pathways to literacy from Kindergarten to Grade 3.
28 Alain
Desrochers (Alain.Desrochers@uottawa.ca; University of Ottawa), Glenn Thompson,
Frederick Grouzet, Pierre Cormier. The development of graphemic knowledge
through the primary grades: evidence from French.
29 Denyse
Hayward (dhayward@worldgate.ca; University of Alberta), Troy Janzen, J.P. Das. Comparisons
between cognitive-based and phonetic-based reading remediation with a Canadian
First Nations children.
30 Julie
Mueller (muel4470@wlu.ca ; Wilfrid Laurier University), Alexandra Gottardo,
Esther Geva,. Pierre Cormier. Factor analysis of a pseudo-word elision task
with ESL kindergarten students.
31 Carolyn
J. Wiens (wienswroe@kos.net; Queen's University), John R. Kirby. The role of
sound-symbol learning in letter knowledge, naming speed and reading skills.
32 Richard
Kruk (krukr@ms.umanitoba.ca; University of Manitoba). What visual attention
can and cannot tell us about reading acquisition in children.
33 Iuliana
Faroga (iulianaf@rogers.com; Wilfrid Laurier University), A.Gottardo, P.
Chiappe. Engish reading strategies in Spanish-speaking first graders.
34 Deborah
G. Litt (LittD@trinitydc.edu; Trinity University). Trends in phonological
awareness, rapid naming, and reading acquisition among Reading
Recovery-eligible first graders receiving regular instruction.
next
SSSR conference,
July 5-8, 2006
University
of British Columbia, Vancouver
Program chair: Maggie Snowling
Local coordinator: Linda Siegel
Saturday, June 25 – morning
8: 00-10: 00 Cross-linguistic
perspectives on reading fluency in second language learners. Chair: Esther Geva Trinity 1,2,3
1 Frank
Manis (manis@usc.edu; University of Southern California), Kim Lindsey. Reading
comprehension and fluency in 2nd-5th Grade English language learners.
2 Zohreh
Yaghoubzadeh (zyaghoubzadeh@oise.utoronto.ca; University of Toronto), Fataneh
Farnia, Esther Geva. A multi-componential approach to modeling reading development
in second language learners.
3 Fataneh
Farnia (ffarnia@oise.utoronto.ca;
OISE/UT), Esther Geva. Reading fluency: A prelude to reading comprehension?
A growth curve study of ESL and EL1 students.
4 Debra
Jared (djjared@uwo.ca; University of Western Ontario), Pierre Cormier, Betty
Ann Levy, Lesly Wade-Woolley. The development of reading fluency in native
English speakers enrolled in French immersion.
5 Esther
Geva (egeva@oise.utoronto.ca; OISE/UT), Michal Shany. A comparison of
reading fluency development in children of Ethiopian immigrants and
non-immigrant children learning to read Hebrew.
6 Victor
van Daal (victorvandaal@onetel.com; University of Stavanger ), Llinos Spencer. Developing
reading fluency and spelling in a bilingual country: Results from year 6
children in North Wales.
8: 00-10: 00 Rhythmic
awareness and reading development Chair: Clare Wood Trinity 3,4
1 Clare
Wood (c.p.wood@open.ac.uk; Open University). Rhythmic sensitivity and early
reading: A cross sectional study.
2 Nicolás
Gutiérrez-Palma (ngpalma@ujaen.es; University of Jaén). Rules for lexical
stress assignment in Spanish: A study with adults and children.
3 Elise
de Bree (elise.debree@let.uu.nl; Utrecht University). Word stress production
in young children at risk for dyslexia.
4 Jenny Thomson (jmt49@cam.ac.uk; University of
Cambridge), Usha Goswami. Rhythm timing and dyslexia: A causal connection?
5 Gareth
Williams (williamg@smuc.ac.uk; University of Surrey), Yolanda Yuen. Comparisons
in rhythm processing between alphabetic and non-alphabetic scripts.
6 Lesly
Wade-Woolley (wadewool@educ.queensu.ca; Queen's University). Discussing
Rhythmic awareness and reading development
10: 00-10: 30 Break
10:
30-12: 30 Direct comparions of
literacy acquisition in different orthographies. Chair: Karin Landerl, Markéta Caravolas Trinity 1,2,3
1 Philip H.K.Seymour
(phks@edenfield65.freeserve.co.uk; University of Dundee), Lynne G.Duncan, Mikko
Aro, Sheila Baillie. Quantifying the effects of
orthographic and phonological complexity on foundation literacy acquisition:
the English-Finnish contrast.
2 Charles
Hulme (ch1@york.ac.uk; University of York), Markéta Caravolas, Gabriela
Málková, Sophie Brigstocke. Phoneme isolation ability is not simply a
consequence of letter-sound knowledge.
3 Vincent
Goetry (goetryv@educ.queensu.ca; Queens’s University), Philippe Mousty, Régine
Kolinsky. Do different linguistic inputs promote different patterns of
metaphonological development? Longitudinal evidence from French and Dutch.
4 Markéta
Caravolas (m.c.caravolas@liv.ac.uk; University of Liverpool), Karin Landerl. Phonotactic
structure of words in children's native language specifically shapes the
development of their phoneme awareness skills.
5 Karin Landerl (Karin.Landerl@sbg.ac.at; University of Salzburg), Pieter Reitsma. Phonological and morphological consistency in the acquisition of vowel duration spelling in Dutch and German.
10:
30-12: 30 The development of
literacy in Spanish-speaking English language learners. Chair: Diane August Trinity 3,4
1 Diane
August (daugust@msn.com; Center for Applied Linguistics), Margarita Calderon,
Maria Carlo, Michelle Nutall. Developing literacy in English-language
learners: An examination of the impact of English-only versus bilingual
instruction.
2 Lee
Branum-Martin (Lee.Branum-Martin@times.uh.edu; University of Houston), David J.
Francis, Paras D. Mehta. Bilingual phonological awareness: Multilevel
construct validation among Spanish-speaking Kindergarteners in transitional
bilingual education classrooms.
3 Sharon
Vaughn (srvaughnum@aol.com; University of Texas, Austin), Sylvia
Linan-Thompson, David Francis. Experimental designs examining the
effectiveness of Spanish and English interventions with bilingual First Grade
students at-risk for reading problems.
4 Maria
S. Carlo (carlo@miami.edu; University of Miami), Diane August. Predicting
knowledge of low frequency English words that are cognates to Spanish: A study
of 4th grade ELLs.
5 Jon
F. Miller (jfmille2@facstaff.wisc.edu; University of Wisconsin-Madison), Aquilles
Iglesias, John Heilmann. Relationship between oral language and reading
skills in English language learners.
6 Nonie
K. Lesaux (lesauxno@gse.harvard.edu; Harvard ), Amy C. Crosson. Spanish-speakers’
reading comprehension in English.
Saturday, June 25 – afternoon
12: 30 Lunch
12:
30-14: 30 Interactive papers (see page 10/11) Grand
Ballroom C&D
14:
30-16: 10 Written and spoken
language comprehension problems. Chair: Kate Cain Trinity 1,2,3
1 Kate
Cain (kcain@essex.ac.uk; University of Essex). Reading comprehension
failure: Profiles of individuals from different populations.
2 Janice
M. Keenan (jkeenan@du.edu; University of Denver), Rebecca S. Betjemann, Laura
S. Roth. Inferencing in reading & listening comprehension in reading
disability, comprehension deficit, and ADHD.
3 Elizabeth P. Lorch (elorch@uky.edu;
University of Kentucky), Richard Milich, Kristen S. Berthiaume, Paul van den
Broek. Story comprehension in children with ADHD:
Research findings and treatment implications.
4 Maureen
Dennis (Maureen.dennis@sickkids.ca; Hospital for Sick Children, Toronto),
Joelene Huber Okrainec. Idioms as a tool for understanding configurational
and compositionallanguage and reading comprehension: Evidence from children
with spina bifida.
5 Jane
Oakhill (janeo@biols.susx.ac.uk; University of Sussex), Barbara Nesi, Kate Cain.
Understanding of idiomatic expressions in skilled and less-skilled
comprehenders: A reading time study.
14:
30-16: 10 Fluency in reading. Chair: Nancy Ewald Jackson Trinity 3,4
1 Marilyn
Jager Adams (marilyn@soliloquylearning.com; Soliloquy Learning). Using
accuracy and fluency to estimate independent, instructional, and
frustration-level reading material.
2 Rhona
Stainthorp (r.stainthorp@ioe.ac.uk; University of London), Maria Constantinidou.
Phonological awareness and reading speed deficits in dyslexic Cypriot
children.
3 Melanie
R. Kuhn (melaniek@rci.rutgers.edu; Rutgers Graduate School of Education), Paula
Schwanenflugel, Lesley Morrow, Deborah Woo. Scaling up fluency oriented reading
instruction (FORI) - A pilot study.
4 Jack
Mostow (mostow@cs.cmu.edu; Carnegie Mellon University), Joseph Beck. Micro-analysis
of fluency gains in a reading tutor that listens.
5 Gerheid
Scheerer-Neumann
(scheerer@rz.uni-potsdam.de; University of Potsdam), Carola D. Hofmann. Do
reading speed tests really measure reading?
16: 10-16: 40 Break
16:
40-18: 20 Neurocognitive
perspectives of reading. Chair: Jenny Roberts Trinity 1,2,3
1 Chris
Chase (chris.chase@mckenna.edu; Claremont McKenna College), Chinatsu Tosha,
Joel B. Talcott. Meta-analysis of the visual magnocellular deficit model of
dyslexia.
2 Donald
J. Bolger (djbolger@pitt.edu; University of Pittsburgh), Walter Schneider,
Charles Perfetti. The development of orthographic knowledge: A cognitive
neuroscience investigation of the self-organizing principles of the ventral
visual cortex for reading.
3 Javier
S. Sainz (jsainz@psi.ucm.es; Universidad Complutense de Madrid), Ruben
García-Zurdo, Carmen Villalba. Neural mechanisms of word parsing in reading.
4 Maya
Misra (mmm35@psu.edu; Pennsylvania State University), Tamar Katzir, Maryanne
Wolf, Russell A. Poldrack. An fMRI study of component processes in reading:
Bridging clinical practice and neuroscience research.
5 David
Braze (braze@haskins.yale.edu; Haskins Laboratories), Einar Mencl, Whitney
Tabor, Donald Shankweiler. Speaking up for vocabulary in interpreting
reading skill differences in young adults.
16:
40-18: 20 Phonological processes
basic to reading. Chair: Robert Savage Trinity 3,4
1 Margaret
J. Snowling (mjs19@york.ac.uk; University of York), K. Goetz, C Hulme, S.
Brigstocke, H. Nash. Individual differences in literacy attainments of
children with Down Syndrome.
2 Elinor
Saiegh-Haddad (saieghe@mail.biu.ac.il; Bar-Ilan University). Linguistic
constraints on the ability to isolate phonemes in Arabic.
3 Juan
E. Jiménez (ejimenez@ull.es; University of La Laguna). Are there differences
in phonological processes between illiterate adults and dyslexic children?
4 Sotirios
Douklias (sdoukl@essex.ac.uk; University of Essex), Jackie Masterson, Rick
Hanley. Cognitive factors underpinning poor reading ability in Greek: A
group study in a transparent language.
5 Bianca
M. Sumutka (Bianca.sumutka@haskins.yale.edu; Haskins Laboratories), Susan Brady,
Hollis Scarborough. The role of vocabulary knowledge in decoding new words.
18:
40-19: 30 Presidential address by
Joanna Williams Chair: Linnea Ehri Grand
Ballroom A&B
Interactive papers -
Saturday, June 25: 12:30 –
14:30 Grand Ballroom C&D
Papers
are on display from Saturday 7: 30 until 18: 30
1 Li
Yin (liyin@uiuc.edu; U. of Illinois at Urbana-Champaign), Richard Anderson. Phonological
awareness and word reading: What can we learn from Chinese first graders
learning English as a foreign language?
2 Cynthia
Puranik (cpuranik@csd.ufl.edu ; U. of Florida), Linda Lombardino. Analyzing
oral and written language samples using a text retell format.
3 Amy
Elleman (amy.m.elleman@vanderbilt.edu; Vanderbilt U., Nashville), Jane
Lawrence, Natalie Olinghouse, Jan Vining, Emily Bigalow, Donald Compton. Predicting
struggling reader’s responsiveness to reading comprehension instruction.
4 Bonnie
Wing-Yin Chow (wychow@psy.cuhk.edu.hk; Chinese U. of Hong Kong), Catherine
McBride-Chang, Richard K. Wagner, Andrea Muse. Associations of morphological
awareness to vocabulary development in English.
5 Elisabeth
S. Pasquini (Stamblel@gse.harvard.edu;
Harvard Graduate School of Education), Kathleen H. Corriveau, Usha C. Goswami. Rhythmic
auditory processing in college-aged dyslexics.
6 Kathleen
H. Corriveau (corrivka@gse.harvard.edu; Harvard Graduate School of Education),
Elizabeth S. Pasquini, Usha C. Goswami. Rhythmic processing in specific
language impairment.
7 Jay
Blanchard (jsb46@asu.edu; Arizona State University ), Kim Atwill, Karen
Burstein, Jim Christie, Joanna Gorin, David Wodrich. An investigation of
cross-language transfer in phonemic awareness of kindergarten Spanish-speaking
children.
8 Jing Zhang (jizhang@oise.utoronto.ca;
OISE), Janette Pelletier. Chinese children
comparison between Chinese Montessori kindergarten and traditional Chinese
kindergarten.
9 William
J. Owen (owenw@unbc.ca; University of Northern British Columbia), Maureen
Hewlett, Ron Borowsky. Measuring skilled readers' reliance on lexical,
sub-lexical, and semantic processing.
10 Seung-Hee
Son (seunghee@umich.edu; University of Michigan), Frederick J. Morrison, Beth
Swearingen. Parents getting children ready for Kindergarten: Tailoring the
home literacy environment at the time of school transition.
11 Tiffany
Hogan (tehogan@ku.edu; University of Kansas), Rochelle Harris. Reading
development in a first and second language: The case of French immersion in an
urban school district.
12 Lois
G. Dreyer (lgdreyer@optonline.net; CUNY), Linnea C. Ehri, Bert Flugman.
Reading rescue: First-Grade tutoring facilitates reading acquisition in
struggling readers.
13 Simpson
Wai-Lap Wong (simpsonwong@hkusua.hku.hk; University of Hong Kong), Connie
Suk-Han Ho, Bonnie Wing-Yin Chow. The role of speed of processing and
central executive functioning on RAN and reading fluency among Chinese adults.
14 Ka-yan
Karen Chong (kychong@psy.cuhk.edu.hk; Chinese University of Hong Kong), Him
Cheung. The effect of Mandarin Pinyin learning on phonological awareness
development and English reading in Hong Kong ESL learners.
15 Fred
Hasselman (f.hasselman@pwo.ru.nl; Radboud University, Nijmegen), Ludo
Verhoeven, Saskia de Graaff. Learnability of grapheme-phoneme connections in
kindergarten as a predictor of reading development in Grade 1: A study of
children with a genetic risk for dyslexia.
16 Verena
Thaler (Verena.Thaler@sbg.ac.at; University of Salzburg), Karin Landerl. The
influence of spelling pronunciations on the orthographic spelling competence.
17 Karen
Ghelani (kghelani@oise.utoronto.ca; Hospital for Sick Children, Toronto),
Rosemary Tannock. The relationship between inattentive and
hyperactive/impulsive symptoms and reading skills.
18 Lori
J. P. Altmann (laltmann@ufl.edu; University of Florida), Cynthia Puranik, Elizabeth
Mikell, Linda J. Lombardino.
Grammatical sentence production in individuals with and without dyslexia.
19 Adrianna
R. Wechsler (murmade25@hotmail.com; McLean Hospital, Boston), Margaret E.
Pierce, Tami Katzir, Maryanne Wolf, Gil
Noam. Examining the co-morbidity of behavioral problems and reading
difficulties among elementary school children.
20 Bettina
Baker (bakerb@neumann.edu; University of Pennsylvania Linguistics Laboratory),
John Sabatini. A comparison of the effects of two phonologically-based,
remedial reading programs for struggling readers from different language and
ethnic backgrounds in low-income schools.
21 Dana
David (9dd6@qlink.queensu.ca; Queen's University), Yolanda Yuen, John R. Kirby,
Katharine Smithrim, Lesly Wade-Woolley. Does musical rhythm predict reading
ability in the primary grades?
22 Christiane
S. Kyte (c.kyte@utoronto.ca; University of Toronto), Carla J. Johnson. A
comparison of phonological recoding and visual processing in orthographic
learning.
23 Mindy
B.Sittner (msittner@ku.edu; University of Kansas), Hugh W. Catts. Late
emerging poor readers.
24 Stefan Hawelka
(stefan.hawelka@sbg.ac.at; University of Salzburg), Christine Huber, Heinz
Wimmer. Is impaired reading speed caused by a deficit in the simultaneous
processing of multiple visual elements?
25 Eva
Man Ching Chow (h0019436@hkusua.hku.hk; University of Hong Kong), Connie Suk
Han Ho. Paired associated learning among Hong Kong Chinese dyslexic
children.
26 Fiona
E. Kyle (fek22@cam.ac.uk; University of Cambridge),
Margaret Harris. Reading development in deaf children: the importance of
speechreading and vocabulary knowledge.
27 Jill
Fraser (Jill.m.fraser@student.manchester.ac.uk; University of Manchester), Gina
Conti-Ramsden. Reading and language disorders: Two sides of the same coin?
28 Tatiana
Cury Pollo (tpollo@wustl.edu; Washington University), Rebecca Treiman, Brett
Kessler. Beginning spellers exploit inexact letter-name matches.
29 Tina
M. Newman (tina.newman@yale.edu; Yale
University PACE Center and Child Study Center), Donna Macomber, Niamh Doyle,
Elena L. Grigorenko. A family study of hyperlexia in autism.
30 Cristina
Rodríguez (crodri@ull.es; University of La Laguna), Juan E. Jiménez. Validity
of subtypes of reading disability in a transparent orthography analyzing word
and pseudoword naming errors.
31 Adam
J. Naples (Adam.naples@yale.edu; Yale University), Elena L. Grigorenko, Joseph
Chang, Robert J. Sternberg. Familiality of phonological awareness and rapid
naming: segregation and simulation analyses.
32 Elizabeth
Howard (liz@cal.org; Center for Applied Linguistics), Cate Coburn. A
developmental investigation of cross-linguistic spelling errors in
Spanish/English bilingual students.
33 Barbara
K. Given (bgiven@gmu.edu; George Mason University). Investigating double
deficit theories of dyslexia at the middle school level.
34 Ulrike
Biangardi (mccutch@u.washington.edu; University of Washington), Deborah
McCutchen. Morphological processes in 5th and 8th graders’ word reading.
35 Chris
Andrew Cate (ccate@education.ucsb.edu; University of California at Santa
Barbara), Jeff Sklar, Michael Gerber. Development of an instrument to test
reading comprehension and memory—A pilot study.
36 Florian
Hutzler (fhutzler@zedat.fu-berlin.de; Freie Universität Berlin), Arthur M.
Jacobs, Marcus Conrad. Constraining future models of reading: The effect of
first syllable-frequency in eye movements & event related potentials.
Interactive papers - Sunday, June 26: 12:30 – 14:30 Grand Ballroom
C&D
Papers
are on display from Sunday 7: 30 until
16: 30
1 Andrew
John Holliman (a.holliman@open.ac.uk; Open University), Clare Wood, Kieran
Sheehy. The role of metrical stress sensitivity in the development of
phonological awareness, reading ability, and spelling ability, in a group of
beginning readers.
2 Stephan
E. Sargent (sargents@nsuok.edu; Northeastern State U., Oklahoma). The
relationship of reading attitude and use of newspapers as a pedagogical tool in
3rd, 4th, and 5th Grade students.
3 Nicole Patton-Terry (terry@haskins.yale.edu; Haskins Laboratories