Twenty-Fifth Annual Meeting: Abstracts

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Examining the role of second language reading instruction on English word reading: A study on young native English speakers in dual immersion programs

Lu Yang -- University of California, Davis

Fumiko Hoeft; Loulia Kovelman; Yuuko Uchikoshi

Categorical perception of Chinese characters by simplified and traditional Chinese readers

Ruoxiao Yang -- Université de Lorraine

The origin of the centrality deficit in individuals with attention deficit hyperactivity disorder

meni yeari -- Bar-Ilan University

Lee Schifer; Rachel Schiff; Eli Vakil

Reading motivation in Chinese elementary grade students

Pui-sze Yeung -- The University of Hong Kong

Connie Suk-han Ho; David Wai-ock Chan; Kevin Kien-hoa Chung

Effects of explicit English vocabulary instruction on developing Chinese ESL kindergarten children’s L2 vocabulary and phonological awareness

Siu Sze Yeung -- The Education Universit of Hong Kong

Prevalence and subgroups of poor readers in Korean school-aged children

HYOJIN YOON -- Chosun University

Mibae Kim; Ahyoung Seol; Soyeong Pae

Inflectional and derivational morphological processing in EFL spelling

Arige Younis Elouty -- Mrs. Arige Y. Elouty

Elinor Saiegh-Haddad

Early literacy skills: How early can you assess it and does music help?

Elena Zaretsky -- Clark University

L1 phonological interference and L2 phonological mediation in bilingual visual word recognition

Joanna Guohong Zeng -- The University of British Columbia

Guofang Li

Exploring the effects of knowledge of writing on reading Chinese characters in skilled readers

Mingjun Zhai -- Rice University

Simon Fischer-Baum

Cross-lagged panel analysis of reciprocal effects between morphological awareness and reading in Chinese in a multilingual context

Dongbo Zhang -- University of Exeter

CheKan Leong; Keiko Koda; Elizabeth Pang

Exploring the association between preschool literacy environment and children’s early writing development

Xiao Zhang -- Georgia State University

Gary Bingham; Hope Gerde; Katherine McLendon

The roles of morphological awareness and rapid automatized naming (RAN) in Chinese children’s reading comprehension and reading fluency: Evidence from longitudinal mediation models

Ying Zhao -- Beijing Normal University

Xinchun Wu

A longitudinal analysis of word reading skills in Chinese twin children: genetic and environmental influences

Mo Zheng -- The Chinese University of Hong Kong

Connie Suk-Han Ho; Bonnie Wing-Yin Chow; Simpson Wai-Lap Wong; Mary M. Y. Waye

English-Chinese bilingual children’s reading: Evidence for course-grain strategy preference

Jie Zhou -- Univeristy of Manitoba

Richard Kruk

The effect of dialogic reading paired with multi-sensory learning of Chinese characters for L2 Chinese young learners at Hong Kong kindergartens

Yan Ling Zhou -- The Education University of Hong Kong

Jian Hong Mo; Longyin Chan; Kevin K. K. Chung; Catherine McBride

Teachers’ use of extratextual talk before, during, and after shared-reading sessions

Dr. Tricia Zucker -- UT Health Science Center

Jill Pentimonti; Ryan Bowles; Sherine Tambyraja; Laura Justice

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Twenty-Fifth Annual Meeting: Abstracts

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