Graham Hitch (University of York; graham.hitch@york.ac.uk) Membership Status: Non-Member ; Swathi Kandru- Pothineni (University of York; swathi.kandru@york.ac.uk) Membership Status: Non-Member ; Annie Clarke (University of York; annie.clarke@york.ac.uk) Membership Status: Non-member ; Meesha Warmington (University of York; meesha.warmington@york.ac.uk) Membership Status: Active Member

Testing the Simple View of Reading with first through fifth-grade children: Current and longitudinal influences on reading comprehension

Christopher Lonigan -- Florida State University

Effectiveness and implementation fidelity of modified ELA instruction in a PK-G5 mobile learning environment

Kathleen Roskos -- John Carroll University

Catherine Rosemary

Orthographic facilitation for oral vocabulary acquisition: The effect of instructions and spelling-sound consistency

Jessie Ricketts -- Royal Holloway, University of London

Nicola Dawson

Supporting innovative assessment and data-based decision making with young children: Individual Growth and Development Indicators- Automated Performance Evaluation of Early Literacy and Language

Scott McConnell -- University of Minnesota

Alisha Wackerle-Hollman

Paper title

Kyle Levesque -- Dalhousie University

S. Hélène Deacon

Rapid Naming and Nonverbal Processing Speed Contribute Independently to the Etiology of Reading

Saraj Lukowski -- The Ohio State University

Zhe Wang; Stephen Petrill

Path of influences of language and cognitive skills to reading comprehension

Young-Suk Kim

Lexical anticipation in the L2: What bilingualism can tell us about the role of cognitive control in reading comprehension

Megan Zirnstein -- Pennsylvania State University

Janet G. Van Hell; Judith F. Kroll

How does parental reading influence children's reading? A study of cognitive mediation

Elsje van Bergen -- University of Oxford, Experimental Psychology

Dorothy Bishop; Titia van Zuijen; Peter F. de Jong

Get Ready for Learning: Early oral language intervention for children learning English as an additional language and monolingual children with language weaknesses.

Claudine Bowyer-Crane -- University of York

Silke Fricke (University of Sheffield; s.fricke@sheffield.ac.uk) Membership Status: Active member ; Blanca Schaefer (University of Sheffield) Membership Status: Active member ; Gill Millard (University of Sheffield) Membership Status: Non-member ; Philippa Greasely (University of Sheffield) Membership Status: Non-member ; Charles Hulme (UCL; c.hulme@ucl.ac.uk) Membership Status: Voting Member

Language for understanding: Two large-scale studies of small-group language interventions in prekindergarten and kindergarten

Beth Phillips -- Florida State University

Carol Connor (Carol.Connor@asu.edu) Arizona State University; Young-Suk Kim (ykim@fcrr.org) Florida State University; Christopher J. Lonigan (lonigan@psy.fsu.edu) Florida State University

Morphological Awareness and Decontextualized Word Learning in First and Second Language

Jie Zhang -- Western Kentucky University

Tzu-Jung Lin; William Nagy

Can the computer replace the adult for storybook reading? A meta-analysis on the effects of multimedia stories as compared to sharing print stories with an adult.

Adriana G. Bus -- Zsofia Takacs Institute of Education and Child Studies, Leiden University, Leiden, the Netherlands

Elise K. Swart

The role of contextual diversity in incidental word learning during reading: An eye movement study

Holly Joseph -- Oxford Brookes University

Kate Nation

Brain structure differences associated with risk for dyslexia: Patterns of phonological awareness and RAN deficit subtypes

Elizabeth Norton -- MIT

Sara Beach; Ola Ozernov-Palchick; Nadine Gaab; John Gabrieli

Discussion of presentations: Familial influences on reading ability

Brian Byrne -- University of New England, Australia

Academic Vocabulary as the Foundation for Content Area Curriculum-Based Measures

John Hosp -- University of Iowa

Jeremy W. Ford

Effects of Teacher-Delivered Book Reading on Preschool Children’s Productive and Expressive Knowledge of Words

Molly Collins; Elizabeth Hadley; Brenna Hassinger-Das; Kimberly Nesbitt; Katherine Newman; Bretta L. Rivera; Tamara Spiewak Toub; Kathy Hirsh-Pasek; Roberta Golinkoff

Discussant

Erik Willcutt -- University of Colorado at Boulder

Long-term contributions of background variables and early linguistic skills to word reading in Chinese and English

Katrina Dulay -- Chinese University of Hong Kong

Catherine McBride

The Random Forests statistical technique as applied to the study of reading disability

Kazunaga Matsuki -- McMaster University

Victor Kuperman; Julie VanDyke

Discussant

Peggy McCardle -- Peggy McCardle Consulting, LLC

Oral Narrative Ability and Reading Comprehension in Emerging Bilinguals: Within and Across Language Associations

Kathleen Hipfner-Boucher -- Université du Québec à Montréal

Janani Selvachandran; Xi Chen

Group and individual differences in intervention response among struggling readers in middle school

Maureen Lovett -- The Hospital for Sick Children and University of Toronto

Jan C. Frijters, Karen A. Steinbach, Rose A. Sevcik, and Robin D. Morris

Is the Word Knowledge (WK) e-Book more or less effective with or without a teacher-led book club?

Carol McDonald Connor -- Arizona State University

Lavonda Romain; Stephanie L. Day

Task demand matters: re-interpreting paired associate learning deficits in dyslexia

Robin Litt -- Macquarie University

Anne Castles ; Huachen Wang ; Jessica Sailah ; Nicholas Badcock

Sensory temporal processing and memory impairments in mice with a mutation of dyslexia associated gene Dcdc2

Dongnhu Truong -- Yale School of Medicine

Alicia Che; Amanda Rendall; Joseph LoTurco; R. Holly Fitch

Replications randomized control field trial of the ABRACADABRA web-based reading technology: Why are some technology interventions more successful than others?

Robert Savage -- McGill University

Noella Piquette

Discussion of Four Innovative Measurement Initiatives

Mark Davison -- University of Minnesota

Dual language involvement in L2 lexical inferencing in Chinese

Yan Liu -- Duke University

Oral vocabulary, phonological awareness, and word reading: a complicated trinity across the first years of school

Gene Ouellette -- Mount Allison University, Sackville, NB, Canada

Taylor Payne

Exploring the Biometric Dual Change Score Model in the Co-Development of Reading Fluency and Reading Comprehension

Callie Little -- Florida State University

Sara Hart; Jamie Quinn; Christopher Schatschneider; Jeanette Taylor

Neural specialization for print in Chinese-English language learners

Xiuhong Tong -- The Chinese University of Hong Kong

Catherine McBride

Language for Understanding: Two Large-Scale Studies of Small-Group Language Interventions in Prekindergarten and Kindergarten

Beth Phillips -- Florida State University

Carol M. Connor (Carol.Connor@asu.edu) Arizona State University; Young-Suk Kim (ykim@fcrr.org) Florida State University; Christopher J. Lonigan (lonigan@psy.fsu.edu) Florida State University

Poor comprehenders in immersion education: An investigation of text comprehension difficulties in English and French

Nadia D'Angelo -- OISE/ University of Toronto

Xi Chen

The influence of reader and text characteristics on reading comprehension: An explanatory item response study.

Paulina Kulesz -- University of Houston

David Francis; Marcia A. Barnes; Jack M. Fletcher

Left to their own devices: Preliterate children’s alphabet book behaviour when on their own

Mary Ann Evans -- University of Guelph

Sarah Nowak ; David Willoughby ; Brittany Burek

Findings from a randomized control study invesitgating the effects of the Read it Again- Dual Language Preschool curriculum

Kohlmeier Theresa -- Utah State University

Lillian Durán

Speeding up Word Decoding in Poor Readers via a Tablet Intervention

Eliane Segers -- Radboud University Nijmegen

Karly van Gorp; Ludo Verhoeven

The Distribution and Features of Semantic Clusters within Reading Selections of Core Reading Programs

Elfreida H. Hiebert -- University of California, Santa Cruz

Word and learner effects on second language lexical inferencing

Sihui Ke -- Carnegie Mellon University

Unique correlates of Zambian second graders' word recognition in Bemba

Sylvia Chanda Kalindi -- The Chinese University of Hong Kong

Catherine McBride, Voting Member, The Chinese University of Hong Kong

Nonshared Environment Influences the Relationship between Reading Motivation and Reading Skills

Victoria J. Schenker -- The Ohio State University

Zhe Wang; Sarah L. Lukowski; Madeline M. Doran; Stephen A. Petrill

Cross-language transfer of word reading accuracy and word reading fluency in Spanish-English and Chinese-English bilinguals: Script-universal and script-specific processes

Adrian Pasquarella -- University of Delaware

Xi Chen; Alexandra Gottardo; Esther Geva

Discussant

Peggy McCardle -- Peggy McCardle Consulting, LLC

Syllables vs. letters: Remediating reading fluency using a text-highlighting interface

Eva Marinus -- ARC Centre of Excellence in Cognition and its Disorders, Macquarie U

Huachen Wang; Saskia Kohnen; Genevieve McArthur

Discussion

Donald Compton

Sibling teaching literacy concepts in naturalistic settings

Aviva Segal -- Concordia University

Nina Howe; Sandra Martin-Chang; Ryan Persram

Oral Narrative Retelling and Oral Reading Fluency among Young Spanish-speaking Dual Language Learners

Audrey Lucero -- University of Oregon

Innovations in the development of a Spanish early language and literacy general outcome measure: The Spanish Individual Growth and Development Indicators (S-IGDIs)

Lillian Durán -- Utah State University

Assessing the early literacy skills of Spanish-speaking preschool children: Understanding the effects of dialectic variation on children’s responses

Ana Marty -- Florida State University

Christopher J. Lonigan ; Amber L. Farrington ; Matthew D. Lerner

Cross-linguistic contributions to L2 lexical inferencing: A linguistic threshold?

Ryan Miller -- Kent State University

The role of orthographic knowledge in polysyllabic word reading

Devin Kearns -- University of Connecticut, USA

Reem Al Ghanem, Boston University, School of Education, USA

Direct and indirect morphological contributions to children’s reading comprehension: A multiple mediation approach

Kyle Levesque -- Dalhousie University

S. Hélène Deacon; Michael J. Kieffer

Traits versus methods in reading skills among adult learners

Elena Nightingale -- Georgia State University

Lee Branum-Martin; Daphne Greenberg

Testing the DIME Model in middle- and high-school: The impact of measurement error and method variance on the determinants of reading comprehension

Yusra Ahmed -- University of Houston

David Francis (dfrancis@uh.edu) University of Houston; Marcia Barnes (marcia.barnes@austin.utexas.edu) University of Texas, Austin; Paulina Kulesz (pakulesz@uh.edu) University of Houston; Carolyn Denton (Carolyn.A.Denton@uth.tmc.edu) University of Texas Health Science Center Houston; Chris Wolters (wolters.21@osu.edu) Ohio State University; Mary York (mary.york@times.uh.edu) University of Houston; Jack Fletcher (JackFletcher@uh.edu) University of Houston

Can verbal working memory training improve reading?

Erin Banales -- Department of Cognitive Science, Macquarie University

Saskia Kohnen; Genevieve McArthur

Children's early literacy, mothers' beliefs, and writing mediation: A comparison between homeschooling and formal education

Dorit Aram -- Tel Aviv University

Inbal Cohen Meidan

Discussant

Elizabeth Peña -- University of Texas at Austin

Understanding level of language exposure through a measurement lens: Spanish Individual Growth and Development Indicators

Alisha Wackerle-Hollman -- University of Minnesota

Understanding the relation between mathematics and literacy: The role of mathematical language

David Purpura -- Purdue University

Orthographic representations established through spelling: What can we learn from errors?

Nicole Conrad -- Saint Mary's University

Kathleen Kennedy; Laura Hanusiak

The growth of reading and spelling across languages varying in orthographic consistency

George Georgiou -- University of Alberta

Bo Zhang; Karin Landerl; Alain Desrochers; George Manolitsis; Peter de Jong; Rauno Parrila

Poor comprehenders lag in oral, as well as text reading, prosody

Natalie Veenendaal -- Radboud University

Margriet A. Groen; Ludo Verhoeven

Consolidation of new vocabulary in children with and without dyslexia: the role of sleep

Faye Smith -- University of York

Gareth Gaskell ; Anna Weighall; Meesha Warmington ; Lisa Henderson

Interventions for Beginning Writers: A Synthesis of Literature

Kristen McMaster -- University of Minnesota

Amy Kunkel, Jaehyun Shin, Erica Lembke

Understanding the relation between mathematics and literacy: The role of mathematical language

David Purpura -- Purdue University

Amy Napoli

Efficacy of comprehension and content acquisition for middle school students who are and are not English language learners

Sharon Vaughn -- University of Texas at Austin

Jeanne Wanzek, (jwanzek@fcrr.org) Florida State University; Elizabeth Swanson, (easwanson@mail.utexas.edu) University of Texas at Austin; Greg Roberts (gregroberts@austin.utexas.edu) University of Texas at Austin

Multisyllabic Word Reading and Prosodic Awareness in Grades 4 and 5

Lindsay Heggie -- Queen's University

Lesly Wade-Woolley

Semantic connectivity and high utility words in a core reading program corpus

Ann Devitt -- Trinity College

Relationship between self-regulation and early writing: Examining task effects

Emily Boss -- Veterans Administration, Pittsburgh

Cynthia Puranik; Shannon Wanless

A Taxonomy of Examiner Error Types in Curriculum Based Measurement of Reading

Deborah Reed -- Florida State University / Florida Center for Reading Research

Testing the Self-Teaching Hypothesis: Does orthographic learning predict gains in word reading?

Helene Deacon -- Dalhousie University