Silke Fricke, University of Sheffield (s.fricke@sheffield.ac.uk) Membership Status: Active member ; Joy Stackhouse, University of Sheffield (j.stackhouse@sheffield.ac.uk) Membership Status: Non-member

Discussion of Assessment Fidelity: Implications for Research and Practice

David Francis -- University of Houston / Texas Institute for Measurement, Evaluation, and Statistics

Discussion

Rauno Parrila -- University of Alberta

Advances in the Assessment of Emergent Literacy of English Speaking, Spanish Speaking, and Spanish-English Bilingual Children

Jason Anthony -- University of Texas Houston- Children's Learning Institute

Conceptual Complexity of Vocabulary in Third-Grade Science Texts

Jill Fitzgerald -- University of North Carolina Emerita/MetaMetrics

Jeff Elmore; A. Jackson Stenner

Cross-language contribution of morphological awareness to French immersion children’s reading comprehension

Katie Lam -- McMaster Children’s Hospital

Xi Chen; S. Hélène Deacon ; Kathleen Hipfner-Boucher

The Genetic and Environmental Relations between Executive Functions, other Cognitive Abilities, and Dimensions of Reading Skill

Micaela Christopher -- University of Colorado at Boulder

Jacqueline Hulslander; John DeFries; Sally Wadsworth; Bruce Pennington; Janice Keenan; Erik Willcutt; Richard Olson

Understanding the Role of Prosodic Sensitivity, Working Memory and Reading Comprehension in Chinese-English bilingual children

Xiuli Tong -- Speech and Hearing Sciences, The University of Hong Kong

Good-enough processing with garden-path sentences

Nick Cooper -- University of Oxford

Kate Nation

Discussant

Anne Castles -- Macquarie University

The Connection Between Writing Skill and Writing About Mathematics

Michael Hebert -- University of Nebraska—Lincoln

Sarah Powell

Word learning in bilingual children

Meesha Warmington -- University of York

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 ; Selma Babayiğit (University of the West of England; Selma.Babayigit@uwe.ac.uk). Membership Status: Active member ; Ramesh Kumar Mishra (University of Hyderabad; rkmishra@uohyd.ac.in). Membership Status: Non-member

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

David Francis -- University of Houston

Yusra Ahmed (yusra.ahmed@times.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

Clarifying parent perceptions of early ebook shared reading

Karen Burstein -- Southwest Institute for Families and Children

Lexical competition as an indicator of orthographic learning in children

Niina Tamura -- University of Oxford

Anne Castles ; Kate Nation

Beyond vocabulary: Validation of a novel instrument to capture school-relevant language skills

Paola Uccelli -- Harvard Graduate School of Education

Emily Phillips Galloway; Christopher D. Barr

Associations of naming speed and attentional and behavioral difficulties with reading outcomes

Daniel Leopold -- University of Colorado Boulder

Erik Willcutt; Micaela Christopher; Richard Olson

Morphological awareness in listening and reading comprehension among Korean children: A 1-year longitudinal study

Jeung-Ryeul Cho

The Co-development of Vocabulary Knowledge and Reading Comprehension

Jamie Quinn -- Florida State University

Richard Wagner; Andrew Menzel; Yaacov Petscher; Christopher Schatschneider; John McArdle

Differential functional activation in speech/ language areas associated with auditory lexical learning as a function of sleep consolidation

Nicole Landi -- University of Connecticut & Haskins Laboratories

o Expanding how we think about predictors of response to intervention: Family history and contextual influences in Project KIDS

Sara A. Hart -- Department of Psychology & Florida Center for Reading Research, Florida State University

Reading Comprehension and Writing in Chinese-English University Students

Danijela Trenkic -- University of York

Meesha Warmington (University of York; meesha.warmington@york.ac.uk) Membership Status: Active member

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

Cross-linguistic relations in reading comprehension in bilingual Chinese-English speakers: Similarities and differences for Cantonese and Mandarin

Alexandra Gottardo -- Wilfrid Laurier University

Lorinda Mak; Miao Li; Xi Chen; Michelle R. Huo

Adolescents with persistently low response to reading interventions: Findings within an RTI Framework

Elizabeth Swanson -- Meadows Center for Preventing Educational Risk

Sharon Vaughn, Greg Roberts, Jade Wexler, and Jack Fletcher

Reading electronic and printed books in different contexts and their effects on language and literacy

Ofra Korat -- Bar Ilan University

Paired-associate learning ability accounts for unique variance in orthographic learning

Hua-Chen Wang -- Macquarie University

Malin Wass; Anne Castles

Diagnostic Measurement of Reading Comprehension Processes of Poor Comprehenders: Initial Psychometric Results

Gina Biancarosa -- University of Oregon

Sarah Carlson; Ben Seipel; Mark L. Davison

Relationships among Spanish and English Phonological Awareness, Vocabulary, Reading and Spelling

L. Quentin Dixon -- Texas A&M University

The role of general language skills in the development of decoding skills

Arne Lervåg -- University of Oslo

Monica Melby-Lervåg; Charles Hulme

Glutamate and choline levels predict individual differences in reading ability

W. Einar Mencl -- Haskins Laboratories

Long-term Effect of an Early Intervention Targeting Alphabetic Knowledge

Cornelia Kegel -- Leiden University

Inge Merkelbach; Rachel Plak; Adriana Bus

Cross-linguistic transfer in the emergence of phonological awareness

Ludo Verhoeven -- Behavioural Science Institute, Radboud University Nijmegen

Caressa Janssen; Annegien Langeloo; James McQueen; Eliane Segers

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

Christopher Lonigan -- Florida State University

Michael Kaschak (kaschak@psy.fsu.edu) Florida State University; Christopher Schatschneider (schatschneider@psy.fsu.edu) Florida State University

Unexpected Poor Comprehenders among English Language Learners

Miao Li -- OISE/ University of Toronto

Esther Geva

Examining the promise of a treatment aligned assessment tool for evaluating response in children with RD: An item-level analysis

Laura M. Steacy -- Department of Special Education, Vanderbilt University

Donald L. Compton

Figurative language, indirect requests, and sarcasm: Really?

Erin Brown -- Georgia State University

Vincent Hunter; Daphne Greenberg; Lee Branum-Martin

Linguistic and metalinguistic resources in lexical inferencing ability among Chinese as a heritage language (CHL) learners

Haomin (Stanley) Zhang -- Carnegie Mellon University

Discussant

John McArdle -- University of Southern California

Deficits in learning and memory in mice with a mutation of Dyx1c1

Amanda Rendall -- University of Connecticut

Héctor Contreras-Mora; Aarti Tarkar; Joseph LoTurco; R. Holly Fitch

Graphogame - a learning environment for literacy acquisition - on the route to helping compromised readers across the globe

Heikki Lyytinen -- niversity of Jyväskylä

Is transfer the whole story? Impact of phonological and morphological skills in young emergent English-Hebrew bilinguals

Esther Geva -- University of Toronto

Inhal Gral-Azulay

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

The reliability of sight word training and phonics training in children with poor reading

Genevieve McArthur -- Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders, Macquarie University

Saskia Kohnen; Kristy Jones; Pip Eve; Erin Banales; Linda Larsen; Anne Castles

Read it Again-Dual Language Early Literacy Curriculum: Feasibility and usability

Brenda Gorman -- Elmhurst College

Lillian Durán

Does Parental History and Reading Performance Predict Child Outcomes and Etiologies?

Jacqueline Hulslander -- University of Colorado Boulder

Richard K. Olson

Discussant

Bill Nagy -- Seattle Pacific University

Relative contributions of L1 and L2 resources to lexical inferencing of two-character kanji compounds in L2 Japanese

Mamoru Hatakeyama -- Carnegie Mellon University

Concurrent and longitudinal predictors of word reading from kindergarten to grade 2

Monique Sénéchal -- Carleton University, Ottawa, ON, Canada

Advances in the Assessment of Emergent Literacy of English Speaking, Spanish Speaking, and Spanish-English Bilingual Children

Jason Ant -- University of Texas Houston- Children's Learning Institute

Discussion of presentations on computer-based literacy training.

Richard Olson -- University of Colorado

Cross-language transfer of word reading fluency and text reading fluency between English and French in French immersion children in Canada

Xi Chen -- University of Toronto

Kathleen Lee

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

Christopher Lonigan -- Florida State University

Michael Kaschak (kaschack@psy.fsu.edu) Florida State University; Christopher Schatschneider (schatschneider@psy.fsu.edu) Florida State University

Factors associated with reading comprehension improvement after vocabulary training

Danielle Colenbrander -- Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders, Macquarie University

Lyndsey Nickels; Saskia Kohnen; Karen Smith-Lock

Parents’ Beliefs and Home Learning Practices Differentially Predict Preschool Children’s Language and Literacy Growth

Chelsea R. Samples-Steele -- Michigan State University

Lori E. Skibbe; Ryan P. Bowles

Conceptualizations of language and literacy in Spanish-English bilinguals: Using IGDIs to examine growth and status through a comparative score rubric

Stephanie Brunner -- University of Minnesota

Alisha Wackerle-Hollman

Toward a Comprehensive Model of Adults’ Reading Comprehension Skills: Measuring and Identifying Important Predictors

Elizabeth Tighe -- Florida State University

Christopher Schatschneider

Understanding Assessment Fidelity using Generalizability Theory

Kelli Cummings -- University of Maryland

Andrew Schaper

What is the mechanism underlying the RAN-orthographic processing relationship?

Anastasia Tsantali -- University of Alberta

George Georgiou

Why do you have to be so difficult? Differential effects of contextual support on reading accuracy and orthographic learning for words of varying difficulty

Sandra Martin-Chang -- Concordia University, Montreal, QC, Canada

Gene Ouellette, Voting Member, Mount Allison University, Sackville, NB, Canada; Stephanie MacKinnon , Student Member, Concordia University, Montreal, QC, Canada

Prosody beyond L1 boundary: Cantonese tone sensitivity predicts English text reading comprehension in Cantonese-English bilingual children

William Choi -- The University of Hong Kong

Xiuli Tong

The Narrative Language Measures: Progress Monitoring of English and Spanish Language Development for Preschoolers

Trina Spencer -- Nothern Arizona University

Marilyn Thompson; Douglas B. Petersen; Laida Restrepo

Investigation of language environments during mathematics and science instruction in preschool classrooms

Cristina Yeager Pelatti -- Towson University

Shayne Piasta

Investigation of language environments during mathematics and science instruction in preschool classrooms

Christina Yeager Pelatti -- Towson University

Shayne Piasta

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 Lonigan (lonigan@psy.fsu.edu) Florida State University

Poorer readers report more mental health difficulties: a missing piece of the puzzle for reading intervention?

Nicholas Badcock -- ARC Centre of Excellence in Cognition and its Disorders

Bree Tebbutt; Kathryn Preece; Mark Boyes

Children’s development of writing skills in early childhood: The impact of teacher scaffolding and environmental supports

Gary E. Bingham -- Georgia State University

Hope Gerde ; Margaret Quinn

Understanding the structure of literacy and language among adult learners

Lee Branum-Martin -- Georgia State University

Daphne Greenberg

Quality preschool science education promotes Head Start children’s literacy skills: Impacts of a cluster randomized trial of the A Head Start on Science curriculum and intensive coaching for Head Start teachers

Hope Gerde -- Michigan State University

Laurie Van Egeren; Kyungsook Lee; Steven Pierce; Christina Schwarz; Holly Brophy-Herb; Brad Morris