Twenty-Second Annual Meeting (Hawaii): Abstracts

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

Jacqueline Hulslander -- University of Colorado Boulder

Richard K. Olson

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

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

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

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

Elizabeth Tighe -- Florida State University

Christopher Schatschneider

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

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

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

Understanding the structure of literacy and language among adult learners

Lee Branum-Martin -- Georgia State University

Daphne Greenberg

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

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

A Rasch Examination of Form and Rater Effects in Oral Reading Fluency

Deni Basaraba -- Southern Methodist University

Gina Biancarosa; Kelli Cummings; Deborah Reed; Andrew Schaper

Facilitating Data Analysis and Inter-Lab Collaboration with the CSSS

Julie Masterson -- Missouri State University

Kenn Apel

The impact of phonological awareness on learning to read in different orthographies

Karin Landerl -- University of Graz

Birgit Gorecki; George Manolitsis; Alain Desrochers; Peter de Jong; George Georgiou

The impact of singing on language development in 4-year-old children

Petra Hauf -- St. Francis Xavier University

Caitlin Bridson-Pateman; Annie Laroche; S. Helene Deacon

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

Brain areas involved in acquisition and consolidation of novel words with/without concepts.

Atsuko Takashima -- Donders Institute for Brain

Iske Bakker; Janet van Hell; Gabriele Janzen; James M McQueen

Teaching early writing skills: A comparison between three conditions

Cynthia Puranik -- University of Pittsburgh

Melissa Patchan

Hope K. Gerde -- Michigan State University

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

Discussant

Peggy McCardle -- Peggy McCardle Consulting, LLC

A Memory-Retrieval Framework for Assessing Reading Comprehension

Debra L. Long -- University of California, Davis

Developing a Computational Model of Conceptual Complexity

Jeff Elmore -- MetaMetrics

Jill Fitzgerald; A. Jackson Stenner

Discussant

Carol Connor -- Arizona State University

Exploring the Evidence of Speech Recognition and Shorter Passage Length in Computerized Oral Reading Fluency (CORE)

Joseph Nese -- University of Oregon

Akihito Kamata ; Julie Alonzo

Orthographic Knowledge and Morphological Awareness and The Relation to Literacy Success in Children With and Without Language Impairment

Julie Wolter -- Utah State University

The development and contribution of word morphology to reading in three alphabetic languages

Alain Desrochers -- University of Ottawa

George Manolitsis; George Georgiou

Auditory processing, linguistic prosody awareness, and word reading in Mandarin-English bilingual children

Wei-Lun Chung -- University of Memphis

Linda Jarmulowicz; Gary M. Bidelman

The generality of comprehension problems for individuals with poor comprehension despite adequate decoding: A meta-analytic review

Mercedes Spencer -- Florida State University

Richard K. Wagner

Learning to read aloud versus learning to comprehend: The impact of training focus on behavioural and neural responses to artificial scripts

J. S. H. Taylor -- Royal Holloway, University of London

Matthew H. Davis; Kathleen Rastle

Assessing Beginning Writers Using Measures Mapped to the Simple View of Writing

Erica Lembke -- University of Missouri

Kristen McMaster, Ted Christ, Mike Herriges

Discussant

Carol M. Connor -- Arizona State University

Impact of Executive Function on Reading Comprehension in Context of Other Skills

Paul Cirino -- University of Houston

Jeremy Miciak, University of Houston ; Yusra Ahmed, University of Houston ; Elyssa Gerst, University of Houston; Elyssa Gerst, University of Houston

The Cross-Language Role of Syntactic Awareness in Reading Comprehension among French Immersion Students

Juwairia Sohail -- Ontario Institute for Studies in Education/University of Toronto

Kathleen Hipfner-Boucher ; Xi Chen

Remembering where words were: Influences of memory for order on reading and comprehension processes

Dave Kush -- Haskins Laboratories

Julie A. Van Dyke

The Relationship between Literacy and Executive Skills in Hindi-English bilingual children

Selma Babayiğit -- University of the West of England

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