Twenty-sixth Annual Meeting: Abstracts

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The interaction of domain-general mechanisms and reading development: from word to text

Katherine Aboud -- Vanderbilt University

The role of oral and manual fine motor skills in predicting language and reading performance among dual language learners

Ashley Adams -- University of California, Irvine

Maria Adelaida Restrepo; Beate Peter; Erin Walker; Arthur Glenberg

What is reading comprehension?

Yusra Ahmed -- University of Houston

Jeremy Miciak; Pat Taylor; David Francis

Examining the predictive relationship between dialogic classroom talk and reading comprehension

Shireen Al-Adeimi -- Michigan State University

Serial naming and reading tasks yield greater deficits in poor readers

Angeliki Altani -- University of Alberta

Athanassios Protopapas; Megan Boonstra; Brooklyn Ryan; George K Georgiou

Consonant Doubling in Elementary School Spellers

Ruth Altmiller -- Washington University in St. Louis

Rebecca Treiman

Do Curriculum-Based Measures of Comprehension (CBMs-C) contribute beyond oral reading fluency differentially for student subgroups?

Steven Amendum -- University of Delaware

Kristin Conradi Smith; Meghan D. Liebfreund

Mobile Games to Enhance Word Reading and Writing Skills in PreK public schools

Americo N. Amorim -- Escribo Inovação para o Aprendizado

Amanda Christina Gomes Pereira Falcão; Emilia X. S. Albuquerque; Vanessa Cristina da Silva; Sheila Carvalho dos Santos Francisco

A review of dyslexia online learning modules

Alida Anderson -- American University, Washington DC, USA

Gabrielle Sarlo; Hannah Pearlstein; Lauren McGrath

Language structure affecting reading strategies used by normal and dyslexic readers in an inconsistent orthography: an eye-tracking study.

Catherine Antalek -- Brunel University London

Bianca De Haan; Taeko N. Wydell

Growth Mixture Modeling of Bilingual Language Development and Literacy Outcomes

Jason Lon Anthony -- University of South Florida

Matthew Foster; Yi-Jui Iva Chen ; Jeffrey Williams

Challenges of learning to spell across orthographies

Barbara Arfe -- University of Padova

Explicit instruction and decoding instruction mediates Matthew effects for students in low socio-economic schools

Alison Arrow -- University of Canterbury

James Chapman

Literacy instruction and phonological awareness in preschool age children with developmental disabilities

Andrea Barton-Hulsey -- Florida State University

Rose A. Sevcik; MaryAnn Romski

The performance of adolescents with developmental disabilities in reading comprehension

Badriah Basma -- McGill University

Catherine Archambault; Domenico Tullo; Armando Bertone

Early and Late Diagnosed High School Students with Dyslexia: Performance on Literacy and Underling Cognitive Correlates

Loes Bazen -- University of Amsterdam

Madelon van den Boer; Elise de Bree; Peter F. de Jong

Structures writing: Classroom implementation pilot study

Pamela Bazis -- University of Nebraska Lincoln

Michael Hebert; Janet Bohaty; Julia Roehling

Examining how teachers study a multimedia model of reading development: Do eye movement patterns affect what teachers learn?

Pamela Beach -- Queen's University

John Kirby; Pamela McDonald; Jen McConnel

The text structure strategy to improve science knowledge and reading comprehension

Andrea Beerwinkle -- Sam Houston State University

Kausalai Wijekumar; Shuai Zhang

Beyond knowledge: Changes in self-perception by pre-service teachers

Kathleen Biddle -- Juniata College Education Department

Katharine Donnelly Adams; Kathryn Westcott

Early writing development across orthographies

Gary Bingham -- Georgia State University

Reading prosody development: Pausing and breathing while reading

Marie-Line Bosse -- LPNC cnrs

Erika Godde; Gérard Bailly

Verbal inflectional morphology in deaf and hearing students’ written texts: a corpus analysis

Amélie Bourcier -- Universite de Montreal

Marie-Pier Godin; Rachel Berthiaume; Daniel Daigle

Morphological knowledge in language minority children compared with monolingual children: A meta-analysis

Siri Bratlie -- Department of Special Needs Education, Faculty of Educational Sciences, University of Oslo

Ellen Irén Brinchmann; Monica Melby-Lervåg; Janne von Koss Torkildsen

Effects of a science-literacy intervention on first graders’ argumentative writing

Mary Burkhauser -- Harvard Graduate School of Education

Comprehension monitoring in grade 6: the influence of text and reader characteristics

Kate Cain -- Lancaster University

Nicola Currie; Rob Davies; Shelley Gray; Mindy Bridges; Laida Restrepo; Marilyn Thompson

The relation between retell and reading comprehension: a meta-analysis.

Yucheng Cao -- University of California, Irvine

Young-Suk Grace Kim

Contribution of morphological awareness and vocabulary to reading in children from various socio-economical status

Severine Casalis -- Université de Lille

Alicia Rassel

Relationship between reading knowledge and writing performance at the end of Kindergarten, 1st Grade, and 2nd Grade

Rocío Castiñeira Seoane -- Universidad de La Laguna

Nuria Gutiérrez ; Juan E. Jiménez

The Influence of Vocabulary Instruction on Word Knowledge and Word Solving

Gina Cervetti -- University of Michigan

Elfrieda H. Hiebert; Miranda Fitzgerald

Cognitive and metacognitive practices of first-graders during vocabulary learning tasks

Susan Chambre -- Marist College

Cognitive differences between Chinese-English bilingual and English monolingual children in Canadian classrooms: A closer examination of prosody, morphology, and phonemic awareness.

Jessica Chan -- The University of British Columbia

Lesly Wade-Woolley; John R. Kirby

Longitudinal relationships of cognitive-linguistic skills and Chinese written composition in Grades 1 to 6

Kevin Chan -- The Education University of Hong Kong

P-S Yeung

Resting-state brain connectivity in individuals with dyslexia

Kulpreet Cheema -- University of Alberta

Amberley Ostevik; Lindsey Westover; Bill Hodgetts; Truc Huynh; Julia Craig; Jacqueline Cummine

The influence of integrating text structure and content area guidance during reading Classical Chinese

ChiaHsing Chen -- National Tsing Hua University

Minglei Chen

Do readers aware the causality when sentences used difference causal connectives?

MINGLEI CHEN -- National Tsing Hua University

SzuTing Cheng; ChiaSing Chen

Comparing shared book reading in first and second languages between Chinese mothers and pre-school children

Nan Chen -- Sun Yat-sen University

Jing Zhao (zhaoj67@mail.sysu.edu.cn) Sun Yat-sen University

Language and literacy development of bilingual children from diverse backgrounds

Xi Chen -- University of Toronto

The effect of orthographic neighbors on the spelling acquisition

YI-JUI Iva CHEN -- Rightpath Research & Innovation Center. University of South Florida

Assessing vocabulary depth and breadth and their role in young children’s listening comprehension

HsinYing Chien -- National Taitung University

Chi Shun Lien ; Yuhtsuen Tzeng

An intervention study of metacognitively-oriented digital reading for high school learners

Byeong-Young Cho -- University of Pittsburgh

Scott Fraundorf; Kole Norberg; Hyeju Han

Relations of copying skills to Hangul word reading and writing among Korean kindergartners 　

Jeung-Ryeul Cho -- Department of Psychology, Kyungnam University

Morphological awareness of connective endings in 1st through 4th grade children from culturally diverse families in Korea

Bhu Ja Chung -- Chosun University, Department of Speech-Language Pathology

Seouong Eun Shim

Cognitive-linguistic profiles of English and Chinese language among Chinese adolescents with dyslexia: A cluster analysis study

Kevin Kien Hoa Chung -- Department of Early Childhood Education, The Education University of Hong Ko

Chun Bun Lam ; Xiaomin Li; Wesley Wai Fung Kwok

Reciprocal relation between native vocabulary knowledge and second language acquisition

Marlen Collazo -- SMU

Doris Luft Baker ; Patricia Crespo ; Betsy Mc Coach

Children’s books are an early source of gender knowledge

Ellen Converse -- University of Wisconsin-Madison

Molly Lewis; Matt Cooper Borkenhagen; Gary Lupyan; Mark Seidenberg

Efficient learning and maximal generalization: A new view of the early development of basic reading skills

Matthew Cooper Borkenhagen -- University of Wisconsin - Madison

Christopher R. Cox; Mark Seidenberg

Gains in reading and spelling across one academic year: A unidirectional relation between reading and spelling for children in early elementary school

Pierre Cormier -- Universite de Moncton

Nicole J. Conrad

Modality effect in L1 and L2 word recognition among French late learners of English.

Camille Cornut -- SCALab

Gwendoline Mahe ; Séverine Casalis

Effects of selective attention on novel word learning in L1 and L2 readers: an eye-tracking study.

Melda Coskun -- McMaster University

Nadia Kryvobok; Victor Kuperman

Spelling ability and dyslexia: the case of lexical boundaries knowledge

Agnès COSTERG -- Université de Sherbrooke

Daniel Daigle

Cross linguistic transfer of literacy skills between English and French following a remedial small-group intervention among Grade 1 students attending French immersion schools

Marie-France Côté -- Universite du Quebec a Montreal

Robert Savage; Yaacov Petscher

Examining the contribution of 1st grade reading and language skills to 3rd grade reading comprehension: A mediation analysis.

Liz Crawford-Brooke -- Lexia

Raffaela Wolf

White matter correlates of reading subskills in children

Alexandra Cross -- University of Western Ontario

Jessica Lammert; Christine Stager; Maureen Lovett; Karen Steinbach; Jan Frijters; Lisa Archibald; Marc Joanisse

Intervention effects on comprehension are the Holy Grail: Investigating effects of an academic vocabulary and morphology intervention on reading comprehension with multilingual adolescents

Amy Crosson -- Penn State University

Hui Zhao; Puiwa Lei; Margaret G. McKeown

Somatosensory feedback modulates silent word reading performance in children and adults

ANGELA CULLUM -- University of Alberta

Daniel Aalto; Cassidy Fleming; Alesha Reed; Aadya Thapliyal; Amberley Ostevik; William Hodgetts; Jacqueline Cummine

From brains to behaviours: The role of somatosensory feedback in the print-to-speech model

Jacqueline Cummine -- University of Alberta

Angela Cullum; Amberley Ostevik; Daniel Aalto; Caroline Jeffrey; William Hodgetts

What matters more for reading: the quality of your phonological representations, or your ability to access them?

Anna Cunningham -- Coventry University

Adrian Burgess; Caroline Witton; Joel Talcott; Laura Shapiro

Dyslexics produce inversion errors. Really?

Daniel Daigle -- Universite de Montreal

Anne Plisson; Rachel Berthiaume

Reading in Arabic: the impact of vowellization uncertainty on word recognition

Rob Davies -- Lancaster University

Ahmed Alhussein; Gert Westermann

Reading predictors in Brazilian children with learning disabilities, with and without phonological disorders

Alexandre Lucas de Araújo Barbosa -- UFRN

Ana Beatriz Leite Anjos; Ana Carolina Dantas de Medeiros; Mellissa Mayene Alves; Cíntia Alves Salgado Azoni

Can parental abilities explain the comorbidity between reading and arithmetic?

Peter F. de Jong -- University of Amsterdam

Elsje van Bergen

Reading research to practice: Evaluating the translation of a Canadian evidence-based intervention program in India.

Maria De Palma -- The Hospital for Sick Children

Maureen W. Lovett; Uma Kulkarni; Sushama Nagarkar

‘It “text” two to tango’: Video-based analysis of interaction in 6th grade peer-assisted writing dyads

Fien De Smedt -- Ghent University

Hanne Steurtewagen; Liesje De Backer; Hilde Van Keer

Understanding Chinese sign language comprehension and text reading comprehension in Chinese deaf children with hearing impairment: The roles of vocabulary, prosody, working memory and executive function

Qinli Deng -- The University of Hong Kong

Shelley Xiuli Tong

Targeting literacy and self-concept in New Zealand students with low levels of literacy acquisition

Amanda Denston -- Massey University

John Everatt; Jane Prochnow; Tufulasi Taleni

The influence of grapheme type on spelling performance over the primary grades: Evidence from French.

Alain Desrochers -- Groupe de recherche sur l'apprentissage de la lecture

Lise DesGagné; Markéta Caravolas

Preschool children’s retention of words of different form classes over 6 months

David Dickinson -- Vanderbilt U.

M.E. Collins; K. Herbert; J. Lawson-Adams; E. Hopkins; J. Schatz; M. Shrilla; R. Golinkoff; K. Hirsh-Pasek

Effects of sentence types on reading in bilinguals and monolinguals: Evidence from eye-tracking

Guoqin Ding -- Utah State University

Kathleen A. J. Mohr; Ronald B. Gillam; Stephanie Juth; Carla I. Orellana; Allison Hancock; Rebekah Wada

To what extent do in children and youth with dyslexia and language disorder have emotional and behavioral problems? A meta-analysis and systematic review

Enrica Donolato -- Department of Special Needs Education, Oslo (Norway)

Ramona Cardillo; Irene C. Mammarella; Monica Melby-Lervag

Relationships between spelling, motor skills, and attention in the prediction of handwriting fluency and legibility

Cameron Downing -- School of Psychology, Bangor University

Markéta Caravolas

An evaluation of the long-term impact of school-based literacy interventions in coastal Kenya: The effects on literacy performance and enrollment status eight years later

Margaret (Peggy) Dubeck -- RTI International / Univ. of Virginia

Eye movements when reading novel words in text: The effect of reading purpose

Dawna Duff -- Binghamton University, Speech Language Parhology

Meghan Davidson

What cognitive processes contribute to superior reading and math performance?

Kristy Dunn -- University of Alberta

George Georgiou; Jack Naglieri; J. P. Das

Exploring the Variability of a Reading Block in First through Third Grade: Teacher Demeanor, Student Engagement, and Student Achievement

Shawna Durtschi -- Florida State University

Chelsea Funari; Beth M. Phillips; Carol Connor

The association between early childhood special education teachers’ beliefs about literacy and fidelity of implementation

Jaclyn Dynia -- The Ohio State University

Tina Younoszai

Magnocellular pathway and reading rate: an equivalence test analysis

Ashley Edwards -- Florida State University

Chris Schatschneider

Effect of phoneme variability on audio and audiovisual nonword repetition by children with language or reading impairment

Anna Ehrhorn -- Auburn University

Suzanne Adlof; Daniel Fogerty

Identifying salient academic words in content-area texts using semantic network centrality measures

Jeff Elmore -- MetaMetrics

Jill Fitzgerald

Subgrouping English language learners based on English as a foreign language reading measures: A multilevel latent profile analysis

Florina Erbeli -- Texas A&M University

The contribution of morphological awareness to literacy-based resiliency in college students

Emily Farris -- Tennessee Center for the Study and Treatment of Dyslexia Middle Tennessee State University

Theodore Cristan II; Stuart E. Bernstein; Timothy N. Odegard

Title of presentation: Effects of morphological awareness training on the development of morphological strategy use in polymorphemic word spelling among 4th grade French-speaking students

Anila Fejzo -- UQAM

Rihab Saidane; Kathleen Whissell-Turner; Nathalie Chapleau

Examining patterns of component reading skill performance among struggling adult readers

Mary Fernandes -- Georgia State University

Amani Talwar; Elizabeth Tighe

Evaluating Concurrent Validity and Classification Accuracy of a Short Web-based Adaptive Assessment Compared to Two Assessments Widely Used in the United States

John Ferrara -- Taylor Associates Communications Inc.

Alexandra Spichtig; Jeffrey Pascoe; Kristin M. Gehsman

Effectiveness of adapted self-regulated strategy development and feedback instruction with second language adolescents

R. Stacy Fields -- Middle Tennessee State University

Amy M. Elleman; Eric L. Oslund; Laura B. Clark; Zahya Ahmed; Collin Olson

Relations among plurilingual children’s emerging executive functions and their English reading skills from Kindergarten to Grade 2

Pamela Filiatrault-Veilleux -- Simon Fraser University

Maureen Hoskyn

Exploring connections between plurilingual children’s writing competence and writing motivation

Kelli Finney -- Simon Fraser University

Maureen Hoskyn

A continuum-based perspective of language and literacy development for Spanish-English speaking children

Lisa Fitton -- University of South Carolina

Rachel Hoge

Has the presence of first-grade core reading program academic vocabulary changed across six decades?

Jill Fitzgerald -- UNC-CH

Jeff Elmore; Jackie E. Relyea; Jack Stenner

Development of a test series for learning progress assessment in reading using rule-based design

Natalie Förster -- University of Münster

Jörg-Tobias Kuhn; Jasmin Munske; Elmar Souvignier

Language and reading in Benign partial epilepsy of childhood with centrotemporal spikes (BECTS)/ Rolandic epilepsy (RE)

Gillian Francey -- Lancaster University

Nicola Currie; Kate Cain; Adina Lew

Investigating the Double-Deficit Hypothesis in more and less transparent orthographies: A longitudinal study from preschool to grade 2

Bjarte Furnes -- University of Bergen

Åsa Elwér; Stefan Samuelsson; Brian Byrne; Richard Olson

The disadvantages of adult illiteracy in verbal memory tasks

ROSANGELA GABRIEL -- UNIVERSIDADE DE SANTA CRUZ DO SUL

Régine Kolinsky; Marilane Maria Gregory; Kadine Saraiva de Carvalho; José Morais

The unique predictive value of dynamic assessment of ideogram characters learning for chinese children learning to read

Yan Gan -- Beijing Normal University

Yi Hui; Jiawen Zhang; Yueyao Jiang; Yongqiang Su; Hong Li

Can we confer a little bit about this?: Developing Vocabulary Knowledge in Young Children

Kathy Ganske -- Vanderbilt University

Mia C. Heller

Development of early morphological awareness in Norwegian children: from epilinguistic control to metalinguistic awareness of inflectional and derivational morphology

Germán García Grande -- University of Oslo

Vassiliki Diamanti

The Confluence of Reading Efficiency and Orthographic Knowledge in Proficient and Non-Proficient Fourth- and Fifth-Grade Readers

Kristin Gehsmann -- Virginia Tech

Alexandra Spichtig; Jeffrey Pascoe; John Ferrara; Elias Tousley

Examining the effects of Simplicity Principle and Structured Word Inquiry Interventions on the reading and spelling ability of Grade 3 poor readers

George Georgiou -- University of Alberta

Robert Savage; Kristy Dunn; Peter Bowers; Rauno Parrila

Writing development: Predictors, profiles, and intervention

Hope Gerde -- Texas A&M University

Language and literacy skills of bilingual and monolingual children with neurodevelopmental disorders

Esther Geva -- Applied Psych &Human Dev, OISE- U of Toronto

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Twenty-sixth Annual Meeting: Abstracts

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