FCRR @ The Scientific Study of Reading Annual Conference

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July 13-16, 2022 | Newport Beach, CA

Join FCRR at the Society for the Scientific Study of Reading 2022 Annual Conference, taking place July 13-16 in Newport Beach, California. Below you will find a list of presentations and poster sessions featuring FCRR core and affiliate faculty, doctoral students, and Center alumni. View the complete conference schedule here. Please be aware this schedule is subject to change. We look forward to seeing and learning from our diverse intellectual community there!

 

Schedule Note: Dates and times have changed as of June 18. Please see the latest SSSR draft program. Schedule is subject to further changes.

Wednesday, July 13

 

1:35 pm

Preconference Afternoon Session

1:35 pm  –  Using Creative Media to Support the Translation of Reading Research

DR. NICOLE PATTON TERRY   FCRR faculty
NATHAN ARCHER   FCRR faculty
AJ TORGESEN   FCRR Researcher
Dr. ASHLEY EDWARDS   FCRR faculty
DR. YAACOV PETSCHER   FCRR faculty

2:00 pm

Preconference Afternoon Session

2:00 pm  –  Increasing Impact Through Infographics

NATHAN ARCHER   FCRR faculty

2:00 pm  –  Tell Your Data Story with Shiny

AJ TORGESEN   FCRR Researcher
Dr. ASHLEY EDWARDS   FCRR faculty
DR. YAACOV PETSCHER   FCRR faculty

Thursday, July 14

 

8:30 am

Session 1A

Building a Science of Early Literacy Instruction

Salon AB

8:48 am  –  Building a Science of Early Literacy Instruction: Language Interventions in Preschool and Elementary Grades—Summary and Implications from a Multi-Study Program of Research

Dr. Beth M. Phillips   FCRR faculty
Dr. Christopher Lonigan   FCRR faculty
Dr. Young-Suk Kim   FCRR affiliate faculty

9:42 am  –  Building a Science of Early Literacy Instruction: Discussant

Dr. Sonia Cabell   FCRR faculty
Dr. Shayne Piasta   FCRR Alumni

10:20 am

Session 2A

Bilingual Development

Salon AB

10:20 am  –  Bilingual development: Examining cross-linguistic influences: Accounting for contextual factors when evaluating cross-linguistic relations of early literacy skills

Dr. Lisa Fitton   FCRR Alumni
Dr. Marc Goodrich
Gina Crosby-Quinatoa
Lauren Thayer

8:30 am

Session 1C

Morphological Processing and Awareness

Salon D

9:06 am  –  How Is Morphological Awareness Associated with Vocabulary, Word Reading, and Reading Comprehension for Korean Grade 7 Students?

Joong won Lee
Dr. Young-Suk Kim   FCRR affiliate faculty

11:50 am

Poster Session 1

Rivera Lawn

Language Facilitation Strategy Use with Preschool Dual Language Learners: Frequency and Impact

Dr. Keisey Fumero   FCRR Alumni
Dr. Carla Wood   FCRR affiliate faculty

The Effect of a Text Structure Intervention on the Informational Text Comprehension of Fifth Graders with Language Disorders

Dr. Shannon Hall-Mills   FCRR affiliate faculty

Comparing the Quality of Implementation of a Tier 2 Language Intervention Between Project Staff and School Personnel

Lexi Bandemer   FCRR Doctoral Student (FIREFLIES)
Dr. Beth M. Phillips   FCRR faculty
Jessica M. Ritchie
Chelsea R. Funari   FCRR Doctoral Student

Evaluating the Importance of Letter Naming and Letter Sound Fluency in Predicting Kindergarten Reading: A Dominance Analysis

Rebecca Summy   FCRR Doctoral Student (FIREFLIES)
Catherine Timm Fulkerson   FCRR Doctoral Student (Triple L)
Dr. Hugh W. Catts   FCRR faculty
Dr. Yaacov Petscher   FCRR faculty
Dr. Jamie Quinn   FCRR faculty

Go, Going, ‘Goed’: The Relation between Verb Tense Errors and Reading Comprehension Skills in Fifth Grade English Learning Students

Kiana Hines   FCRR Doctoral Student (FIREFLIES)
Keisey Fumero
Dr. Carla Wood

1:00 pm

Session 3D

Spelling: From Development to Teacher Knowledge to Teaching

Salon EF

Investigating the directionality of relations between word reading and spelling: Do they differ according to how spelling is scored?

Youngsun Moon
Dr. Young-Suk Kim   FCRR affiliate faculty

2:50 Pm

Session 4A

Literacy and literacy instruction for students who are deaf and hard of hearing

Salon AB

2:50 pm  –  Literacy and literacy instruction for students who are deaf and hard of hearing: Language Arts Instruction in Classrooms with Deaf and Hard of Hearing Students: A Tribute to Carol Macdonald Connor

Dr. Amy Lederberg
Dr. Carol Macdonald Connor   FCRR affiliate faculty
Dr. Victoria Burke
Dr. Shirin Antia
Dr. Lee Branum-Martin

3:38 pm  –  Literacy and literacy instruction for students who are deaf and hard of hearing: Examination of writing in deaf and hard of hearing children in kindergarten, first, and second grade

Dr. Cynthia Puranik   FCRR Alumni
Madison Brumbaugh
Dr. Amy Lederberg

2:50 pm

Session 4C

Word Reading and Sentence Repetition

Salon D

3:44 pm  –  What explains the relation between word reading and listening comprehension?

Dr. Young-Suk Kim   FCRR affiliate faculty

4:20 pm

Business Meeting &
Remembering Carol Connor

Salon D

 

Friday, July 15

 

10:20 am

Session 6C

Morphological Awareness Intervention

Salon D

11:14 am  –  Relation Between Two Types of Teacher Training and Student Outcomes within a Literacy Intervention

Dr. Michael Mesa   FCRR Alumni
Dr. Beth M. Phillips   FCRR Faculty
Dr. Pamela Burris
Youngmin Oh   FCRR Doctoral Student
Lexi Bandemer   FCRR Doctoral Student (FIREFLIES)

11:50 am

Poster Session 2

Rivera Lawn

Black-White Differences in Vocabulary Skills Growth During a Year-Long Reading Intervention

Cynthia Norris   FCRR Doctoral Student (FIREFLIES)
Dr. Sara Hart   FCRR Faculty
Dr. LaTasha Holden   FCRR Alumni

The Effects of Practice-Based Coaching on the Implementation of Shared Book Reading Strategies for Paraeducators and Speech-Language Pathology Assistants Working with Children with Language Delays

Anne Reed   FCRR Doctoral Student (FIREFLIES)
Rebecca Summy   FCRR Doctoral Student (FIREFLIES)
Dr. Kelly Farquharson   FCRR Affiliate Faculty
Dr. Lindsay Dennis
Jennifer Westmoreland
Kim Clark

The relation between reading fluency and reading comprehension: A meta-analysis

Molly Leachman
Alissa Wolters
Dr. Young-Suk Kim   FCRR Affiliate Faculty

Examining change in practicing teachers’ knowledge of instructional practices to teach foundational reading skills after participating in a professional learning community

Coretta Doss   FCRR Doctoral Student (R2D2)
Monique Harris   FCRR Doctoral Student (R2D2)
Rebecca Summy   FCRR Doctoral Student (FIREFLIES)
Dr. Lakeisha Johnson   FCRR Research Faculty
Dr. Latara Osborne-Lampkin   FCRR Research Faculty
Dr. Callie Little   FCRR Research Faculty
Dr. Nicole Patton-Terry   FCRR Faculty

Exploring the relations between drivers of teachers’ implementation of evidence-based reading practices for teaching foundational reading skills

Monique Harris   FCRR Doctoral Student (R2D2)
Coretta Doss   FCRR Doctoral Student (R2D2)
Rebecca Summy   FCRR Doctoral Student (FIREFLIES)
Dr. Latara Osborne-Lampkin   FCRR Research Faculty
Dr. Callie Little   FCRR Research Faculty
Dr. Nicole Patton-Terry   FCRR Faculty

Relations of Children's Morphological Knowledge to Reading Outcomes: A Meta-Analytic Structural Equation Modeling Study

Gal Kaldes
Dr. Elizabeth Tighe   FCRR Alumni
Dr. Marcia Davidson
Roula Aldib
Christina Doan

Designing a Morphology Intervention for Struggling Adult Readers

Dr. Marcia Davidson
Dr. Elizabeth Tighe   FCRR Alumni
Dr. Gal Kaldes

1:00 pm

Session 7A

Examining Set for Variability in Word Reading and Spelling

Salon AB

1:00 pm  –  Examining Set for Variability in Word Reading and Spelling: An Exploration of the Relationship between Set for Variability and Word Reading Using Dominance Analysis and Quantile Regression

Dr. Laura Steacy   FCRR Faculty
Dr. Ashley Edwards   FCRR Alumni, Postdoctoral Student
Alexandra Himelhoch   FCRR Doctoral Student
Valeria Rigobon   FCRR Doctoral Student
Dr. Nuria Gutierrez   FCRR Research Faculty
Nancy Marencin   FCRR Doctoral Student (R2D2)
Dr. Noam Siegelman
Cristina Himelhoch
Dr. Jay Rueckl
Dr. Donald Compton   FCRR Faculty

1:18 pm  –  Examining Set for Variability in Word Reading and Spelling: What do we measure when we use the Set for Variability (SfV) task? Insights from item-level analysis.

Valeria Rigobon   FCRR Doctoral Student
Dr. Jay Rueckl
Dr. Noam Siegelman

1:36 pm  –  Examining Set for Variability in Word Reading and Spelling: SfV as a General and Item-level predictor of Reading and Spelling Performance

Ashley Edwards   FCRR Doctoral Student
Dr. Nuria Gutierrez
Nancy Marencin   FCRR Doctoral Student (R2D2)
Valeria Rigobon   FCRR Doctoral Student

1:54 pm  –  Examining Set for Variability in Word Reading and Spelling: Exploring the Impact of Set for Variability in Reading Instruction

Dr. Rob Savage
Dr. Laura Steacy   FCRR Faculty
Nancy Marencin   FCRR Doctoral Student (R2D2)

2:12 pm  –  Examining Set for Variability in Word Reading and Spelling: Discussant

Dr. Donald Compton   FCRR Faculty
Valeria Rigobon   FCRR Doctoral Student

1:00 pm

Session 7C

Reading Instruction in Diverse Modes and Contexts

Salon D

1:36 pm  –  Bridging the Science of Reading Research and Practice Through Structured Teacher Adaptations to an Online Science Content Literacy Intervention for Third-Grade Students: A Classroom-Level Randomized Trial

Dr. James Kim
Dr. Mary Burkhauser
Dr. Ethan Scherer
Douglas Mosher
Joshua Gilbert
Dr. Jackie Eunjung Relyea
Zhongyu Wei
Ruth Newhouse
Dr. Yaacov Petscher   FCRR Faculty

2:50 pm

Teacher Knowledge, Collaboration with Teachers, and Policy

Salon EF

3:08 pm  –  A meta-analysis on effective methods of preparation for preservice elementary school teachers to teach reading

Rhonda Raines   FCRR Doctoral Student (R2D2)
Jenny Todd   FCRR Doctoral Student (R2D2)
Dr. Nicole Patton-Terry   FCRR Faculty

Saturday, July 16

 

8:30 am

Session 9D

Supporting Early Literacy Development

Salon EF

9:06 am  –  How to and not to teach language in preschool? A systematic review of 20 years of research

Dr. Yi-Chieh Newton   FCRR Researcch Faculty
Dr. Sarah Herrera   FCRR Research Faculty
Dr. Beth M. Phillips   FCRR Faculty

10:00 am

Posters

Rivera Lawn

Examining the heterogeneous early literacy profiles of first-grade children who are English learners

Isabel Vargas
Mia Daucourt   FCRR Doctoral Student
Dr. Emily Solari
Dr. Colby Hall
Dr. Sara Hart   FCRR Faculty

Nonword and word decoding co-develop to a different degree in children at-risk for reading disabilities and their typically developing peers

Dr. Florina Erbel   FCRR Affiliate Faculty
Marianne Rice

Comparing Reading Difficulties Classification Schemes for the Evaluation of Hispanic Students

Dr. Veronica Mellado De La Cruz   FCRR Postdoctoral Student
Dr. Sara Hart   FCRR Faculty
Dr. Chris Schatschneider   FCRR Faculty

Rapid Automatized Naming and the influence of bigram frequency on naming speed: a meta-analysis

Dana Santangelo   FCRR Doctoral Student (FIREFLIES)
Dr. Chris Schatschneider   FCRR Faculty
Dr. Ashley Edwards   FCRR Postdoctoral Student

Links between Reading Skills and Motivation in Elementary School: Comparisons by Learning Disability Status

Rachelle Johnson   FCRR Doctoral Student (FIREFLIES)
Dr. Jenna Finch

Exploring Patterns of Time Allocation on a Digital Literacy Assessment with Low-Skilled Adults

Dr. Elizabeth Tighe   FCRR Alumni
Dr. Qiwei He
Dr. Marcia Davidson
Dr. Gal Kaldes

Examining Relations of Foundational Reading Skills, Mental Health, Motivation and Demographic Characteristics to Reading Comprehension with College Students

Christina Doan
Dr. Elizabeth Tighe   FCRR Alumni

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