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BCBL, Basque Center on Cognition, Brain and Language

Program

Wednesday, June 07 2023.

Day 1

 

*Communication Access Realtime Translation (CART) will be provided by Hardeman Realtime Inc. (HRI).

 

8:00-8:45   Registration

8:45-9:00   Welcome

09:00 – 10:00 Keynote 1: Charles Hulme: “Learning to Read: The critical role of oral language skills for both decoding and comprehension”


10:00 – 11:20   Oral session 1

10:00-10:20

O.S.1.1.

Early predictors of written language skills in children with Developmental Language Disorders (DLD)

Prisca Martin, Philippe Prevost, Elisabeth Schweitzer & Racha Zebib

10:20-10:40

O.S.1.2.

The Role of Morphology in Early Reading and Spelling in Hebrew

Ravit Cohen-Mimran & David L. Share

10:40-11:00

O.S.1.3.

The stability and developmental interplay of word reading and spelling: A cross-linguistic longitudinal study from kindergarten to grade 4

Bjarte Furnes, Rebecca Treiman, Stefan Samuelsson & Åsa Elwé

11:00-11:20

O.S.1.4.

Orthographic Learning: One unitary system or two separate constructs (reading vs. spelling)?

Eduardo Onochie-Quintanilla, Marie Lallier & José Ignacio Navarro-Guzmán


11:20 – 11:50   Coffee Break


11:50 – 13:00   Invited symposium 1: Chair: Simone Gori: “Visual attention and reading: cause or consequence?”

11:50-12:20

S.1.1.

Visual Attention deficit as a cause of developmental dyslexia

Simone Gori

12:20-12:40

S.1.2.

Gene x environment interplay in developmental dyslexia treatment

Sara Mascheretti

 

12:40-13:00

S.1.3.

Video Game-Based Interventions for Improving Reading Skills through Executive Functions and Action-Based Mechanics

Angela Pasqualotto

 


13:00 – 14:00   Lunch


14:00 – 15:00   Coffee and Posters Session 1

PS. 1. 1.

Reading in English: German in childhood and Latin in adolescence

PS. 1. 2.

Literacy and reading skills of Arabic speaking children with poor linguistic skills

PS. 1. 3.

Cognitive mechanisms underlying reading in Spanish

PS. 1. 4.

Pauses as a reading predictor in the standardized assessment of reading skills

PS. 1. 5.

A case of severe selective developmental letter-identification impairment dyslexia

PS. 1. 6.

The effect of a specialized Cyrillic dyslexia font, Antidyslexia, on word recognition times

PS. 1. 7.

Effect of linguistic properties of words in reading and writing

PS. 1. 8.

The influence of orthographic depth on learning and consolidating novel written words

PS. 1. 9.

Why are we making errors during visual word recognition? Analysis of error distribution during lexical decision in good and poor readers

PS. 1. 10.

Predictors of reading and writing in a transparent orthography during primary school: Testing for Dual Route and Interactive models

PS. 1. 11.

PREVENIR: An oral language intervention program in kindergarten for improvement later reading abilities.

PS. 1. 12.

Phonemic Perception Skills in Preschool Children with the Familial Risk for Developmental Dyslexia.

PS. 1. 13.

Examining the relationship between phonological working memory, word reading and spelling in beginning and competent readers

PS. 1. 14.

Repetition of pseudowords and sentences with pseudowords in children with dyslexia: evidence for the phonological deficit hypothesis?

PS. 1. 15.

Phonological awareness is a critical determinant of reading and writing abilities in children with DLD

PS. 1. 16.

Acoustic Durations of Speech Production of Children with DLD

PS. 1. 17.

Can Rapid Automatized Naming be used for intervention programs targeting reading fluency?

PS. 1. 18.

An environmental dimension to Rapid Automatized Naming (RAN)

PS. 1. 19.

Double trouble: phonological deficit and double deficit hypotheses are viable in Croatian

PS. 1. 20.

Cognitive correlates of reading in Braille and print readers

PS. 1. 21.

The effect of visuo-attentional training on the acquisition of reading in the Arabic language

PS. 1. 22.

Effects of visual noise (fog) on the recognition of words in traffic signs in adults with and without dyslexia

PS. 1. 23.

Do adults with dyslexia differ in the capacity and duration of iconic memory?

PS. 1. 24.

Perceptual Span during Silent Reading in Russian Adults and Children

PS. 1. 25.

Correlates of cognitive control during artificial letter-speech sound learning in typical and dyslexic readers

PS. 1. 26.

The short-term effects of play on reading and sensorimotor skills in young adults

PS. 1. 27.

Two cups of coffee to improve text reading abilities, semantic association and to make activities more fun

PS. 1. 28.

Workplace cognition in adults with dyslexia: Evidence from a virtual reality office setting

PS. 1. 29.

Metaphor processing in dyslexia: weakness or strength?

PS. 1. 30.

Do psycholinguistic and discourse features determine the choice of keywords? Evidence from text adaptations for people with dyslexia

PS. 1. 31.

Dyslexia Screening Methods among Juvenile Offenders in the United States

PS. 1. 32.

Comparing online versus in person assessment of learning skills in children

PS. 1. 33.

Investigating print exposure and self-perception of reading in adults with developmental dyslexia


15:00 – 16:20   Oral session 2

15:00-15:20

O.S.2.1.

BRAID-Acq, a new single-route Bayesian model of reading acquisition

Alexandra Steinhilber, Emilie Ginestet, Sylviane Valdois & Julien Diard

15:20-15:40

O.S.2.2.

Reading efficacy enhancement in adults with dyslexia: the combination of Action Video Games and parietal tRNS

Sara Bertoni, Sandro Franceschini, Martina Mancarella, Giovanna Puccio, Luca Ronconi, Simone Gori, Gianluca Campana & Andrea Facoetti

15:40-16:00

O.S.2.3.

Effects of Self-teaching in Context and Isolation Training on Orthographic Learning

Monyka L. Rodrigues & Sandra Martin-Chang

16:00-16:20

O.S.2.4.

Executive Functions Mediate Fine Motor Skills’ Contribution to reading and spelling achievement

Afnan Khoury-Metanis & Asaid Khatib


16:20 – 17:20 Keynote 2: Silvia Brem: “Letter-speech sound processing in the brain – the key to reading acquisition”
 

Thursday, June 08 2023.

Day 2

 

*Communication Access Realtime Translation (CART) will be provided by Hardeman Realtime Inc. (HRI).

 

09:00 – 10:00   Keynote 3: Franck Ramus: “Good practices in the investigation of developmental dyslexia”


10:00 – 11:20   Oral session 3

10:00-10:20

O.S.3.1.

How do we falsify causal theories of dyslexia?

Xenia Schmalz, Yi Leung & Claudio Mulatti

10:20-10:40

O.S.3.2.

Low-level multisensory integration deficits in dyslexia at behavioral and neural levels

Agnieszka Glica, Katarzyna Wasilewska, Bartosz Kossowski, Jarosław Żygierewicz & Katarzyna Jednoróg

10:40-11:00

O.S.3.3.

Source reconstruction of clinical resting-state EEG reveals differences in power and functional connectivity in children with developmental dyslexia

David Garnica-Agudelo, Stuart D.W. Smith, Daniel van de Velden, Christina Stier, Knut Brockmann, Sascha Schroeder, Nicole Neef & Niels Focke

11:00-11:20

O.S.3.4.

Neurobiology of Reading Disabilities and Comorbid Disorders: Genetic findings and Stem Cell Models

Cathy Barr, Kaitlyn Price, Karen Wigg, Yu Feng, Kirsten Blokland, Margaret Wilkinson, Elizabeth Kerr, Sharon Guger, Maureen Lovett, Lisa Strug & Maria Carol Marchetto


11:20 – 11:50   Coffee Break


11:50 – 13:00   Invited Symposium 2: Chair: Sendy Caffarra: “Longitudinal studies in reading acquisition”

11:50-12:10

S.2.1.

Neurodevelopmental trajectories of letter and speech sound processing

Iliana I. Karipidis

12:10-12:30

S.2.2.

Short-term neurobehavioral changes during letter and speech sound learning

Milene Bonte

12:30-13:00

S.2.3.

Reading instruction is linked to changes in audiovisual and category-selective visual cortex

Sendy Caffarra

 

13:00 – 14:00   Lunch


14:00 – 15:00   Coffee and Posters Session 2

PS. 2. 1.

Interactions between parental education and dyslexic susceptibility variants and genes on reading abilities in Chinese children: Evidence for differential-susceptibility model

PS. 2. 2.

Intergenerational transmission effects of parental education and reading history on children's reading abilities: Differential influences from mothers and fathers

PS. 2. 3.

Shaping your world: A qualitative examination of the role of the unshared environment in monozygotic twins with discordant reading difficulties

PS. 2. 4.

The READ1 deletion and neural activation during magnocellular-dorsal visual tasks: An fMRI in developmental dyslexia

PS. 2. 5.

The effect of parental stress on child´s long term language and literacy outcomes: A contextual explanatory model

PS. 2. 6.

Binaural Temporal Fine Structure sensitivity development in children with developmental dyslexia.

PS. 2. 7.

Seeds of literacy: Auditory rise time discrimination in infancy and pre-reading abilities in preschool

PS. 2. 8.

Can speech perception problems cause phonological short-term memory dysfunction?

PS. 2. 9.

Speech disfluencies in children with developmental dyslexia: how do they differ from typical development?

PS. 2 10.

Children and adults with developmental dyslexia are impaired in Incidental learning of complex sound categories

PS. 2. 11.

The relationship between speech production and phonological processing in children learning to read

PS. 2. 12.

Visual and auditory temporal processing in relation to attention and noise exclusion in adult university students with dyslexia

PS. 2. 13.

Disentangling the relationship between phonological awareness, executive functions and rhythmic abilities : A pilot study

PS. 2. 14.

The contribution of listening effort to cortical tracking of speech and its relation to phonological and reading skills in distinct adverse conditions

PS. 2. 15.

Cortical tracking of language structures: Modality-dependent and supra-modal responses

PS. 2. 16.

DyslexNet - building a neural network for classifying dyslexia from cortical activity

PS. 2. 17.

Brain responses to intervention for reading disability: An Event-Related Potential Study

PS. 2. 18.

Examining phonological awareness and reading impairment in school age children with resting EEG

PS. 2. 19.

Dynamic behavioral and neural correlates of learning progress during a letter-speech sound learning task

PS. 2. 20.

Ortho-Semantic Learning of Novel Words: An event-related potential study of grade 3 children

PS. 2. 21.

Resting state EEG related to reading skills in children with developmental dyslexia

PS. 2. 22.

Phonological and visuo-attentional deficits in developmental dyslexia: A combined eye movement and ERP study

PS. 2. 23.

Influence of enhanced perceptual features on development of neural specialization for Arabic print in early readers

PS. 2. 24.

Thalamic features successfully differentiate readers with and without dyslexia

PS. 2. 25.

The role of occipitotemporal cortex in speech processing as a function of typical and atypical literacy development

PS. 2. 26.

Voxel-based morphometry in children with dyslexia and healthy controls: a comparison of pipelines

PS. 2. 27.

Does white matter integrity mediate the relationship between SES and reading skills?

PS. 2. 28.

Neural adaptation patterns of phonology and orthography processing in developmental dyslexia

PS. 2. 29.

A new perspective to account for the causal relationship between statistical learning and developmental dyslexia


15:00 – 16:20   Oral session 4

15:00-15:20

O.S.4.1.

A systematic investigation of phonological predictors of Chinese developmental dyslexia with a machine learning approach

Ning Ding, Peng Peng, Jiuqing Tang, Yiran Ding, Sen Li & Jingjing Zhao

15:20-15:40

O.S.4.2.

Do early musical impairments predict later reading failure? A longitudinal study of pre-readers with and without familial risk for dyslexia

Manon Couvignou, Hugo Peyre, Franck Ramus & Régine Kolinsky

15:40-16:00

O.S.4.3.

Spectro-temporal encoding differences in the auditory cortex of typical and dyslexic readers

Francesco Gentile, Kiki van der Heijden, Federico De Martino, Augustin Lage-Castellanos & Milene Bonte

16:00-16:20

O.S.4.4.

Neural responses to natural and enhanced speech edges in children with and without dyslexia

Kanad Mandke, Sheila Flanagan, Annabel Macfarlane, Georgia Feltham, Fiona Gabrielczyk, Anji Wilson & Usha Goswami

 

16:20 – 17:50   Debate: Usha Goswami and Anne-Lise Giraud: “Dyslexia in the two hemispheres: Insights from neural oscillations”. Chair: Nicola Molinaro

Usha Goswami - Phonology and the Right Hemisphere: A Temporal Sampling Perspective

Anne-Lise Giraud - The role of the phonemic sampling scale in speech processing and reading

 

17:50 –18:00   Closing remarks

 

20:30   CONFERENCE DINNER (To be announced)

 

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