Conference

8:00-8:45       Registration

8:45-9:00       Welcome

09:00-10:00  Keynote lecture: Nadine Gaab

The typical and atypical reading brain: How a neurobiological framework of early language and reading development can inform educational practice and policy

10:00-11:30  Oral session 1

Anatomical Boundary in Occipitotemporal Cortex Segregates Frontal Connectivity Routes. Siwen Wang, Yongning Lei, Pedro M. Paz-Alonso & Garikoitz Lerma-Usabiaga

The relationship between occipitotemporal sulcal morphology and children’s reading ability: a replication study. Yifan Yang, Kate Nation & Kate Watkins

Neuroanatomical Differences in Children with Dyslexia. Iria Gutierrez-Schieferl, Alison Schug, Ashley Vanmeter & Guinevere Eden

Auditory Thalamic Predictive Coding Deficits Link to Rapid Automatized Naming of Letters and Numbers in Developmental Dyslexia. Heidi Järvikylä, Alejandro Tabas & Katharina von Kriegstein

Striatal activity during contextual word learning is influenced by children’s reading ability . Nilgoun Bahar, Desislava Arabadhizskya, Hannah Jones, Sonia Singh, Miykael Davis, Jessie Ricketts, Pablo Ripollés & Saloni Krishnan

11:30-12:00  Coffee Break

12:00-13:20  Invited symposium:

Bridging Neurogenetic and Behavioural Research: Possible Implications for Language and Reading Interventions

Chair: Monica Melby-Lervåg

13:20-14:30  Break (Lunch on your own)

14:30-15:30  Coffee and Posters Session 1

Automated Individual Subject Functional Parcellation of the Reading Circuitry in the Ventral Occipitotemporal Cortex

Detecting the contribution of V5/MT on reading in children and adolescents with developmental dyslexia

Microstructural Alterations in the Ventral Occipitotemporal Cortex in Developmental Dyslexia: A Quantitative MRI Study

Towards precise and reproducible localization of cortical reading circuits with dense-sampled fMRI

Words and False Fonts modulate pRF estimates in higher-order visual cortex

The Neurobiology of Reading Disabilities: Molecular and Cellular Studies

Behavioral and neurobiological consequences of Dcdc2 deletion across development and adulthood in a DD genetic mouse model

The magnocellular subdivision of the LGN-V5/MT tract is altered in Developmental Dyslexia (DD) dependent on biological sex

Visual field asymmetries in motion perception in developmental dyslexia

The role of the arcuate fasciculus in phonological processing in children with and without dyslexia

Lateral geniculate nucleus responses rely on V5/MT integrity

Functional plasticity of the reading network: Dorsal stream recruitment under perceptual stress in a transparent orthography

Neural pathways for audiovisual integration and their reorganization in dyslexia

Investigating the Interplay of Interhemispheric Connections, Bilingualism, Reading, and Genetics

Prosodic Modulation of Statistical Learning in Developmental Dyslexia: Evidence from EEG and Behaviour

Alpha tACS Modulates primary visual cortex (V1) Laminar Gain

Hidden Special Learning Difficulties in Uganda: Educational Inclusion, Misconceptions, and Implications for Reading Development

Caregiver-child interactions and their relationship with language and reading development

PILP, an Early Lexical Identification Test for Italian Children: First Results of a Linguistically Informed Screening

Language Profiles and Early Literacy Outcomes in Children at Risk for Developmental Language Disorder and/or Dyslexia

15 year follow up study of language, reading and non-verbal IQ in adults with DLD

Children’s home screen exposure and early reading development: A longitudinal study

Development of reading-and spelling skills in prematurely born primary school children

Naturalistic assessment of spontaneous speech in Kindergarten and its link to Grade 1 reading skills

Development of inhibitory processes and reading in primary school children

Schooling shapes the brain: neural specialization for words and numbers in early childhood

Beyond Dyslexia: A Screening Questionnaire Capturing Cross-Domain Specific Learning Disorders Profiles in Primary School Children

Does growth in oral language predict early reading and spelling beyond the big three?

Infants’ Sensitivity to Native Vowels: Effects of Familial Dyslexia Risk and Bilingual Exposure

Early neural synchronization in toddlers and preschoolers at familial risk for dyslexia

Time- and pitch-based auditory processing in Cantonese-speaking children with developmental dyslexia

Early correlates of reading development: preliminary findings with ongoing EEG analyses

Disentangling pathways to language and literacy in children at familial risk: The role of rise time detection

Comparing Auditory and Visual Processing Abilities in Children At-Risk for Dyslexia Before and After Formal Reading Instruction: A Longitudinal Study

Neural entrainment to rhythmic speech in adults with developmental dyslexia

Neural Phoneme Processing in Children with and without Dyslexia

Lexical brain responses in 10-year-old children are impaired in dyslexia: an FPVS-EEG study

Linking microsaccades and N400 to predictive sentence reading

ERP correlates of phonological processing in children with typical and atypical reading skills

Altered Intrinsic Oscillatory Patterns in Children with Developmental Dyslexia

Exploring Phase-Amplitude Coupling as a Window into Phonological Processing Deficits in Developmental Dyslexia

Neural tracking of Speech in Pre-Readers and Toddlers at Familial Risk for Dyslexia

15:30-17:00  Oral session 2

Dyslexia in bilinguals: a prisma systematic review. Irene Balboni, Olga Kepinska, Raphael Berthele & Narly Golestani

Word reading in English as an additional language for those with and without dyslexia. Catherine McBride, Marta Lockiewicz & Jennifer Schumaker

How learning a L2 modulates visuo-attentional skills and decoding strategies in learners with and without dyslexia. Ilari Venagli

Literacy enhances multimodal print-speech sensitivity in the higher-level visual cortex. Agnieszka Dębska & Chotiga Pattamadilok

Trajectories of non-linguistic audio-visual associative learning in developmental dyslexia. Aaron Cochrane, Angela Pasqualotto, Daphne Bavelier & Irene Altarelli

17:00-18:00  Keynote lecture: Stanislas Dehaene

            The quest for the neural code for written words

09:00-10:00  Keynote lecture: Michelle Luciano

            What has genetics done for reading research lately?

10:00-11:20  Invited Symposium:

            Gene-environment interplay on reading and dyslexia

            Chair: Franck Ramus

11:20-11:50  Coffee Break

11:50-13:20  Oral session 3

The neural dynamics of phonological processing in developmental dyslexia. Julia Schwarz, Anastasia Klimovich-Gray, Laura Gwilliams, Marie Lallier & Nicola Molinaro

Musical Experience Predicts Delta-Band Speech Tracking and Phonological Awareness in Young Children. Maria Garcia-de-Soria, Brian Mathias, Anne Keitel & Anastasia Klimovich-Gray

Beta oscillations support reading and its improvement in Developmental Dyslexia: a tACS-based intervention. Giuseppe Di Dona, Denisa Adina Zamfira, Francesco De Benedetto, Chiara Turri, Camilla Venturini, Lisa Venniro, Daniela Perani & Luca Ronconi

Towards a Brain-Computer Interface (BCI) for improving phonological processing in developmental dyslexia. Xuanci Zheng, Joao Araujo, Quentin Busson & Usha Goswami

Infant Neural Responses as Early Predictors of Later Reading Development. Chiara Cantiani, Marco Borromini, Valentina Riva, Caterina Piazza & Chiara Dondena

13:20-14:30  Break (Lunch on your own)

14:30-15:30 Coffee and Posters Session 2

Neuro-Affective Integrity in Reading Development and Challenges: An Integrative Framework Connecting Brain-Based and Cognitive-Behavioural Perspectives

Lateralisation Moderates the Contribution of Short-Term Memory to Reading in Early Readers

The processing of dynamic texts in typical and atypical readers

The Contribution of Eye Movements to Auditory Processing Across Reading Abilities

Altered letter- and sequence-level prediction error effects during overt reading in dyslexia.

Feasibility and Acceptability of a Prosodic Training Program for Children with Dyslexia

Same Intervention, Different Results: Unpacking Individual Differences in Reading Comprehension Gains

Effects of a flickering light device on reading performance in children with developmental dyslexia

A Use Case for Proprioceptive Intervention in Chaotic Functioning of the Perception-Action Coupling: Developmental Dyslexia

From Decoding to Speech Production in Students with Specific Learning Disabilities

Action video games as an enhancement tool for early literacy skills: Evidence from an ongoing, longitudinal prevention study

Silent Prosody as a Compensatory Mechanism for Developmental Dyslexia: A Neurocognitive Approach to ELT Technology

The impact of read-aloud software on reading performance of students with dyslexia: A behavioural study

Flickering Lens in Children with Developmental Dyslexia and Young Adults with Reading Impairment: Placebo and Active Effects

Supporting Monolingual and Bilingual Children with Reading Comprehension Difficulties: A Pilot Study

From Cognitive Predictors to Intervention: The Role of Visual Attention and Letter Knowledge in Arabic Reading Acquisition

Evaluating the validity of cognitive and reading tests for Russian-speaking adolescents at risk of dyslexia using ROC-curve analysis

Longitudinal study of literacy development across Hiragana, Kanji, and English: I. Early prediction from preschool literacy skills

Longitudinal study of literacy development across Hiragana, Kanji, and English: II. Emergence of difficulties in later-acquired scripts

Statistical Learning of Graphotactic Patterns in Spanish: Evidence from Primary School to University

Cross-language transfer in bilingual children with reading difficulties: effects of a literacy intervention on word reading

Decoding Across Orthographies: Grapheme-Phoneme Processing in Adult Dyslexic Learners of EFL

Dichotic listening reveals distinct hemispheric dominance pathways to strong phonological skills: The role of overall task performance in bilingual pre-readers.

Hearing Word Boundaries: Prosodic Cue Weighting in Dyslexic vs. Neurotypical Listeners

Lost in (French) Sound? Dyslexia and L2 Speech Perception in Basque Bilinguals

Benefits of reading in Spanish for bilingual children with dyslexia in the United States

Behavioural dissociation and neural unity in reading English and Japanese by an English-Japanese bilingual individual

Hemispheric lateralisation for speech in Basque-Spanish multilingual children: associations with multilingual experience and literacy

Identification of dyslexia in Learners of French as a second language

How event nominalizations impact reading comprehension in monolingual children with and without dyslexia, and in bilingual children with a migrant background

Does Plain (Polish) Language Improve Comprehension in Poor Readers?

Development of a digital screening tool for the detection of reading difficulties in university students.

Examining the effect of professional development on teachers’ knowledge and self-efficacy for dyslexia evaluation referrals for black students experiencing reading difficulties

Escricat. Spelling-to-dictation task in Catalan children across primary and secondary education

Early predictors of grammatical spelling in French: Shared or distinct from lexical spelling? A longitudinal study from kindergarten to second grade.

Children’s Perception of Dyslexia and Developmental Language Disorder (DLD): Impact on Mental Health and Educational Trajectory - Pilot Study

Measuring EFL Oral Competence in Children with Dyslexia: The Role of Morphosyntactic Knowledge

Experiences of students with dyslexia in higher education in Ireland: A mixed-methods study

Visual Span and Reading in Dyslexia: Converging Evidence from Laboratory and Online Measures

Adaptive information sampling through childhood: Eye-tracking evidence from a reading dual-task

The methodological use of the Children’s Communication Checklist 2 (CCC-2) in research

Developing an EEG-Neurofeedback to boost Interhemispheric Connectivity in a Phonological Task

15:30-17:00  Oral session 4

Bounded rationality shapes neurodevelopmental variation. Samuel Jones

DLD identification battery reveals dissociable markers of dyslexia and oral language ability in adults. Gabriel Cler, Iris Mendoza Luna & Noelle Abbott

Does error monitoring predict future reading skills ? A longitudinal study in French-speaking children. Matthieu Bignon, Fanny Grisetto, Clémence Roger & Gwendoline Mahé

Expectancy effects on reading: Placebo-induced modulation of word and pseudoword processing. Simone Carbone, Sandro Franceschini, Sara Bertoni, Patrick Pluchino, Anna Panzeri, Giovanni Bruno, Martina Mancarella, Giovanna Puccio, Matteo Lulli, Cristiano Termine, Andrea Spoto, Simone Gori & Andrea Facoetti

Evaluating a Digital Medical Device as an Adjunct to Speech-Language Therapy in Children with Specific Learning Disorder with Reading Deficit : A Randomized Non-Inferiority Trial. Charline Grossard, Mélanie Descamps, Jean Xavier & David Cohen

17:00-18:00  Keynote lecture: Jason Yeatman

            Stability and plasticity in the reading circuitry

18:00-18:15  Closing remarks

20:30 CONFERENCE DINNER (For Conference Dinner Attendees Only)

School of Philosophy, Psychology and Language Sciences, University of Edinburgh

What has genetics done for reading research lately?

Tremendous progress has been made in the last decade in identifying genetic variants and biological pathways involved in reading development and dyslexia. In this talk, I will summarise the most recent key findings from genome-wide association studies which are centred on common genetic variants in the population. I will then outline the ways in which these findings can be used to inform our understanding of genetic overlap among cognitive processes assumed to underlie reading skill and among traits that tend to co-occur with dyslexia. This will include some of our recent findings using genomicSEM and polygenic prediction methods, and notably, a study that triangulates data from genetics, brain imaging, and reading behavioural phenotypes (highlighting the way in which genetics can bridge to behaviour). To end, I will discuss current directions in complex trait genetics and where this might lead reading research.
 

Harvard Graduate School of Education, Harvard University

The typical and atypical reading brain: How a neurobiological framework of early language and reading development can inform educational practice and policy

Learning trajectories are shaped by the dynamic interplay between nature and nurture, starting in utero and continuing throughout the lifespan. Learning differences/disabilities are often not identified until childhood or adolescence, but divergent trajectories of brain development may be present as early as the prenatal period. Furthermore, children's experiences and their interactions with their environment have long-lasting influences on cognitive and brain development and future academic outcomes. This talk will focus on learning differences in reading acquisition within a learning disability framework. It will present results from our longitudinal behavioral and neuroimaging studies that characterize differences in learning to read as a complex outcome of cumulative risk and protective factors interacting within and across genetic, neurobiological, cognitive, and environmental levels from infancy to adulthood. Results are discussed within an early multifactorial framework of learning differences, emphasizing screening in educational and community settings, early identification, preventative strategies, and a research-to-practice tool development pipeline. Finally, using a global lens, the implications of these findings for contemporary challenges in educational, clinical, and policy practice are discussed

Stanford Graduate School of Education, Universety of Stanford

Stability and plasticity in the reading circuitry

Educational interventions offer a powerful tool to understand how a child’s environment shapes the development of specialized brain circuits for new cognitive functions such as literacy. I will first present a series of intervention studies that highlight the dynamic interplay between white matter plasticity, functional properties of the reading circuitry, and the process of learning to read. Specifically, I will discuss findings demonstrating that while structural pathways undergo rapid, intensive-instruction-dependent remodeling, some aspects of the underlying functional architecture of the visual system remain remarkably stable. By examining the long-term effects of intervention programs in children with dyslexia, I will present a new framework for considering the balance between stability and plasticity in the developing brain and its implications for learning disabilities like dyslexia.

(CNRS, Ecole Normal Supérieure, Paris)

Title of the symposium: "Gene-environment interplay on reading and dyslexia"

(University of Oslo)

Title of the symposium: " Bridging Neurogenetic and Behavioural Research: Possible Implications for Language and Reading Interventions"

The conference will take place at the Palacio Miramar in Donostia - San Sebastián, the Basque Country, which is located adjacent to the sea and just a short 5-10 minute walk from the city center.

How to get there

Professor in Psychology / Director of Research

Bangor University, Wales, UK