Saltar al contenido | Saltar al meú principal | Saltar a la secciones

IWORDD 2019 International Workshop on Reading and Developmental Dyslexia 02nd Oct. - 04th Oct.

PROGRAM

Wednesday, October 02nd, 2019.

San Sebastian

08:00 - 09:00

Registration & Welcome Coffee

09:00 - 10:00

Keynote Speaker: Johannes Ziegler

 

Title: Learning-to-read and dyslexia: a cross-language computational perspective

10:00 - 11:45

Invited Symposium

Organizer: Manon Jones (Bangor University)

How bilinguals decode words: A grain size investigation

11:45 - 12:15

Coffee Break

12:15 - 13:15

Oral Session 1

13:15 - 14:15

Lunch Time (on your own)

14:15 - 15:30

The effects of language proficiency on word recognition in people with dyslexia Mahmoud Elsherif, Linda Wheeldon & Steven Frisson 

Attention Network Routes to Reading Accuracy: Less is More Samantha-Kaye Johnston, Neville Hennessey & Suze Leitão 

Thematic Knowledge Organization in Typically Developed Readers and Poor Comprehenders Alexandra Schmitterer & Garvin Brod 

Copying skills of children with and without dyslexia Elise Blampain & Marie Van Reybroeck 

Protective Factors and Compensation in Resolving Dyslexia Sietske van Viersen, Elise H. de Bree & Peter F. de Jong 

Investigating the relationship between spelling and handwriting: longitudinal evidence from French-speaking primary school children Claire Gosse & Marie Van Reybroeck 

Verbatim and Gist memory in Developmental Dyslexia-Pathomechanisms and Compensatory Mechanisms of Dyslexia Micha? Obidzi?ski 

Early Predictors for Reading Comprehension Difficulties among Israeli Arabic-Native Speaking Pupils in Fourth Grade Bahaa Makhoul  

The ecologically valid measurement of prospective memory impairments in adults with developmental dyslexia Charles Mensah, James Smith-Spark & Alexander Marchant 

Working memory profile differs in dyslexia with or without associated developmental coordination disorder. Stéphanie Maziero, Jessica Tallet, Stéphanie Bellocchi, Marianne Jover, Yves Chaix & Mélanie Jucla 

Everyday cognitive failures are independently predicted by self-reports of dyslexia and ADHD symptomatology James Smith-Spark, Alexander Marchant, Stella Mearns, Luke Mckeand & Arezo Zohor Rahimi 

The lived experience of memory in adults with dyslexia James Smith-Spark & Elisa G. Lewis 

Morphological representations in pre-school children with and without familial risk for dyslexia Natalia Louleli, Jarmo Hämäläinen, Lea Nieminen, Tiina Parviainen & Paavo Leppänen 

Does handwriting learning experience facilitate visual letter recognition? Evidence from eye-movements Dinis Catronas, Alexandra Reis, Luís Faísca, Tânia Fernandes & Susana Araújo 

Dyslexia in adulthood in different orthographic systems: A review and meta-analysis Alexandra Reis, Susana Araújo, Inês Salomé & Luís Faísca 

Comparing the Dual Route Cascaded (DRC) model of visual word recognition and reading aloud to human behavior: The case of Greek Efthymia Kapnoula, Athanassios Protopapas, Steven Saunders & Max Coltheart 

Length Effect in English Participants with Developmental Dyslexia Serena Provazza, Daniel Roberts, David Giofre & Anne-Marie Adams 

Cross-linguistic differences in developing readers' multi-letter processing abilities in the RAN and VA span tasks Alexia Antzaka, Clara Martin, Sendy Caffarra, Sophie Schlöffel, Manuel Carreiras & Marie Lallier 

Sources of individual differences in foreign language attainment of children with poor literacy skills Alexa von Hagen, Nicole Stadie, Serje Robidoux & Saskia Kohnen 

The lexical categorization model: A computational model of left ventral occipito-temporal cortex activation in visual word recognition Benjamin Gagl, Fabio Richlan, Philipp Ludersdorfer, Jona Sassenhagen, Susanne Eisenhauer, Klara Gregorova & Christian J. Fiebach 

15:30 - 16:30

Oral Session 2

16:30 - 17:30

Keynote Speaker: Charles Perfetti

 

Title: Is Dyslexia the same across languages and writing systems?

Thursday, October 03rd, 2019.

San Sebastián

09:00 - 10:00

Keynote Speaker: Ludo Verhoeven

 

Title: Variation in learning to read in a second language

10:00 - 11:45

Invited Symposium: TBA

11:45 - 12:15

Coffee break

12:15 - 13:15

Oral Session 3

13:15 - 14:15

Lunch Time (on your own)

14:15 - 15:30

Music and Dyslexia: Extension Music Training Paradigm to Chinese Language Xiaoxia Sun , Uwe Seifert & Barbara Tillmann 

Orthographic consistency effect: Evidence at the phonemic level Alberto Furgoni, Antje Stoehr, Florent Duême & Clara Martin 

The issue of compound segmentation for poor readers of German Sandra Pappert & Bettina M. Bock 

Neural effects of a tablet-based intervention in pre-readers at risk for dyslexia Maria Economou, Femke Vanden Bempt, Shauni Van Herck, Toivo Glatz, Jolijn Vanderauwera, Pol Ghesquière, Jan Wouters & Maaike Vandermosten 

Improving reading skills at school through a rhythmic-musical intervention Francesca Novella & Alessio Surian 

Language structure and reading strategies adopted by normal and dyslexic readers in an inconsistent orthography: an eye-tracking study Catherine Antalek, Dr. Bianca de Haan & Professor Taeko Wydell 

Implications of visuo-attentional and lexico-phonological mechanisms in dyslexia Marjolaine Cohen, Pascal Zesiger & Marina Laganaro 

The effect of syntactic, vocabulary, and monitoring interventions on accuracy and eye movements in reading comprehension Marta Valdés-Coronel, Francisco Javier Moreno Pérez, Isabel Reyes Rodríguez-Ortiz, Ian Craig Simpson & David Saldaña 

In search of the cognitive profile of preschoolers at risk for dyslexia and ADHD Silke Kellens, Dieter Baeyens & Pol Ghesquière 

Periodogram Connectivity of EEG Signals for the Detection of Dyslexia Francisco J. Martinez-Murcia, Andrés Ortiz, Juan L. Luque, Almudena Giménez, Pedro J. López-Pérez & Miguel López-Zamora 

Dyslexia and the role of phonotactics Maja Peretic, Ana Matic, Marijan Palmovic & Melita Kovacevic 

How alliteration influences conceptual-attentional interactions in poor and typical readers Ciara Egan, Guillaume Thierry & Manon Jones 

Do auditory deficits in children at cognitive risk for dyslexia benefit from preventive intervention? Shauni Van Herck, Toivo Glatz, Astrid De Vos, Tilde Van Hirtum, Maaike Vandermosten, Pol Ghesquière & Jan Wouters 

GraphoGame Flemish: a computerized literacy training for children at cognitive risk for dyslexia Toivo Glatz, Femke Vanden Bempt, Jolijn Vanderauwera, Maria Economou, Maaike Vandermosten, Jan Wouters & Pol Ghesquière 

How dyslexic and typical readers spell an orthographically ambiguous phonological pattern: the influence of implicit learning Filomena Inácio, Alexandra Reis, Marina Ponte, Dinis Catronas & Luís Faísca 

Phoneme detection in dyslexic and typically developing children: evidence from Russian Svetlana V. Dorofeeva, Victoria Reshetnikova, Margarita Serebryakova, Anna Laurinavichute, Anna Artemova, Daria Goranskaya, Tatyana V. Akhutina & Olga Dragoy 

Cross-modal effects of sentence context on visual word recognition in adults Catherine Clark, Sara Guediche & Marie Lallier 

The effects of a preventive reading intervention on cognitive-linguistic skills in pre-readers at risk for dyslexia Femke Vanden Bempt, Jolijn Vanderauwera, Toivo Glatz, Maria Economou, Shauni Van Herck, Jan Wouters, Maaike Vandermosten & Pol Ghesquière 

Developmental of perceptual temporal processing during school age Claudia Vásquez, Adelina Estévez, Gustavo Ramírez, Mercedes Muñeton & Mª Rosario Ortiz 

15:30 - 16:30

Oral Session 4

16:30 - 17:30

Keynote Speaker: Karin Landerl

 

Title: Reading and Spelling Across Orthographies

©2010 BCBL. Basque Center on Cognition, Brain and Language. All rights reserved. Tel: +34 943 309 300 | Fax: +34 943 309 052