PROGRAM
Days: Tuesday, July 17th Wednesday, July 18th Thursday, July 19th
Tuesday, July 17th
View this program: with abstractssession overviewtalk overview
09:00-12:00 Session W2: Workshop 2: Methodological Advances in Corpus Analysis
Location: Regency - Buckingham
13:30-14:20 Session ST&D2: ST&D 2018: Opening Ceremony
Program Chairs’ Welcome: Jane Oakhill & Kate Cain
Presidential Remarks & Recognitions: Danielle McNamara
FABBS Early Career Impact Award Presentation: Gale Sinatra
Outstanding Student Paper Award Presentation: Chantel Prat
Jason Albrecht Outstanding Young Scientist Award Presentation: Chantel Prat
Tom Trabasso Young Investigator Award Presentation: David N. Rapp
Distinguished Scientific Contribution Award Presentation and Introductory Remarks: Art Graesser
Location: Regency - Balmoral
14:20-15:20 Session ST&D3: Distinguished Scientific Contribution Award Address
Location: Regency - Balmoral
| 14:20 | Validation: A Window on Text and Discourse Processes (abstract) |
15:50-17:40 Session 1A: Symposium: Understanding and Improving Comprehension for Adults with Reading Difficulties
Chair:
Location: Regency - Balmoral
| 15:50 | Update on the Center for the Study of Adult Literacy (abstract) |
| 16:10 | Tracking Comprehension Performance in AutoTutor (abstract) |
| 16:30 | The Role of Interest Matching on Reading Persistence in Adult Learners (abstract) |
| 16:50 | Intra-personal Motivation and Intervention Response (abstract) |
| 17:10 | Exploring the Role of Non-literal Language in the Oral Language and Reading Comprehension Skills of Struggling Adult Readers (abstract) |
15:50-17:40 Session 1B: Symposium: Communication and Miscommunication
Chair:
Location: Regency - Buckingham
| 15:50 | When Conceptual Misalignments Matter: Evidence from a Survey about Tobacco Use (abstract) |
| 16:10 | Shared Understanding and Engagement in Doctor-Patient Interaction (abstract) |
| 16:30 | What Do We Clarify and Why? (abstract) |
| 16:50 | The Timing of 2nd Position Open and Closed Class Repair Initiation (abstract) |
| 17:10 | Experimenting with Miscommunication (abstract) |
15:50-17:40 Session 1C: Strategic Reading
Chair:
Location: Dukes Suite
| 15:50 | Exploring Reading Strategy Use in Native and ESL Readers (abstract) |
| 16:10 | Using Refutation Text to Shift Policy Misconceptions (abstract) |
| 16:30 | Do You Know What You Are Reading For? Supporting Task Model Construction Enhances 5th Graders’ Purposeful Reading. (abstract) |
| 16:50 | Picture this! Effects of Illustrations and Sketching on Learning and Beliefs about Learning from Geoscience Texts (abstract) |
| 17:10 | Ordering Clauses: The Effects of Iconicity, Frame Structure and Information Structure on Text Processing (abstract) |
17:40-18:50 Session P1: ST&D Poster Session I & Reception
Location: Viscount Suite
| 17:40 | The Effects of Clarifying Local Text Structure on Understanding High-School Textbooks: An Investigation Using Eye-Tracking Techniques (abstract) |
| 17:40 | Eyes on the Prize: Eye-Tracking and Memory in Word Problems (abstract) |
| 17:40 | A Multi-Group Item-Level Confirmatory Factor Analysis of Word-Reading Assessments Administered to Struggling Adult Readers (abstract) |
| 17:40 | Topical Knowledge and its Relation to Reading Comprehension (abstract) |
| 17:40 | “And That Was the End of That” Children and Adult’s Strategies of Reading Comprehension Compared on Coherent/Incoherent Texts and Comics. Evidence from Eye-Tracking. (abstract) |
| 17:40 | How Do Static and Animated Pictures Contribute to Multi-level Mental Representations of Auditory Text in Basic School Students? (abstract) |
| 17:40 | Pre-Service Teachers Metadiscourse (incl. Embodied Discourse/Gestures) and Epistemic Beliefs in Interplay with Disciplinary Discourses (abstract) |
| 17:40 | Cognitive and Linguistic Demands on Inference Making (abstract) |
| 17:40 | Exploring the Relationship between Collaborative Problem Solving Skills and Performance in an Online Simulation-Based Task (abstract) |
| 17:40 | Isn’t it Ironic? First Language Reading of Positive and Negative Irony in Bilingual Adults (abstract) |
| 17:40 | Read&Learn: A Research Tool to Record Online Processing While Learning (abstract) |
| 17:40 | Experiences with "Fair and Balanced" Discourse Can Mischaracterize and Misinform (abstract) |
| 17:40 | Refutation texts as tools to support laypeople’s appraisal of scientific tentativeness (abstract) |
| 17:40 | Effects of Task Instructions and Topic Signaling on Text Processing Among Readers Using Different Reading Strategies: An Eye-Tracking Study (abstract) |
| 17:40 | Misinformation Across the Aisle: The Effects of Political Affiliation on the Reproduction of Inaccurate Ideas (abstract) |
| 17:40 | Are Marginalia just another kind of Headings? A Comparison of Learning Outcomes and Gaze Behaviour (abstract) |
| 17:40 | How Adolescents Interpret the Moral Messages of Fables: Examining Expository Discourse (abstract) |
| 17:40 | Effects of Emotional Valence and Arousal of Decorative Images on Comprehension and Assembly of Instructions (abstract) |
| 17:40 | Highlighting – Predictor of reading competence or strategic performance? (abstract) |
| 17:40 | Individual Differences in Revising (and Maintaining) Accurate and Inaccurate Beliefs About Childhood Vaccines (abstract) |
| 17:40 | Proactive Interference in Multiple Text Comprehension: Contingent on the Semantic Relatedness of Texts, and Resistant to Intentional Forgetting (abstract) |
| 17:40 | The Impact of Word Cluttering on Visual Search for Words (abstract) |
| 17:40 | Self-explanation versus Question-Answering as Learning Techniques: An Analysis in Terms of Comprehension Processes (abstract) |
| 17:40 | Are you better than him? An eye-tracking experiment on perspective effects on the processing of pronouns (abstract) |
| 17:40 | Eyes on Implicit Causality - Visual World Studies investigating Effects of Implicit Causality on Eye-Fixations (abstract) |
| 17:40 | Monitoring Information During Reading: Investigating the Role of Working Memory in a Dual-Task Paradigm (abstract) |
| 17:40 | Validating What You Know and What You Just Read: Neural Correlates of Knowledge-based and Text-based Monitoring During Reading. (abstract) |
| 17:40 | Distributed Learning in the Classroom: Effects of Rereading Schedules Depend on Time of Test (abstract) |
| 17:40 | Semantic Memory of Second Language Readers: An Empirical Study Employing Latent Semantic Analysis (abstract) |
| 17:40 | Relevance Effects on Text Processing Among Japanese EFL Learners: Evidence From Reading Times (abstract) |
| 17:40 | Conceptualisations of light in Rumi’s Masnavi (abstract) |
| 17:40 | Using a Text Analysis Approach to Determine the Social Characteristics of Text (abstract) |
| 17:40 | Students’ Traditional Reading and Online Research and Comprehension Performance Predicted by Teacher-rated Attention and Executive Function Difficulties (abstract) |
| 17:40 | The Police and Stories: A narrative Analysis of Policemen Stories (abstract) |
| 17:40 | Assessing Metacognitive Awareness of Reading Strategy Use, Reading Motivation and their Relation to Reading Comprehension for EFL Arabic Learners. (abstract) |
| 17:40 | The Impact of Elaborative Interrogation Instructions on the Processing of Expository Texts Reflected through the Eye Movement Patterns (abstract) |
| 17:40 | The Discursive Construction of Lifestyle Identities in Television Commercials: the case of Hong Kong Luxury Residences (abstract) |
| 17:40 | A Study of L2 Development Stages of Causal Connectives in Native English Learners’ Writing Chinese (abstract) |
| 17:40 | A structural equation model for narrative comprehension and its relationship with cognitive abilities in 4 to 6-year-old children (abstract) |
| 17:40 | Comparing Adults with Intellectual Disability’ and Undergraduate Students’ samples in a Standardized Comprehension Task (abstract) |
| 17:40 | Examining the Effect of an Integrating Narrative Reading and Writing Instruction on Students’ Writing Skills (abstract) |
| 17:40 | Treatment of the Holocaust in the Writings of Darwish and Tibi: Critique or Identification? (abstract) |
| 17:40 | Ages Differences in Mental Simulation during Narrative Comprehension (abstract) |
19:00-23:00 ST&D 2018 - Special Event: Dinner & Tour of Brighton Pavilion
19:00-19:30 drinks and canapes in the Great Kitchen; 19:30-20:00 tour of the Royal Pavilion; 20:00-23:00 dinner in the Royal Banqueting Hall. Please email std2018@easychair.org to purchase additional dinner tickets, as tickets are limited ($97 USD) https://societyfortextanddiscourse.wildapricot.org/event-2920771
Wednesday, July 18th
View this program: with abstractssession overviewtalk overview
09:00-10:40 Session 2A: Symposium: Multiple-text Comprehension in Students of Different Educational Levels
Chair:
Location: Regency - Balmoral
| 09:00 | Theory of Mind Uniquely Predicts Multiple-Text Comprehension in 4th and 5th Graders (abstract) |
| 09:20 | Evaluation of Multiple and Multimodal Documents by Primary School Students (abstract) |
| 09:40 | Psychophysiological Responses During Webpage Reading and Multiple-Text Comprehension (abstract) |
| 10:00 | The Role of Behavioral Engagement in Multiple Text Reading Tasks (abstract) |
| 10:20 | The Influence of Claims and Arguments in Single- and Multiple-Text Comprehension (abstract) |
09:00-10:40 Session 2B: Eye-tracking and Comprehension Processes
Chair:
Location: Regency - Buckingham
| 09:00 | Updating Discourse-level Expectations during Online Processing (abstract) |
| 09:20 | An Exploration of Reader Profiles by Reading Proficiency and Constructive Processes Used During Reading (abstract) |
| 09:40 | Differences in pronoun resolution between younger and older adults: An eye movement investigation (abstract) |
| 10:00 | Gaze Patterns and the Self-View Window in Videomediated Survey Interviews (abstract) |
| 10:20 | Assessing Strategies for Evaluating the Plausibility of Scientific Arguments: An Eye Tracking Study (abstract) |
09:00-10:40 Session 2C: Narrative Text Processing
Chair:
Location: Dukes Suite
| 09:00 | The Role of Mental Imagery and Access to Real-World Knowledge in Narrative Transportation and Persuasion (abstract) |
| 09:20 | Reading Fiction and Theory of Mind: The Impact of Reader Preferences and Emotional Cohesion Gaps (abstract) |
| 09:40 | Cognitive Processing of Time in Language by Non-native Readers: How Can Text–Processing Systems Be Retrained? (abstract) |
| 10:00 | Narrativity in Expository Texts: An Exploration of Narrative Elements (abstract) |
| 10:20 | Distraction and Temporal Order in Narrative Situation Models (abstract) |
11:10-12:30 Session ST&D4: Tom Trabasso Young Investigator Award Presentation
Location: Regency - Balmoral
| 11:10 | Getting A Grip: The PET Framework for Studying How Reader Emotions Influence Comprehension (abstract) |
14:20-15:40 Session 3A: Symposium: The Impact of Readers' Characteristics & Text Features on Text Comprehension
Chair:
Location: Regency - Balmoral
| 14:20 | The Impact of Gender-Stereotypical Text Contents On Gender Differences in Reading Competences (abstract) |
| 14:40 | Exploring Reading Patterns of Low Performing Readers when Reading in a Digital Environment. (abstract) |
| 15:00 | Same But Different. A Comparison of Low Literate Adults in PIAAC, NEPS and the Level One Study. (abstract) |
| 15:20 | Does Students’ Prior Background Knowledge Affect How Students Process Elaborative Feedback? (abstract) |
14:20-15:40 Session 3B: Irony and Idioms
Chair:
Location: Regency - Buckingham
| 14:20 | Irony (Mis)Alignment in an Online Fashion Forum (abstract) |
| 14:40 | No Evidence of Repetition Effects for Idioms Across Unrelated Passages (abstract) |
| 15:00 | Rhyme Time: Memory, Resonance, and Poetry (abstract) |
| 15:20 | Individual differences in the processing of written irony (abstract) |
14:20-15:40 Session 3C: Computational Methods
Chair:
Location: Dukes Suite
| 14:20 | Discovering Optimum Corpus Size and LSA Vector Dimensionality for Automated Assessment Classifiers without Participant Data in Virtual Internships (abstract) |
| 14:40 | Towards a Comprehensive Automated Model of Comprehension (abstract) |
| 15:00 | A Meta-analysis of Text Structure Instruction in the Upper Elementary Grades (abstract) |
| 15:20 | Direct and Indirect Relations of Language and Cognitive Correlates of Language Comprehension at the Discourse Level: A Meta-Analysis (abstract) |
16:00-17:00 Session ST&D7: ST&D 2018: Keynote Presentation
Location: Regency - Balmoral
| 16:00 | Theories of Text Comprehension: Has Cognitive Neuroscience Changed Our Conceptions of Language Processing in Context? (abstract) |
17:30-19:00 Session P2: ST&D Poster Session II / SSSR Poster Session I
Location: Lancaster Suite
| 17:30 | Making Connections: Improving Reading Comprehension Skills Via A Computerized Questioning Intervention (abstract) |
| 17:30 | Investigating the Role of Disability Status in Early Language and Literacy Assessment Performance (abstract) |
| 17:30 | Discussing and spreading news on the web: effects of believability and corroboration. (abstract) |
| 17:30 | Does comprehensibility influence the readers’ intrinsic motivation during reading? (abstract) |
| 17:30 | A Study, the Study: Individual Differences in Using Indefinite and Definite Articles as Cues for Structure Building (abstract) |
| 17:30 | Understanding Referential Nominal Metaphors : A Heart to Share with Text Comprehension (abstract) |
| 17:30 | Is It For Me or For You? - Limitations of Conclusion Omission Effects on Decision-making Through eWOM Communication (abstract) |
| 17:30 | Narrative Transportation for Text in one’s First or Second Language (abstract) |
| 17:30 | Supporting Productive Sense-Making in Text-Based Modeling (abstract) |
| 17:30 | An Exploratory Look at the Relation Between Duration and Effectiveness of an Early Reading Intervention (abstract) |
| 17:30 | State and Trait Anxiety in Reading Comprehension and Fluency Assessments: The Role of Text Presentation and Assessment Modality (abstract) |
| 17:30 | Coherence Relations in Chilean Primary School Textbooks: Variation across Subject Matters (abstract) |
| 17:30 | Positive Effects of Negative Emotions: The Influence of Readers’ Emotions on Knowledge Revision (abstract) |
| 17:30 | Sarcasm Interpretation in Children and Adults in Polish and English Discourse (abstract) |
| 17:30 | Using Corpus Methods to Investigate Guided Reading: What Teachers Say They Do, What They Do, and What Works (abstract) |
| 17:30 | When Explanation Activities Help: Testing for Differential Benefits on Memory and Inference Questions (abstract) |
| 17:30 | The Role of Vocabulary Knowledge in the Responsiveness to a Training Targeting Inference Making and Listening Comprehension in Preschoolers (abstract) |
| 17:30 | How Does Knowledge Monitoring Impact Learning from Text Sources? (abstract) |
| 17:30 | Sentence Validation Process in Teenagers with Reading Comprehension Difficulties (abstract) |
| 17:30 | Reading Better on Screen or Paper: Exploring the Role of Text Genre and Reading Habit (abstract) |
| 17:30 | Instructional Influences on Underserved Children's Language Production (abstract) |
| 17:30 | Exploring College Students’ Epistemic Beliefs about Socioscientific Issues (abstract) |
| 17:30 | The Impact of Controversiality on Health Issues Understanding and Behavioral Intentions (abstract) |
| 17:30 | Conversational versus Narrative Speaking in Adolescents and Adults: What Develops? (abstract) |
| 17:30 | Emulation, Teaching and Storytelling in Cultural Transmission (abstract) |
| 17:30 | Relating Individual Differences in Second Language (L2) Reading Skill to Linguistic Interference Management (abstract) |
| 17:30 | Emotional Responses during Online and Offline Reading Tasks for Seductive Scientific Texts (abstract) |
Thursday, July 19th
View this program: with abstractssession overviewtalk overview
08:30-10:10 Session 4A: Symposium: Reading Comprehension in the Early Years: Development, Assessment, and Instruction
Chair:
Location: Regency - Balmoral
| 08:30 | Codevelopment of Mind and Language (abstract) |
| 08:50 | Reading Comprehension and Core Academic Language Skills Relationships for middle graders: Exploring the Value of a Register-Specific Measure of Language Knowledge (abstract) |
| 09:10 | The Development of a Valid Oral Assessment of Inference Making for Preschoolers and Beginner Readers (abstract) |
| 09:30 | Moving from Assessment to Instruction - Using Diagnostic Data to Inform Reading Comprehension (abstract) |
| 09:50 | Innovative Inference Making Instruction (abstract) |
08:30-10:10 Session 4B: Misinformation and Misconceptions
Chair:
Location: Regency - Buckingham
| 08:30 | Explaining Away the Backfire Effect: The Role of Explanations in Refutation Texts (abstract) |
| 08:50 | Overconfident Readers are Unaware of their Susceptibility to Using Inaccurate Information (abstract) |
| 09:10 | But Does It Transfer? Knowledge Revision in the Context of Refutation Texts (abstract) |
| 09:30 | When Knowledge Revision Gets Personal: Using Personal Anecdotes to Reduce the Impact of Socio-Scientific Misconceptions (abstract) |
| 09:50 | Fact-checking as a Means of Reducing Reliance on Inaccurate Text Content (abstract) |
10:25-12:05 Session 5: ST&D/SSSR Joint Symposium: Reading Comprehension across the Ages
Chair:
Location: Oxford Gallery
| 10:25 | Word to Text Integration Within the Reading Systems Framework (abstract) |
| 10:45 | Considering the Role of Executive Function in the Simple View of Reading (abstract) |
| 11:05 | Integration of Information Within and Between texts: Standards of Coherence and Individual Differences (abstract) |
| 11:25 | Purposeful Reading and the Comprehension of Multiple texts (abstract) |
| 11:45 | Discussion of Reading Comprehension Across the Ages (abstract) |
12:50-14:30 Session 6A: Symposium: Neuroimaging Studies of Text Comprehension - Recent Developments & Future Challenges
Chair:
Location: Regency - Balmoral
| 12:50 | NeuroImaging Studies of Text Comprehension: Recent Developments and Future Challenges (abstract) |
| 13:10 | Neural Correlates of Expository and Narrative Text Over Development (abstract) |
| 13:30 | Understanding Fairy Tales Spoken in Regional Dialect: An fMRI Study (abstract) |
| 13:50 | How Sentence Comprehension Guides Eye Movement Control During Natural Reading: Evidence from Combined Eye-tracking and fMRI (abstract) |
| 14:10 | How Students Understand STEM Concepts: An fMRI Study of Expository Science Text Comprehension (abstract) |
12:50-14:30 Session 6B: Reading in the Information Age
Chair:
Location: Regency - Buckingham
| 12:50 | Emotional reactions to immigration-related arguments: Insights from eye movements, subjective ratings and think-alouds (abstract) |
| 13:10 | Learning Through Hypertext: The Effect of Study Time Pressure on Comprehension (abstract) |
| 13:30 | Readers’ Attention to and Use of Source Information as a Function of its Usefulness to Explain Conflicting Scientific Claims (abstract) |
| 13:50 | Source Credibility Fails to Prevent the Seductive Effect of Text Comprehensibility on Readers’ Evaluation of Scientific Information (abstract) |
| 14:10 | Do Readers Focus on Source Descriptions When They Read Discrepant Claims? (abstract) |
14:50-16:30 Session 7A: Metacognition & Epistemic Beliefs
Chair:
Location: Regency - Balmoral
| 14:50 | Domain‐Related Epistemic Beliefs and their Relation to Multiple Document Comprehension (abstract) |
| 15:10 | Role of Students' Epistemologies in Evaluation of Arguments (abstract) |
| 15:30 | The Role of Epistemic Beliefs in Determining Students' Source Preferences in a Multiple Text Context (abstract) |
| 15:50 | Testing the Model of a Proficient Academic Reader (onPAR) in a Post-Secondary Context (abstract) |
| 16:10 | Improving Metacomprehension Accuracy in an Authentic Course Context (abstract) |
14:50-16:30 Session 7B: Discourse and Writing Processes
Chair:
Location: Regency - Buckingham
| 14:50 | A Multi-Dimensional Analysis of Students’ Writing Flexibility (abstract) |
| 15:10 | Understanding the Relationship between Classroom Discussion and Persuasive Writing (abstract) |
| 15:30 | Comparing Effects of Connectives across Coherence Relations (abstract) |
| 15:50 | Measuring Writing Competence on the Level of “Idea/Plan-To-Text Composition Skills” (abstract) |
| 16:10 | Overhearing Misunderstood Dialogue (abstract) |
18:30-20:00 Session P3: ST&D Poster Session III / SSSR Poster Session II
Location: Oxford Gallery
| 18:30 | Is it Possible to Promote Source Evaluation Competencies in Fourth Graders? Yes (to some extent)! (abstract) |
| 18:30 | Text Simplification and Individual Differences Among Poor Readers (abstract) |
| 18:30 | Group Size and Discourse Dynamics: An Analysis of 5th Grade Reading Classes (abstract) |
| 18:30 | Learning to Write Academic Language: Lessons from A Close Examination of Student Editing (abstract) |
| 18:30 | Body posture influences the comprehension and recall of action language, and modulates brain rhythms (abstract) |
| 18:30 | Combating Misconceptions about Natural Selection with Self-Explanation (abstract) |
| 18:30 | Using Automated Measures of Cohesion to Assess the Wandering Mind: A Think-Aloud Study (abstract) |
| 18:30 | Many Faces of Social Identity: Detecting Emergent Roles in Online Interactions with Group Communication Analysis (abstract) |
| 18:30 | How Context Affects the Information Students Read (abstract) |
| 18:30 | The Effect of Online Reading Processes on Children’s Ability to Form a Coherent Text Representation (abstract) |
| 18:30 | Tea for two: Software design to support collaborative discussion in adults using shared tablets (abstract) |
| 18:30 | Beyond the University Sample: Using Crowdsourcing to Explore Verbal Irony Use across Age and Gender (abstract) |
| 18:30 | Elaboration On The Correct Response Or Elaboration On The Mistake. What Kind Of Elaborative Feedback Is More Efficient? (abstract) |
| 18:30 | Positive Effects of Collaborative Discussion in Computer Game Play on a Subsequent Communication Task (abstract) |
| 18:30 | Why Do We Learn Science Better When It Looks Like A Novel? (abstract) |
| 18:30 | Give Centrality a Chance: ERP Indicators of Local and Global Text Structure on Word-to-Text Integration (abstract) |
| 18:30 | Who received the letter and who brought it? Poor comprehenders’s difficulties with a change of protagonist (abstract) |
| 18:30 | Reinforcement of Patriarchy in Chinoy’s A Girl in The River: The Price of Forgiveness: A Critical Discourse Analysis (abstract) |
| 18:30 | "I know that I know Nothing." – The Effects of "I don’t know"-Formula Scoring in Multiple-Choice Tests of Text Comprehension (abstract) |
| 18:30 | Teacher Directives and Pupil Responses in SEN Classrooms: Insights from Corpus Methods (abstract) |
| 18:30 | Source Credibility Modulates the Validation of Implausible Information (abstract) |
| 18:30 | Has Janet Taken the Lemon to Carol Yet?: Assessing the Effect of Grammatical Verb Aspect on Children's Perception of the Ongoingness of Events (abstract) |
| 18:30 | Creating a Theoretical Framework: On the Move Structure of Theoretical Framework Sections in Research Articles (abstract) |
| 18:30 | Analyzing the Discourse Cohesion in Chinese EFL Learners’ Essays with Coh-Metrix (abstract) |
| 18:30 | Effectiveness of Discussion-Based Vocabulary Instruction in Sixth-Grade Science Class on Academic Vocabulary Development (abstract) |