Presenter Instructions



  • There will be a PC computer available for presenters to load their presentation onto prior to each session; PowerPoint is strongly suggested. Presenters should bring a final presentation on a USB flash drive to the room at least 10 min before the session begins, and the Chair of each session will be there to assist. Be sure to double check any presentations created on a MAC for acceptable compatibility with PC PowerPoint.
  • If you are bringing your own presentation laptop, we ask that during the final minute of questions of the previous talk the next presenter get their laptop setup for the next presentation.  This should ensure a smooth transition to the next talk. The Chair of each session will be able to assist with this as needed.
  • LCD projectors will only have VGA/DVI connections available. If you use a MAC laptop you should supply your own VGA dongle. 
  • Unless otherwise indicated in the program, speakers are allocated 20 minutes for presentation and questions. The recommended format is 15 minutes for the presentation and 5 minutes for questions, but each presenter may decide as to how they would like to allocate their 20 minutes. However, please be aware that to remain on schedule, any presentation that goes up to 20 minutes will not be granted any time afterwards for questions. Presentations that exceed 20 minutes will be ended by the Chair if necessary.
  • The Chair of each session will keep exact speaking time and will signal speakers when they have 5, 3, and 1-minute remaining within the 15-minute speaking window.  For the questioning portion, the Chair of the session will moderate and will let you when you should take the final question.
  • If you have any additional requirements or questions regarding your spoken presentation, please let us know at



Poster Printing & Delivery 

We are pleased to offer local poster printing and delivery to the Brighton Hilton Metropole by Print and Sign ( for $30.00 per poster. Poster printing must be 1) purchased through the ST&D website prior to the deadline ( and 2) the .PDF file uploaded to the ST&D 2018 Poster Dropbox ( using the size and naming convention detailed below by 7:00 AM CST / 12:00 PM GMT on July 9, 2018. Posters may be picked up at the registration desk.


Poster Dimensions

Posters should be designed in landscape format and sized as 48” x 36” (121.9 cm x 91.4 cm). To aid printing, posters should be prepared using the PowerPoint template included below, which is sized correctly and includes trim marks in all corners and a 5-mm bleed space to aid in poster printing.


Poster Design Guidelines

  • Authors should download the template below and design their poster in PowerPoint without crossing outside of or moving the grouped trim marks in the corners and a margin of 10-15 mm inside of the trim marks where text should not be placed. Text may be cut off if it touches the very edge of the page.
  • Any non-textual background color or image (such as a university footer, see example) should extend to the full width of the template past the trim marks.
  • Poster files should be saved as: YEAR – AUTHOR LAST NAME - AUTHOR FIRST NAME.PDF. For example: 2018-MENSINK-MICHAEL.PDF. If submitting more than 1 poster, use 2018A/2018B, etc.
  • The Society for Text & Discourse has adapted our poster guidelines from the Psychonomic Society ( Please visit this link for useful tips on poster creation and presenting a poster to an audience.


Poster Template and Samples


Poster File Submission

To be eligible for printing and delivery, follow these steps:

  1. Purchase Poster Printing prior to file upload.
  2. Design and save your poster according the instructions.
  3. Upload the final .PDF file to
  4. Poster files must be received by 7:00 AM CST / 12:00 PM GMT on July 9, 2018. Authors who miss this deadline will not receive a refund and will need to find other poster printing options.
Poster Presentations
Extremely important venue note: Posters will be mounted to their respective poster boards using velcro tape, which will be provided by ST&D prior to each of the poster sessions. 
Under no circumstances are presenters to attach their posters to the poster boards using pins or any other type of adhesive. 
Please use the table below to locate your poster presentation number. Presenters should mount their poster on the poster board labelled with the same number during their poster session.
Adel Shakour Treatment of the Holocaust in the Writings of Darwish and Tibi: Critique or Identification? P1 - 7/17/2018 1
Wei-Pai Lu Examining the Effect of an Integrating Narrative Reading and Writing Instruction on Students’ Writing Skills P1 - 7/17/2018 2
José Á. Martínez-Huertas, Olga Jastrzebska and José A. León Comparing Adults with Intellectual Disability’ and Undergraduate Students’ samples in a Standardized Comprehension Task P1 - 7/17/2018 3
Juan Pablo Barreyro, Irene Injoque-Ricle, Jesica Formoso, Andrea Alvarez-Drexler and Debora Inés Burin A structural equation model for narrative comprehension and its relationship with cognitive abilities in 4 to 6-year-old children P1 - 7/17/2018 4
Fei Cao A Study of L2 Development Stages of Causal Connectives in Native English Learners’ Writing Chinese P1 - 7/17/2018 5
May Wong The Discursive Construction of Lifestyle Identities in Television Commercials: the case of Hong Kong Luxury Residences P1 - 7/17/2018 6
José David Moreno, José Antonio León, Inmaculada Escudero and Johanna K. Kaakinen The Impact of Elaborative Interrogation Instructions on the Processing of Expository Texts Reflected through the Eye Movement Patterns P1 - 7/17/2018 7
Hadya Adel Assessing Metacognitive Awareness of Reading Strategy Use, Reading Motivation and their Relation to Reading Comprehension for EFL Arabic Learners. P1 - 7/17/2018 8
Young-Suk Kim and Jamie Quinn Direct and Indirect Relations of Language and Cognitive Correlates of Language Comprehension at the Discourse Level: A Meta-Analysis P1 - 7/17/2018 9
Saime Kara Duman The Police and Stories: A narrative Analysis of Policemen Stories P1 - 7/17/2018 10
Laura Kanniainen, Carita Kiili, Asko Tolvanen, Mikko Aro, Øistein Anmarkrud and Paavo Leppänen Students’ Traditional Reading and Online Research and Comprehension Performance Predicted by Teacher-rated Attention and Executive Function Difficulties P1 - 7/17/2018 11
Meghan Davidson Using a Text Analysis Approach to Determine the Social Characteristics of Text P1 - 7/17/2018 12
Sepideh Hozhabrossadat Conceptualisations of light in Rumi’s Masnavi P1 - 7/17/2018 13
Yukino Kimura Relevance Effects on Text Processing Among Japanese EFL Learners: Evidence From Reading Times P1 - 7/17/2018 14
Shingo Nahatame Semantic Memory of Second Language Readers: An Empirical Study Employing Latent Semantic Analysis P1 - 7/17/2018 15
Carla Greving and Tobias Richter Distributed Learning in the Classroom: Effects of Rereading Schedules Depend on Time of Test P1 - 7/17/2018 16
Marloes van Moort, Dietsje Jolles, Arnout Koornneef and Paul van den Broek Validating What You Know and What You Just Read: Neural Correlates of Knowledge-based and Text-based Monitoring During Reading. P1 - 7/17/2018 17
Amy de Bruïne, Dietsje Jolles and Paul van den Broek Monitoring Information During Reading: Investigating the Role of Working Memory in a Dual-Task Paradigm P1 - 7/17/2018 18
Alan Garnham and Scarlett Child Eyes on Implicit Causality - Visual World Studies investigating Effects of Implicit Causality on Eye-Fixations P1 - 7/17/2018 19
Scarlett Child, Alan Garnham and Jane Oakhill Are you better than him? An eye-tracking experiment on perspective effects on the processing of pronouns P1 - 7/17/2018 20
Alba Rubio, Eduardo Vidal-Abarca and Tomás Martínez Self-explanation versus Question-Answering as Learning Techniques: An Analysis in Terms of Comprehension Processes P1 - 7/17/2018 21
Daniel Darles, Jean-Francois Rouet, Christine Ros and Nicolas Vibert The Impact of Word Cluttering on Visual Search for Words P1 - 7/17/2018 22
Rebecca M. McCabe, Jason L. G. Braasch and Scott R. Hinze Proactive Interference in Multiple Text Comprehension: Contingent on the Semantic Relatedness of Texts, and Resistant to Intentional Forgetting P1 - 7/17/2018 23
Erica Kessler, Jason L. G. Braasch and Carolanne M. Kardash Individual Differences in Revising (and Maintaining) Accurate and Inaccurate Beliefs About Childhood Vaccines P1 - 7/17/2018 24
Nora Heyne and Timo Gnambs Highlighting – Predictor of reading competence or strategic performance? P1 - 7/17/2018 25
Natalia Irrazabal, Debora Burin and Gaston Saux Effects of Emotional Valence and Arousal of Decorative Images  on Comprehension and Assembly of Instructions P1 - 7/17/2018 26
Marilyn Nippold, Scott Lafavre and Kristin Shinham How Adolescents Interpret the Moral Messages of Fables: Examining Expository Discourse P1 - 7/17/2018 27
Thorsten Aichele Are Marginalia just another kind of Headings? A Comparison of Learning Outcomes and Gaze Behaviour P1 - 7/17/2018 28
Rebecca Adler, Meghan Salomon-Amend and David N. Rapp Misinformation Across the Aisle: The Effects of Political Affiliation on the Reproduction of Inaccurate Ideas P1 - 7/17/2018 29
Dexiang Zhang, Jukka Hyönä, Lei Cui and Shouxin Li Effects of Task Instructions and Topic Signaling on Text Processing Among Readers Using Different Reading Strategies: An Eye-Tracking Study P1 - 7/17/2018 30
Danny Flemming, Joachim Kimmerle and Gale M. Sinatra Refutation texts as tools to support laypeople’s appraisal of scientific tentativeness P1 - 7/17/2018 31
Megan Imundo, Amalia Donovan and David Rapp Experiences with "Fair and Balanced" Discourse Can Mischaracterize and Misinform P1 - 7/17/2018 32
Eduardo Vidal-Abarca, Tomas Martinez, Maria Angeles Serrano, Laura Gil, Amelia Maña, Ignacio Mañez, Arantxa García, Ramiro Gilabert, Raquel Cerdan, Alba Rubio, Carmen Candel, Antonio Ferrer, Vicenta Avila, Francisco Grimaldo and Daniel Garcia Read&Learn: A Research Tool to Record Online Processing While Learning P1 - 7/17/2018 33
Mehrgol Tiv, Fiona Deodato, Vincent Rouillard, Sabrina Wiebe and Debra Titone Isn’t it Ironic?  First Language Reading of Positive and Negative Irony in Bilingual Adults P1 - 7/17/2018 34
Jessica Andrews-Todd, Carol Forsyth and Jonathan Steinberg Exploring the Relationship between Collaborative Problem Solving Skills and Performance in an Online Simulation-Based Task P1 - 7/17/2018 35
Reese Butterfuss, Britta Bresina, Kristen McMaster and Panayiota Kendeou Cognitive and Linguistic Demands on Inference Making P1 - 7/17/2018 36
Beata Latawiec Pre-Service Teachers Metadiscourse (incl. Embodied Discourse/Gestures) and Epistemic Beliefs in Interplay with Disciplinary Discourses P1 - 7/17/2018 37
Benedikt T. Seger, Wienke Wannagat and Gerhild Nieding How Do Static and Animated Pictures Contribute to Multi-level Mental Representations of Auditory Text in Basic School Students? P1 - 7/17/2018 38
Lorena Alicia Martín-Arnal, José Antonio León and Ricardo Olmos “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. P1 - 7/17/2018 39
Tenaha O'Reilly, John Sabatini and Zuowei Wang Topical Knowledge and its Relation to Reading Comprehension P1 - 7/17/2018 40
Elena Nightingale, Lee Branum-Martin and Daphne Greenberg A Multi-Group Item-Level Confirmatory Factor Analysis of Word-Reading Assessments Administered to Struggling Adult Readers P1 - 7/17/2018 41
Sophie Navucet and Pascale Maury Ages Differences in Mental Simulation during Narrative Comprehension P1 - 7/17/2018 43
Sarah K. C. Dygert, Andrew F. Jarosz, Allison Bruning and Allison J. Jaeger Eyes on the Prize: Eye-Tracking and Memory in Word Problems P1 - 7/17/2018 44
Miwa Inuzuka The Effects of Clarifying Local Text Structure on Understanding High-School Textbooks: An Investigation Using Eye-Tracking Techniques P1 - 7/17/2018 45
Marilyn Nippold and Christine Hayward Conversational versus Narrative Speaking in Adolescents and Adults: What Develops? P2 - 7/18/2018 1
Sophie Scherbanjuk and Pascale Maury The Impact of Controversiality on Health Issues Understanding and Behavioral Intentions P2 - 7/18/2018 2
Shiyu Liu and Doug Lombardi Exploring College Students’ Epistemic Beliefs about Socioscientific Issues P2 - 7/18/2018 3
Shufeng Ma Instructional Influences on Underserved Children's Language Production P2 - 7/18/2018 4
Ottilie Tilston, Adrian Bangerter and Lucas Bietti Emulation, Teaching and Storytelling in Cultural Transmission P2 - 7/18/2018 5
Shiyu Liu Reading Better on Screen or Paper: Exploring the Role of Text Genre and Reading Habit P2 - 7/18/2018 6
Emeline Lussiana and Sabine Guéraud Sentence Validation Process in Teenagers with Reading Comprehension Difficulties P2 - 7/18/2018 7
John Sabatini, Tenaha O'Reilly and Zuowei Wang How Does Knowledge Monitoring Impact Learning from Text Sources? P2 - 7/18/2018 8
Raffaele Dicataldo, Elena Florit and Maja Roch The Role of Vocabulary Knowledge in the Responsiveness to a Training Targeting Inference Making and Listening Comprehension in Preschoolers P2 - 7/18/2018 9
Tricia Guerrero and Jennifer Wiley When Explanation Activities Help: Testing for Differential Benefits on Memory and Inference Questions P2 - 7/18/2018 10
Liam Blything, Andrew Hardie and Kate Cain Using Corpus Methods to Investigate Guided Reading: What Teachers Say They Do, What They Do, and What Works P2 - 7/18/2018 11
Marta Z. Krygier-Bartz and Melanie Glenwright Sarcasm Interpretation in Children and Adults in Polish and English Discourse P2 - 7/18/2018 12
Greg Trevors, Catherine Bohn-Gettler, Tyler Szydlo and Panayiota Kendeou Positive Effects of Negative Emotions: The Influence of Readers’ Emotions on Knowledge Revision P2 - 7/18/2018 13
Romualdo Ibáñez Orellana Coherence Relations in Chilean Primary School Textbooks: Variation across Subject Matters P2 - 7/18/2018 14
Emily L. Guertin, Daphne Greenberg and Jan C. Frijters State and Trait Anxiety in Reading Comprehension and Fluency Assessments: The Role of Text Presentation and Assessment Modality P2 - 7/18/2018 15
Britta Cook Bresina, Reese Butterfuss, Kristen McMaster and Panayiota Kendeou An Exploratory Look at the Relation Between Duration and Effectiveness of an Early Reading Intervention P2 - 7/18/2018 16
Katherine James and Susan Goldman Supporting Productive Sense-Making in Text-Based Modeling P2 - 7/18/2018 17
Ashley Chung-Fat-Yim and Raymond Mar Narrative Transportation for Text in one’s First or Second Language P2 - 7/18/2018 18
Kazunori Fujimoto Is It For Me or For You? - Limitations of Conclusion Omission Effects on Decision-making Through eWOM Communication P2 - 7/18/2018 19
Alix Seigneuric, Hakima Megherbi, Jane Oakhill, Carsten Elbro and Maryse Bianco Understanding Referential Nominal Metaphors : A Heart to Share with Text Comprehension P2 - 7/18/2018 20
Gale Sinatra and Stephen Aguilar Using Refutation Text to Shift Policy Misconceptions P2 - 7/18/2018 21
Regina Calloway and Charles Perfetti A Study, the Study: Individual Differences in Using Indefinite and Definite Articles as Cues for Structure Building P2 - 7/18/2018 22
Marcus Friedrich Does comprehensibility influence the readers’ intrinsic motivation during reading? P2 - 7/18/2018 23
Dylan Blaum, Aaron Sweetwood and M. Anne Britt Discussing and spreading news on the web: effects of believability and corroboration. P2 - 7/18/2018 24
Kelsey Will, Qinjun Wang, Alisha Wackerle-Hollman and Scott McConnell Investigating the Role of Disability Status in Early Language and Literacy Assessment Performance P2 - 7/18/2018 25
Marit Guda, Suzanne Mol and Christine Espin Making Connections: Improving Reading Comprehension Skills Via A Computerized Questioning Intervention P2 - 7/18/2018 26
Brianna Yamasaki and Chantel Prat Relating Individual Differences in Second Language (L2) Reading Skill to Linguistic Interference Management P2 - 7/18/2018 27
Michael C. Mensink, Kylie Gorney, Megan Fiorillo, Clara Winter, Jacob D. Achtemeier and Paige Lysne Emotional Responses during Online and Offline Reading Tasks for Seductive Scientific Texts P2 - 7/18/2018 28

Barbara Arfe and Jane Oakhill

Text Simplification and Individual Differences Among Poor Readers

P2 - 7/18/2018 29
Ming-Yu Tseng Creating a Theoretical Framework: On the Move Structure of Theoretical Framework Sections in Research Articles P3 - 7/19/2018 1
Gillian Francey and Kate Cain Has Janet Taken the Lemon to Carol Yet?: Assessing the Effect of Grammatical Verb Aspect on Children's Perception of the Ongoingness of Events P3 - 7/19/2018 2
Andreas Wertgen and Tobias Richter Source Credibility Modulates the Validation of Implausible Information P3 - 7/19/2018 3
Gillian Smith, Kate Cain and Andrew Hardie Teacher Directives and Pupil Responses in SEN Classrooms: Insights from Corpus Methods P3 - 7/19/2018 4
Robin Segerer, Jan Lenhart, Peter Marx and Wolfgang Schneider "I know that I know Nothing." – The Effects of "I don’t know"-Formula Scoring in Multiple-Choice Tests of Text Comprehension P3 - 7/19/2018 5
Ning Yang and Moongee Jeon Analyzing the Discourse Cohesion in Chinese EFL Learners’ Essays with Coh-Metrix P3 - 7/19/2018 6
Farwa Qazalbash and Muhammad Islam Reinforcement of Patriarchy in Chinoy’s A Girl in The River: The Price of Forgiveness: A Critical Discourse Analysis P3 - 7/19/2018 7
Hakima Megherbi, Alix Seigneuric, Carsten Elbro, Jane Oakhill and Steve Bueno Who received the letter and who brought it?  Poor comprehenders’s difficulties with a change of protagonist P3 - 7/19/2018 8
Anne Helder and Charles Perfetti Give Centrality a Chance: ERP Indicators of Local and Global Text Structure on Word-to-Text Integration P3 - 7/19/2018 9
Sara Soares, Rita Jerónimo, Régine Kolinsky and José Morais Why Do We Learn Science Better When It Looks Like A Novel? P3 - 7/19/2018 10
Rob Lee and Nicola Yuill Positive Effects of Collaborative Discussion in Computer Game Play on a Subsequent Communication Task P3 - 7/19/2018 11
Tomás Martínez, Arantxa García and Eduardo Vidal-Abarca Elaboration On The Correct Response Or Elaboration On The Mistake. What Kind Of Elaborative Feedback Is More Efficient? P3 - 7/19/2018 12
Alexander Johnson and Roger Kreuz Beyond the University Sample: Using Crowdsourcing to Explore Verbal Irony Use across Age and Gender P3 - 7/19/2018 13
Nicola Yuill, Lucy Davy, Idun Grimstad and Stefan Kreitmayer Tea for two: Software design to support collaborative discussion in adults using shared tablets P3 - 7/19/2018 14
Josefine Karlsson, Anne Helder, Linda van Leijenhorst and Paul van den Broek The Effect of Online Reading Processes on Children’s Ability to Form a Coherent Text Representation P3 - 7/19/2018 15
Katy Rupp, Christian Steciuch, M. Anne Britt and Jean-François Rouet How Context Affects the Information Students Read P3 - 7/19/2018 16
Nia Dowell Many Faces of Social Identity: Detecting Emergent Roles in Online Interactions with Group Communication Analysis P3 - 7/19/2018 17
Caitlin Mills, Nia Dowell and Kalina Christoff Using Automated Measures of Cohesion to Assess the Wandering Mind: A Think-Aloud Study P3 - 7/19/2018 18
Micah Watanabe, Katie McCarthy and Danielle McNamara Combating Misconceptions about Natural Selection with Self-Explanation P3 - 7/19/2018 19
Manuel de Vega, Ivan Moreno, Léo Dutriaux, Valérie Gyselinck and Enrique Garcia-Marco Body posture influences the comprehension and recall of action language, and modulates brain rhythms P3 - 7/19/2018 20
Christina Dobbs and Emily Phillips Galloway Learning to Write Academic Language:  Lessons from A Close Examination of Student Editing P3 - 7/19/2018 21
Yuhtsuen Tzeng, Wanshin Chang and Su-Fen Hsueh Group Size and Discourse Dynamics: An Analysis of 5th Grade Reading Classes P3 - 7/19/2018 22
Marc Stadtler, Johanna Paul, Lisa Scharrer, Jean-Francois Rouet and Rainer Bromme Is it Possible to Promote Source Evaluation Competencies in Fourth Graders? Yes (to some extent)! P3 - 7/19/2018 24