ST&D 2019: 2019 ANNUAL MEETING OF THE SOCIETY FOR TEXT & DISCOURSE
Presenter Instructions

INSTRUCTIONS FOR SPOKEN PRESENTATIONS

  • Presenters may either use their own laptop (suggested) or the venue provided built in computers (Mini Macs).
  • Presenters who wish to use the venue provided computers must upload their presentations in a Mac compatible PowerPoint format or as a PDF to the shared ST&D 2019 Presentations folder located here https://www.dropbox.com/l/AABdsQPPTFOHmxqUTd7cPiEaXLK_gKwT4RU. Presentations must be loaded by 8:00 AM on Monday 7/8/2019 if presentors would like their presentation to be tested prior to the conference. Presentation files should be titled as LASTNAME.FIRSTNAME - TITLE.
  • If you are bringing your own presentation laptop, we ask that during the final minute of questions of the previous presentation, 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 projector cables will only have VGA/HDMI connections available. Presenters should provide any other needed adapters for their laptops. 
  • For non-symposia presentations, speakers will be allocated 18 minutes for their presentation and questions. The recommended format is 15 minutes for the presentation and 3 minutes for questions, but each presenter may decide as to how they would like to allocate their 18 minutes. However, in order to remain on schedule, any presentation that uses the full 18 minutes will not be granted any time for questions. Presentations that exceed 18 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 presenters know when they should take the final question.
  • If you have any additional requirements, questions, or concerns regarding your spoken presentation, please let us know at std2019@easychair.org

 

INSTRUCTIONS FOR POSTER PRESENTATIONS

Poster Dimensions and Board Assignments
Posters should be designed in landscape format and sized to fit a 48” x 36” foam poster board (121 cm x 91 cm). Tacks will be provided to affix posters to the foam boards during the poster sessions. Poster numbers and instructions for locating your foam board during each poster session are below.
 
Poster Printing
Authors are responsible for printing their own posters, however the following businesses are available as local printing options near The New School:
 

 

POSTER SESSION I - 4:30-6:00 PM, 7/9/2019 in Wollman Hall 

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.
POSTER # AUTHORS TITLE SESSION
1 Micah Watanabe and Danielle McNamara Combating Misconceptions about Natural Selection with Self-Explanation Poster Session I
2 Chin-Ya Fang and Shin-Feng Chen The Analysis of Chinese characters size in Taiwan elementary school in Taitung Poster Session I
3 Karyn P. Higgs, Daniel Feller, Ryan D. Kopatich and Laura K. Allen Using Machine Learning to Analyze English Learners’ Think-aloud Protocols Poster Session I
4 Rebecca M. McCabe, Carolanne M. Kardash, Jason L. G. Braasch, Rachel L. Ankney and Megan Cogliano Stability of Accurate and Inaccurate Vaccine Beliefs After Exposure to Belief-Consistent and Inconsistent Texts Poster Session I
5 Kenneth Houghton, Rachel Poirier and Celia Klin Unreliable Narrators and Misinformed Readers Poster Session I
6 Alexandra List, Hye Yeon Lee and Hongcui Du The Test of Time: Examining the Durability of Students’ Learning from Multiple Texts Poster Session I
7 Britta Bresina, Jasmine Kim, Kristen McMaster and Panayiota Kendeou Learning from Video Texts: The Relation Between Text Cohesion and Reader Comprehension Skill Poster Session I
8 Minkyung Kim, Scott Crossley and Lee Branum-Martin Gains in Second Language Writing in Relation to Cognitive and Language Resources in Higher Education Poster Session I
9 Cameron Conroy and William Levine Relating Phonemic Dominance to the Emotional Impact of Poetry with a Manipulation of Attention Poster Session I
10 Candice Burkett, Niki Chokshi and Susan R. Goldman What Doesn’t Match? Identification of Contradictions Between Text and Graph Poster Session I
11 Chi-Shun Lien, Yuhtsuen Tzeng, Wan-Shin Chang, Jane Oakhill and Carsten Elbro Exploring the relationship among vocabulary depth, inference ability  and reading comprehension Poster Session I
12 Danny Flemming, Gale Sinatra and Joachim Kimmerle How Refutation Texts Affect Meta-Cognitive and Behavioral Variables Poster Session I
13 Mo Zhang, Paul Deane, Gary Feng and Hongwen Guo Investigating an Approach to Evaluating Keyboarding Fluency in Writing Assessment Poster Session I
14 Kathryn McCarthy and Danielle McNamara Multidimensional Knowledge (MDK):  A Prior Knowledge Framework Poster Session I
15 Macarena Silva and Elvira Jéldrez The Contribution of Memory and Vocabulary to Listening Comprehension of Narrative and Expository texts Poster Session I
16 Mylene Sanchiz, Anna Potocki, Mônica Macedo-Rouet, Nicolas Vibert and Jean-François Rouet Measuring Adolescents’ Reading Comprehension skills in the Digital Age: contribution of memory-based and text-available assessment tasks. Poster Session I
17 Haiying Li, Janice Gobert and Rachel Dickler Scientific Explanations: Does Practice Make Perfect? Poster Session I
18 Janelle Gagnon and Richard Gerrig Shifts from Third- to First-Person Narration Poster Session I
19 Alba Rubio and Arantxa García Open Ended and Multiple Choice Questions: Is There Agreement Between Answers? Poster Session I
20 Ottilie Tilston, Adrian Bangerter and Kristian Tylén Teaching, Storytelling and Innovation in Cultural Transmission Poster Session I
21 Reese Butterfuss, Joseph Aubele, Sonia Zaccoletti, Giovanna Morara, Lucia Mason and Panayiota Kendeou How Do Source Credibility and Justification for Knowing Influence Knowledge Revision on Social Media? Poster Session I
22 Scott Hinze, Mi'Kayla Newell and Kathryn McCarthy Combining Self-Explanation and Elaborative Retrieval Practice to Facilitate Comprehension Poster Session I
23 Yukino Kimura and Shingo Nahatame Effects of Relevance Instructions on Text Memory in EFL Reading Poster Session I
24 Rachel Librizzi, Candice Burkett, Alyssa Blair and Susan Goldman The Effects of Text Complexity and Prompt Specificity on Text/Graph Contradiction Detection Poster Session I
25 Richard Alterman and Maria Altebarmakian Venue and Local Knowledge Poster Session I
26 Catharina Tibken, Nicole von der Linden, Sandra Schmiedeler, Wolfgang Schneider and Tobias Richter Monitoring of Text Comprehension in Expository Texts at Secondary School Poster Session I
27 Yuji Ushiro, Tomoko Ogiso, Shingo Nahatame, Kozo Kamimura, Yamato Sasaki and Yoshinobu Mori Coherence Monitoring of Protagonist, Temporal, and Spatial Dimensions in Second Language Reading: A Preliminary Study Employing Eye Tracking Poster Session I
28 Amalia Donovan and David N. Rapp You Could Look It Up: Exposures to Inaccurate Information and Online Search Poster Session I
29 Michelle Rizzella and Edward O'Brien When Prospective Information Conflicts with Current Information Poster Session I
30 Sarah D. Creer, Anne E. Cook and Edward J. O'Brien Passive Activation during Perspective-Taking Poster Session I
31 Romualdo Ibáñez Signaling of Causal Relations in Spanish: Specificity, Variety, and Functionality in Academic Context Poster Session I
32 Kun Sun Approaching Discourse Structure Through Discourse Distance and Discourse Network:  A  Computational Model of Text Comprehension and Complexity Poster Session I
33 Tenaha O'Reilly, Zuowei Wang and John Sabatini Is Background Knowledge Just General Ability? A Test of the Knowledge-Specificity Hypothesis. Poster Session I
34 Donna Caccamise and Eileen Kintsch Problematizing Text to Improve Reading Comprehension and Learning Poster Session I
35 Vasile Rus The Nature of Self-Explanations During Source Code Comprehension Tasks Poster Session I
36 Jill Allor, Devin Kearns, Carlin Conner and Stephanie Al Otaiba Improving the “Text-Diet” for Early and Struggling Readers: Selecting and Adapting Text Poster Session I
37 Marcus Friedrich and Elke Heise Does Text Comprehensibility Influence Students’ Interest in the Text’s Topic? Poster Session I
38 Keith Millis and Christian Stuciuch Predicting aesthetic responses to paintings and stories from trans-symbolic processes Poster Session I
39 Shingo Nahatame Predicting the Text Difficulty of Graded Readers for Young Language Learners:  A Computational Analysis of Linguistic Features Poster Session I
40 Ahlam Alharbi Towards a Performative Theory of Solidarity Discourse Poster Session I
41 Casey M. Riedmann, William S. Horton and Gregory Ward Do Comprehenders Distinguish What-Is-Said from What-Is-Meant? Recognition Memory for Generalized Conversational Implicatures Poster Session I

 

 

POSTER SESSION II: 4:30-6:00 PM, 7/10/2019 in Wollman Hall 

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.

POSTER # AUTHORS TITLE SESSION
1 Rachel Jansen and Anna Rafferty Comparing the Discourse of Math and Science Attitudes Poster Session II
2 Suzanne Bogaerds-Hazenberg, Jacqueline Evers-Vermeul and Huub van den Bergh Teachers and Researchers as Co-designers? A Design-based Research on Text-structure Instruction Poster Session II
3 Yuhtsuen Tzeng, Chi-Shun Lien, Wan-Shin Chang, Jane Oakhill and Carsten Elbro Investigating the relation between comprehension and inference: Cross-sectional and comprehension-age match analysis Poster Session II
4 Sana Alnajjar, Alyssa Blair and Susan Goldman Who believes fake news? Partisan Effects on Recall and Recognition Poster Session II
5 Matt McCrudden The effects of relevance instructions and seductive details on online processing and recall Poster Session II
6 Andrew Butler and Nathaniel Woodward Mining the Language Used in Syllabi for Large College Courses Poster Session II
7 Johanna Kaakinen Emotional engagement and transportation during listening and reading of Stephen King short stories: Evidence from eye movements Poster Session II
8 Emily Sanford, Olivia Shaffer, Jane Acierno, Eva Harmon and R. Brooke Lea Meaning on the Fence: Do Idioms Activate Figurative and Literal Meanings Equally? Poster Session II
9 Stephen Briner and Paul Basel Reading Fiction and Theory of Mind: Impact of Individual Stories and Reader Characteristics Poster Session II
10 Kristin Ritchey, Stephanie Simon-Dack, Shelby Smith, Charles Jackson and Caleb Robinson Is a Lobster an Insect?: An Electrophysiological Investigation of Generalizations Inferred from Expository Text Poster Session II
11 Joanne Kiniry, Paul van den Broek and Maartje Raijmakers Inference and Vocabulary in a Reading Comprehension Assessment. Poster Session II
12 Kathryn McCarthy, Danielle McNamara, Marina Solnyshkina, Fanuza Tarasova and Roman Kuprivanov The Russian Language Test: Towards Assessing Comprehension in Russian Poster Session II
13 Ju-Ling Chen, Pei-Chen Tsai and Chi-Shun Lien Construct a literacy framework of text analysis from the literature and culture perspective Poster Session II
14 Min Kyu Kim, Kathryn McCarthy and Joseph Magliano Get SMART: Improving Comprehension with the Student Mental Model Analyzer for Research and Teaching Poster Session II
15 Allison N. Sonia, Edward J. O'Brien and Caitlin S. Mills Text-Based Manipulation of the Coherence Threshold Poster Session II
16 Julia Mertens and Jan P. de Ruiter Predicting the Timing of Other-Initiated Repair Poster Session II
17 Haiying Li, Yile Zhou and Becky Bobek Automated Identification of Open-Ended Survey Response Themes  in Education Research:  A Summer Melt Study Poster Session II
18 Allison J. Jaeger, Alexandra Devatzes and Thomas Shipley Towards an analysis of analogies in geoscience textbooks Poster Session II
19 Evan Anderson, William S. Horton and David N. Rapp Hungry for the Truth: Evaluating the Utility of “Truth Sandwiches” as Refutations Poster Session II
20 Rina Harsch and Panayiota Kendeou Analogical Reasoning as a Catalyst for Knowledge Revision Poster Session II
21 Reese Butterfuss, Soo-Hyun Im, Joseph Aubele, Britta Bresina, Rina Harsch, Kristen McMaster and Panayiota Kendeou The Promise of a Technology-Based Early Language Comprehension Intervention (TELCI) for Students with Comprehension Difficulties Poster Session II
22 Gaston Saux, Jean-François Rouet, Nicolas Vibert, M. Anne Britt, Franco Londra, Nestor Roselli and Debora I. Burin The Representation of Story Characters as Information Sources: Evidence from Verbal Reports Support Prior Eye-Tracking Evidence Poster Session II
23 Joseph Aubele, Reese Butterfuss, Rina Harsch and Panayiota Kendeou Epistemic Dimensions of Language and Their Influence on Trust and Belief of Information Poster Session II
24 John Sabatini, Jonathan Weeks and Tenaha O'Reilly Construct Shift in the Reading Rope Model: When many become one? Poster Session II
25 Andrew Elfenbein and Ethan Brown Are Authors Recognized as Categories? Poster Session II
26 Joerg Jost, Michael Becker-Mrotzek and Joachim Grabowski Adapting Analytical Rating Categories to Writing Tasks for Assessing Text Quality Poster Session II
27 Alexander M Colby and Emily R Smith Effect of Music Tempo on Reading Speed and Inferential Comprehension Questions Poster Session II
28 Jessica Bradshaw and Meghan Davidson Assessing the text socialness of children’s fiction and nonfiction books Poster Session II
29 Sarah D. Creer, Malaa A. Sultan and Edward J. O'Brien Contextual Elaboration Supports Fantasy Text Comprehension Poster Session II
30 Zared Shawver and Richard Gerrig Products of Metaphor Comprehension are More Extreme than Literal Language Poster Session II
31 Debora I. Burin, Gaston Saux, Irene Injoque-Ricle, Natalia Irrazabal and Juan Pablo Barreyro Metacognitive Regulation Contributes to Digital Text Comprehension in E-Learning Poster Session II
32 Kathryn McCarthy, Micah Watanabe, Cecile Perret, Danielle McNamara, Jonathan Steinberg, Kelsey Dreier, Tenaha O'Reilly and John Sabatini Multiple Dimensions of Background Knowledge in a Scenario-based Assessment Poster Session II
33 Jessica Rodrigues and Ian Thacker Mathematics Refutation Text: Remediating a Common Fraction Misconception Poster Session II
34 Heather Ness, Sarah Carlson, Ben Seipel, Virginia Clinton, Terrill Taylor, Surja Bajpayee, Gina Biancarosa and Mark Davidson Item-Writing Methodology for MOCCA-C Reading Comprehension Assessment Poster Session II
35 Lars König and Regina Jucks A World of (Mis)Information: How Do We Decide Whether Online Information Is Accurate? Poster Session II
36 Carlin Conner, Kristi Baker, Evangeline Chiang, Jennifer Stewart and Sumei Wu 2. Using Qualitative Methods to Analyze the Function of Speeches and Social Media in Communicating Current Education Policy Poster Session II
37 Elisabeth Mayweg-Paus, Miriam Lampe, Maria Zimmermann and Regina Jucks Collaborative online discourses promote critical thinking Poster Session II
38 Jennifer Wiley, Tricia Guerrero, Marta Mielicki and Thomas Griffin Generating examples is not as effective as generating explanations for comprehension and metacomprehension Poster Session II
39 Ayo Osisanwo Newspaper Construction of Agitation for the Sovereign State of Biafra in Nigeria Poster Session II
40 Cole Arluck, Janelle Gagnon and Richard Gerrig Causal Attribution in First- and Third-Person Narration Poster Session II
41 Dylan Blaum and M. Anne Britt Limits of the Belief-Consistency Effect Poster Session II
42 Minkyung Kim and Scott Crossley Expanding a Model of Second Language Reading and Listening Comprehension: The Roles of Language and Cognition Poster Session II