PROGRAM
Days: Tuesday, July 21st Wednesday, July 22nd Thursday, July 23rd Friday, July 24th
Tuesday, July 21st
View this program: with abstractssession overviewtalk overview
12:00-12:45 Session 1: ST&D 2020 Opening Ceremonies - Synchronous Zoom Meeting
ST&D 2020 Opening Ceremony Video: https://www.youtube.com/watch?v=yMW-nBXms1I
Location: ST&D 2020 Live Zoom Room 1
12:45-13:00Coffee Break
13:00-14:00 Session 2: ST&D 2020 Distinguished Scientific Contribution Award Keynote - Synchronous Zoom Meeting
Introductary Remarks: Panayiota Kendeou
ST&D 2020 Distinguished Scientific Contribution Award Keynote Video: https://www.youtube.com/watch?v=CRY7kFZhYZw
Location: ST&D 2020 Live Zoom Room 2
| 13:00 | Chasing Theory with Technology: A Quest to Understand Understanding (abstract) |
14:00-14:15Coffee Break
14:15-15:15 Session 3: ST&D Special Discussion Session: Diversity, Equity, and Justice in the Society - Synchronous Zoom Meeting
Location: ST&D 2020 Live Zoom Room 3
Wednesday, July 22nd
View this program: with abstractssession overviewtalk overview
13:00-14:00 Session 4: Tom Trabasso Young Investigator Award Keynote - Synchronous Zoom Meeting
Introductary remarks: David N. Rapp
Tom Trabasso Young Investigator Award Keynote Video: https://www.youtube.com/watch?v=eiZERXQ4DEA
Location: ST&D Live Zoom Room 4
| 13:00 | Establishing a Theoretical Model of Source Comprehension in Everyday Discourse (abstract) |
14:00-14:15Coffee Break
14:15-15:15 Session 5: ST&D Business Meeting - Synchronous Zoom Meeting
ST&D 2020 Buisiness Meeting Video: https://www.youtube.com/watch?v=vB0C32G3s1A&feature=youtu.be
Location: ST&D 2020 Live Zoom Room 5
15:15-17:00 30th Anniversary Toast & ST&D Online Social Hour - Synchronous Zoom Meeting
Location: ST&D 2020 Live Zoom Room 5
Thursday, July 23rd
View this program: with abstractssession overviewtalk overview
07:00-08:00 Session 6: IMPORTANT INFORMATION ABOUT ASYNCHRONOUS PRESENTATIONS ON JULY 23
July 23 is simply a placeholder for our online program: There are no synchronous presentations on this date. Please view the ST&D flipgrid page at https://flipgrid.com/textdiscourse2020 to view the asynchronous Flipgrid presentations using the code: ST&D2020!
08:00-09:00 Session 7: Flipgrid 1: Application of Technology to Study Discourse Processes
Location: ST&D 2020 Flipgrid Page
| 08:00 | Exploring the Role of Language-Related Neural Specialization in Early Reading Skill Development (abstract)  |
| 08:07 | Self-Explanation vs. Think Aloud: What Natural Language Processing Can Tell Us (abstract) |
| 08:14 | Using Automatic Measurements of Morphological Features to Distinguish Spoken and Written Discourse. (abstract) |
| 08:21 | Assessing Readability Formulas: A Comparison of Readability Formula Performance on the Classification of Simplified Texts (abstract) |
| 08:28 | Assessing Student Understanding of the Text: Comparing Model-Based and Text-Based Approaches to Summary Evaluation (abstract) |
| 08:35 | Emotions are Preserved Across Multiple Retellings while Coherence Deteriorates (abstract) |
09:00-10:00 Session 8: Flipgrid 2: Explorations of Media on Comprehension and Learning
Location: ST&D 2020 Flipgrid Page
| 09:00 | What Online Social Media Can Teach Us about Digital Multimodality for Academic Settings (abstract) |
| 09:09 | The Role of Reading Strategies in the Screen Inferiority Effect (abstract) |
| 09:16 | Tar AR: Bringing the past to life in place-based augmented reality science learning (abstract) |
| 09:23 | Reading Medium and Interest: Effects and Interactions (abstract) |
| 09:30 | Politicking Through Parody: How We Learn About Politics from Comedy News Shows (abstract) |
| 09:37 | Comprehension Processes in Touch of Evil: Predictive Inference and Working Memory in Film (abstract) |
| 09:44 | The Influence of Question Timing and Executive Function on Inferencing Instruction (abstract) |
10:00-11:00 Session 9: Flipgrid 3: Processing in the Moment: What Eye Movements, Reading Times, Judgement Latencies Can Tell Us About Comprehension
Location: ST&D 2020 Flipgrid Page
| 10:00 | Eye Movements During Reading Can Predict Deep Comprehension (abstract) |
| 10:07 | Nonlinear dynamics of text reading: Recurrence quantification analysis of eye movements (abstract) |
| 10:14 | Causal and Semantic Relations in Second Language Discourse Processing: An Eye-Tracking Study (abstract) |
| 10:21 | Eyes on the Source! - The Role of Differences in Source Trustworthiness on Lay Persons’ Attention to Source Information during the Resolution of Scientific Conflicts (abstract) |
| 10:28 | Reading Times across Sentences, Texts, and Persons: An Integrated Methodological Approach (abstract) |
| 10:35 | Exploring the Spatial Gradient Effect (abstract) |
11:00-12:00 Session 10: Flipgrid 4: Prior Knowledge and Beliefs
Location: ST&D 2020 Flipgrid Page
| 11:00 | The Competing Role of Knowledge and Working Memory in Reading Comprehension (abstract) |
| 11:07 | Revisiting the Reverse Cohesion Effect: Influences of Text Cohesion, Prior Knowledge, and Foundational Reading Skill on Scenario-Based Comprehension Assessment Performance (abstract) |
| 11:14 | When does source information help? Content vs. source-based validation as a function of readers' prior knowledge (abstract) |
| 11:21 | Does Misinformation About Past Beliefs Influence Current Beliefs? (abstract) |
| 11:28 | Using Refutation Texts to Reduce Interference from Misconceptions in Future Contexts (abstract) |
| 11:35 | Consequences of readers’ negative preferences on text comprehension and memory. (abstract) |
12:00-13:00 Session 11: Flipgrid 5: Symposium I: Advanced Language and Literacy Skills of (Bilingual) Deaf and Hard of Hearing Students: Advancing the Research Base
Location: ST&D 2020 Flipgrid Page
| 12:00 | Disciplinary Literacy and Signing Deaf Students (abstract) |
| 12:09 | Developing Literacy Assessment Approaches for Deaf Students (abstract) |
| 12:18 | Narrative Production of Deaf Signing Students (abstract) |
| 12:27 | Standardized Testing and Deaf Students (abstract) |
| 12:36 | Academic English and language exposure (abstract) |
13:00-14:00 Session 12: Flipgrid 6: Individual Differences and Interventions
Location: ST&D 2020 Flipgrid Page
| 13:00 | Investigating Interactions among Component Reading Skills in Struggling Adult Readers (abstract) |
| 13:07 | Readable English: Can Interactive Orthography and Phonetic Cueing Improve Reading Scores of Struggling Adolescent Readers? (abstract) |
| 13:14 | : Using Read-aloud Tools to help identify and Support Struggling Readers with Reading Comprehension (abstract) |
| 13:21 | Comparing sentence-based and word-based semantic space representations to brain responses (abstract) |
14:00-15:00 Session 13: Flipgrid 7: Symposium II: Adult Literacy
Location: ST&D 2020 Flipgrid Page
| 14:00 | Designing Web-based Assessments for Adult Education (Symposium: Understanding and Assessing Adult Reading Skills) (abstract) |
| 14:09 | Exploring Individual Differences in Adult Discourse Comprehension and Production (abstract) |
| 14:18 | Writing of Academically Underprepared College Students (abstract) |
| 14:27 | Year 1 Results from the MOCCA-College Assessment Study (abstract) |
| 14:36 | Understanding Factors That Predict Early College Success (Symposium on Adult Literacy) (abstract) |
15:00-16:00 Session 14: Flipgrid 8: Informational Texts
Location: ST&D 2020 Flipgrid Page
| 15:00 | Benefits from Sketching when Learning from Geoscience Texts (abstract) |
| 15:07 | The Effects of Introduction Type on Comprehension and Memory for Scientific Explanations (abstract) |
| 15:14 | Cognitive Processes Associated to Question-Answering and Self-Explanation (abstract) |
| 15:21 | Enhancing Students’ Ability to Correct Misconceptions in Natural Selection with Refutational Texts and Self-Explanation Training (abstract) |
| 15:28 | Accounting for Individual, Text, and Item Factors in Discourse Comprehension (abstract) |
16:00-17:00 Session 15: Flipgrid 9: Task Features and Literacy Outcomes
Location: ST&D 2020 Flipgrid Page
| 16:00 | Examining the Phenomenology of Affect and Task-Unrelated Thought during Reading (abstract) |
| 16:07 | Does question format affect closed- and open-book learning from texts? (abstract) |
| 16:14 | Skilled Readers Engage More Proactive Attentional Control During a Working Memory Task (abstract) |
| 16:21 | Relationships between Task Awareness, Strategy Use and Literacy Outcomes (abstract) |
| 16:28 | Constructive Reading: Proposing a New Link Between Domain-General Academic Skills and 21st-Century Literacy Tasks (abstract) |
Friday, July 24th
View this program: with abstractssession overviewtalk overview
07:00-08:00 Session 16: IMPORTANT INFORMATION ABOUT ASYNCHRONOUS POSTER PRESENTATIONS ON JULY 24
July 24 is simply a placeholder for our online program: There are no synchronous poster presentations on this date. Please view the ST&D flipgrid page at https://flipgrid.com/textdiscourse2020 to view the asynchronous Flipgrid poster presentations using the code: ST&D2020!
08:00-09:00 Session 17: Flipgrid 10: Posters: Cognitive and Psychological Processes
Location: ST&D 2020 Flipgrid Page
| 08:00 | Do kindergarten make similar inferences compared to older children while listening to fictional stories? The relevance of distinguishing elaborative and predictive inferences. (abstract) |
| 08:00 | Integration and Memory: The Facilitative Effects of Positive Emotions (abstract) |
| 08:00 | Identifying Knowledge Estimation Cues in Online Writing Workspaces (abstract) |
| 08:00 | Cohesion Matters: Exploring the Impact of Accompanying Text on Responses to Art (abstract) |
| 08:00 | Monitoring Global Coherence of Protagonist, Causal, and Intentional Dimensions in Second Language Reading: A Preliminary Study on Eye Tracking (abstract) |
| 08:00 | Contribution of Disfluencies to Perception of Speech Quality (abstract) |
| 08:00 | Differential Impact of Perceptual and Semantic Induction Tasks on Verbal Information Search within a Text by Young Adolescents (abstract) |
| 08:00 | Dynamic Reasoning in Online Debates through Epistemic Network Analyses (abstract) |
| 08:00 | Exploring Deep and Referential Cohesion and its Effects on Adolescent Readers’ Comprehension Processing (abstract) |
| 08:00 | Shifting the Coherence Threshold (abstract) |
| 08:00 | Development and Validation of the Aesthetics Processing Preference Scale (APPS) (abstract) |
| 08:00 | Bridging Inferences from Examples to Principles Support Near Transfer (abstract) |
| 08:00 | Online assessment of students' text comprehension: Explorations into the automated scoring of constructed responses (abstract) |
| 08:00 | Catcher in the Mind: An Examination of Visual and Verbal Patterns during Reading (abstract) |
| 08:00 | A computational study on emotional responses via amodal propagation: Dimensional vs. Discrete emotions (abstract) |
09:00-10:00 Session 18: Flipgrid 11: Poster Session: Individual Differences
Location: ST&D 2020 Flipgrid Page
| 09:00 | Language and Cognitive Skills are Differentially Related to Writing Depending on Measurement of Writing (abstract) |
| 09:00 | Learning in a multiple-text reading environment: roles of reading ability, knowledge, comprehension, and effort (abstract) |
| 09:00 | An Application and Analysis of a Methodological Framework for Educator-Mediated Collection of Assessment Metacognitive Information from Students with Significant Cognitive Disabilities (abstract) |
| 09:00 | Mediating effects of inferencing on the relation between component skills and reading comprehension of struggling adult readers: Variations by assessment type (abstract) |
| 09:00 | The Role of Working Memory in Integrative Reading of Text and Picture (abstract) |
| 09:00 | Measuring the Morphological Awareness of Elementary Struggling Readers (abstract) |
| 09:00 | Pay attention to me: Group identity and mind-wandering in text communication (abstract) |
10:00-11:00 Session 19: Flipgrid 12: Posters: Interventions
Location: ST&D 2020 Flipgrid Page
| 10:00 | Change Over Time: Discourse Patterns in an Argumentation Intervention for Middle School Students (abstract) |
| 10:00 | Usage Pattern Differences in a Digital Reading Tool in Science Classrooms (abstract) |
| 10:00 | How we teach vocabulary matters: Extending gesture's impact on word learning to reading (abstract) |
| 10:00 | Does The Evidence Support The Model? Examining The Effectiveness Of Two Instructional Scaffolds In Science Classrooms (abstract) |
| 10:00 | Using Examples to Support Arguments in an English Language Assessment (abstract) |
| 10:00 | Scaffolding Inferences in Kindergarten: The Role of Executive Function and Language Comprehension (abstract) |
| 10:00 | Automated Claim Detection in Argumentative Essays and their Relationship with Writing Quality (abstract) |
| 10:00 | Response to the Technology-Based Early Language Comprehension Intervention (TeLCI): Race, Language, and SES Factors (abstract) |
| 10:00 | Negotiating Multiple Goals in Middle School Science Instruction (abstract) |
11:00-12:00 Session 20: Flipgrid 13: Posters: Knowledge, Beliefs, and Misconceptions
Location: ST&D 2020 Flipgrid Page
| 11:00 | People rely on inaccurate information, but are they confident doing so? (abstract) |
| 11:00 | Effects of Domain-Specific Knowledge on Literary Text Processing: A Think-Aloud Investigation (abstract) |
| 11:00 | Partisan Patterns of Belief in Science and Trust in Sources (abstract) |
| 11:00 | Revising Misconceptions with Multiple Documents (abstract) |
| 11:00 | That makes no sense but that is not a problem: Difficulties detecting inconsistencies within scientific explanations (abstract) |
| 11:00 | Epistemic Beliefs, Language, and Sources: Interactive Effects on Belief and Trust of Scientific Information (abstract) |
| 11:00 | Delayed Effects of Source Credibility in the Validation of Implausible Information (abstract) |
12:00-13:00 Session 21: Flipgrid 14: Posters: Learning from Texts
Location: ST&D 2020 Flipgrid Page
| 12:00 | Exploring the Graphical Interface of Knowledge Structure for Science Texts (abstract) |
| 12:00 | How Do Predictions Change Learning from Science Texts? (abstract) |
| 12:00 | Removing Seductive Details from Science Texts Facilitates Effective Retrieval Practice (abstract) |
| 12:00 | Detrimental Effects of Seductive Details on Multiple Text Inference Generation (abstract) |
| 12:00 | Verbal Reasoning & Justification of Scientific Knowledge Beliefs (abstract) |
13:00-14:00 Session 22: Flipgrid 15: Second Language Learners
Location: ST&D 2020 Flipgrid Page
| 13:00 | The Words in The Chinese Language Textbooks Might be Too Easy for Those Who Are Learning to Read (abstract) |
| 13:00 | Analyzing the Effect of Repetition on Korean EFL Readers’ Mental Representations while Reading Narrative Passages (abstract) |
| 13:00 | Monolingual and Bilingual Eye-Behavior Norms as Predictors of L2 Reading Comprehension (abstract) |
| 13:00 | The Use of Cohesive Devices as An Indicator of Writing Fluency for L2 Undergraduate Students (abstract) |
| 13:00 | Reverse Cohesion Effect in Second-Language Reading Comprehension: A Preliminary Study (abstract) |
14:00-15:00 Session 23: Flipgrid 16: Posters: Text and Genre Effects
Location: ST&D 2020 Flipgrid Page
| 14:00 | A Critical Discourse Analysis of Right-Wing Anti-Immigration Mass Media Rhetoric From the Eras of Obama to Trump (abstract) |
| 14:00 | Research on the establishment of literary analysis framework for reading texts: an analytic hierarchy process approach (abstract) |
| 14:00 | Genre Differences in Inference Making (abstract) |
| 14:00 | Genre Differences in Comprehension: The Potential Mediating Roles of Causal Content and Intentional Content (abstract) |
| 14:00 | The Role of Cinematics on Understanding Filmed Narratives (abstract) |
| 14:00 | Exploring the Differences between College Students’ Online Comprehension Processes for Narrative and Expository Texts (abstract) |
| 14:00 | Briggs, Milk, and the Battle for Teacher Privacy: Rethinking Debate Performance through Thematic Transcription (abstract) |
| 14:00 | Natural Language Quantifiers: The Influence of Story Context (abstract) |
| 14:00 | The Effects of Text Cohesion on Russian Students’ Recall Performance (abstract) |
| 14:00 | Informative narrative texts do not reduce our comprehension: A pilot study on the effects of type and structure of texts. (abstract) |