Program for Wednesday, July 29th: Talk View

PROGRAM FOR WEDNESDAY, JULY 29TH: TALK VIEW

Days:

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View: with abstracts session overview

11:00

11:30

12:00

12:30

13:00

13:30

14:00

14:30

15:00

15:30

16:00

16:30

17:00

17:30

18:00

18:30

19:00

11:00-12:00

The effect of direct, explicit instruction of text-sourced vocabulary words for secondary students with reading difficulties, including MLLs, when delivered by

Sarah Kocherhans, Margaret Osgood Opatz, Matt Fields, Kelly Patrick

Situational Uncertainty as a Predictor of Source Use and Memory During Evaluative Reading

G. Saux, J.-F. Rouet, F. Londra, M. Capurro, M. Minujin, M.A. Martínez

Note-taking and the Establishment of Causal Connections in Note-Review, and Comprehension of Spoken and Written Spontaneous Discourse by Argentine College

Saba, Bujan, Tuzinkiewicz, Tartaglia, López-Escobar, Ríos, Cevasco

Title: Text-to-Speech as a Digital Reading Affordance: Reducing Mind-Wandering and Improving Processing Efficiency and Comprehension in School-Age

Elisabetta Lombardo, Paola Bonifacci

Constructing a Predictive Scientific Reading Framework

Emily Hall, Lin Chen

The Language of Likes: A Corpus Study on Linguistic Predictors of Message Acceptance

R. van Zijverden, M. van Moort, K. Fikkers, A. van Den Bosch, H. Hoeken

The Functions of Floating and Empty Signifiers in Multimodal Discourse Analysis: Insights from a Student Digital Video

Jason Ranker

To pair or not to pair? Testing for differences in learning from small group discussions due to group

Jennifer Wiley, Lena Hildenbrand, Anne Britt

Beyond Spoken Interaction: Discourse Markers, Stance, and Dialogicality in Fiction

Tomoko Sakita

The Effect of Polarized Partisanship on Adolescents’ Scientific Reasoning

Jenna Alton, Doug Lombardi

13:30-14:00 Opening Ceremony

14:00-15:00 Keynote Presentation: Distinguished Scientific Contribution Award

15:15-15:35

Lexical Ambiguity and Sentence Comprehension in Adult Literacy Learners: The Role of Vocabulary

Ellie Hong, Sarah Elizabeth Carlson, Lee Branum-Martin, Daphne Greenberg

15:35-15:55

Understanding the strengths and challenges of adults comprehending texts

Magliano, Miller, McCool, Doan Sun, Minnifield, Lee-Laminack, Kaldes, Tighe

15:55-16:15

Indirect Effects of Intellectual Humility on Relationships between Metacognitive Awareness and Judgments and Reading Comprehension

Jason Braasch, Gal Kaldes, Taylor Clark

16:15-16:35

Generative AI for Generative Learning: Investigating AI-Supported Learning-By-Explaining in Introductory

Kathryn McCarthy, Paul Ulrich, Kyra McNaughton, Ajibola Salami

16:35-16:55

Writing in the Digital Age: The Unexplored but Critical Skill Needed by Adults

D. Greenberg, C. Puranik, Z. Philippakos, C. MacArthur, C. Miller

15:15-15:35

LLMs Are Not the Same: AI Tools Differ When Adapting Texts for Struggling Readers

Jamie Smith Levitan, Donald Bolger

15:35-15:55

GPT Readability and Non-Standard English Dialects

A. Siedahmed, J. Ocumpaugh, Z. Ferris, M. Kalarickal, N. Heffernan

15:55-16:15

Revising a psychology textbook to improve discipline-specific learning

K. Easley, K. Little, H. Dobbs, L. Matuszewich, A. Durik, M.A. Britt

16:15-16:35

The Lingering Effects of Difficulty: Perceived Difficulty and Task-Unrelated Thought During Learning

Christopher Steadman, Aaron Wong, Caitlin Mills

16:35-16:55

Using Eye Gaze Data to Track Changes in Reading Behaviors with Parallel Texts

Amanda Jensen, Stephen Hutt, Laura Allen, Panayiota Kendeou

15:15-15:35

Critically Examining the Perceptual Decoupling – Mind Wandering Link: Implications for

Vishal Kuvar, Mya Urena, Zachary Irving, Samuel Murray, Caitlin Mills

15:35-15:55

Toward A Dynamic Framework for Formalizing Situation-Model Updating in Text Comprehension

Lisa Zacharski, Markus Janczyk

15:55-16:15

Mind the Gap: A Meta-Analysis of Spatial-Computational Representation in Educational interventions

Mark Brady, Marianna Pagkratidou

16:15-16:35

Prediction Over Postdiction: Directional Asymmetry in Event Schema Activation

Shu Hu, Sashank Varma, Joseph Magliano

16:35-16:55

How Writers Make Events Mean: Predicates at the Interface of Cognition and Narrative Discourse

Liat Hershkovitz, Dorit Ravid

17:30-19:00

Understanding Persuasive Routes in AI-powered Misinformation Revision

W. Zhang, L.T. Chau, R. Selvarathinam, L. Allen, P. Kendeou

From Offloading to Engagement: Toward Effective Use of an AI Chatbot in an Explanation Writing Task

Kyra McNaughton, Ajibola Salami, Paul Ulrich, Kathryn McCarthy

Public Information, Misinformation, and Disinformation Discourse in Generative Artificial Intelligence

Mayra Bonet

The Ed-AI literacy model in higher education: insights from scenario analysis

Juliana do Amaral, Christian Tarchi

Defensive Writing in the Age of AI: Writing to Prove Your Humanity

Stephen Hutt, Jaclyn Ocumpaugh

Understanding the Overlapping Impacts of Socioeconomic Challenges and Family Structure on Literacy

Nicole Houston, Sarah E. Carlson, Miles Irving

Unpacking Self-Regulated Learning from Multiple Digital Resources: What are Key Processes?

Hyeyeon Lee

Supporting Discourse Among Learners with Disability Labels in a Middle School Science Classroom

Sarah Barrett, Janelle M. Bailey

The shortcomings of demographic discourse: comparing students’ self-described identity variables to institutional

Maria Goldshtein, Ishrat Ahmed, Lilian Jiachen Gong

The Contributions of Intellectual Humility to Metamemory for Sources of Multiple Conflicting Claims on the

T. Clark, J. Braasch, C. Lewis, K. Bradford-Humphrey, A. Gutierrez de Blume

Topic Importance and Accuracy-Directed Reasoning Across Scientific Contexts

Melike Hanedar, John Robertson, Doug Lombardi

Beliefs and Overconfidence for Learning Science Misconceptions in College Students

Mike Mensink, Silvanna Rives

Understanding the Relationship Between Growth Mindset and Feedback-seeking: The Role of Academic

Ryan Hall, Doug Markant

Task roles and task goals jointly shape gaze and linguistic alignment during collaboration

Alexia Galati, Martyna Wasilewska, Moreno Coco, Rick Dale

Who’s got the floor? Successful interruptions in dyadic conversations

Josie Steen, Roger Kreuz

How does the order of performance levels in rubrics influence student engagement and achievement in digital

I. Máñez, M. Giménez-Salvador, E. Panadero, D. García-Costa

12:00-13:30 Mentoring Lunch (for ST&D mentorship program participants)