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VB

Victoria Bass

Thursday, March 10
 

07:44 GMT

Registration and Coffee Venue

09:30 GMT

Could Morphological Knowledge Improve Literacy in Dyslexic Children? AuditoriumProfessor Joel Talcot • Professor Julia Carroll, Opening Address from Lord Addington and Dr Kate Saunders AuditoriumDr Kate Saunders

10:30 GMT

Developmental Growth in Phonological Skills: Differences between Children with and without DyslexiaFULL Breakout Room 3Brandenburg Practical Solutions for Teaching Pupils with DyscalculiaFULL Breakout Room 6Pinel

11:06 GMT

Morphological Processing as a Top-down Compensatory Process in Dyslexic Adults. Evidence from MEGLIMITED Breakout Room 2Cavalli

12:00 GMT

Lunch and posters Venue

13:00 GMT

A Dimensional Approach to Developmental Impairments of Attention, Learning and Memory AuditoriumProfessor Joel Talcot • Professor Susan Gathercole

13:50 GMT

Supporting Spelling: Making the links and meeting the challengesFILLING Breakout Room 4Donovan

14:44 GMT

Legal Lexical Decision Making in Adult DyslexiaLIMITED Breakout Room 2Franzen

15:03 GMT

Phonological Skills, Visual Attention Span, and Visual Stress in Developmental DyslexiaFULL Breakout Room 3Saksida

15:20 GMT

Coffee Break and posters Venue

15:50 GMT

Phonological Awareness and Reading Difficulties AuditoriumProfessor Joel Talcot • Professor Tom Nicholson

16:35 GMT

EAL Learners with SpLDs – a Continuing ChallengeLIMITED Breakout Room 3Smith

17:20 GMT

Dyslexia and English Language Learners - Beliefs and Research Evidence AuditoriumProfessor Joel Talcot • Professor Esther Geva
 
Friday, March 11
 

09:30 GMT

Associations and Dissociations of Deficits in Reading, Spelling and Arithmetic AuditoriumProfessor Joel Talcot • Professor Karin Landerl

10:30 GMT

Prediction of Reading Difficulties: The Contribution of a Dynamic Test of DecodingFULL Breakout Room 4Gellert Using Morphological Strategies to Improve Dyslexic and Non-Dyslexic Undergraduates’ SpellingFILLING Breakout Room 3Devonshire Teaching Children with Dyslexia: What’s Proven and What’s NotFULL Breakout Room 5Muter

10:48 GMT

Working Memory Deficits in Children with Dyslexia: Beyond PhonologyFULL Breakout Room 4Gray

11:08 GMT

Clinical Implications of the Double Deficit Model for Adolescents with DyslexiaFILLING Breakout Room 3Harrison

13:00 GMT

Exploring the Role of Knowledge Transfer on Passage Comprehension in Children with Learning Differences: An Exploratory Study AuditoriumProfessor Joel Talcot • Professor Don Compton

13:45 GMT

Comorbidity, Executive Function, Stress and Strengths in Dyslexia AuditoriumNicolson Has Handwriting become an Instructional Dinosaur? Handwriting may be more Important than you think!FULL Breakout Room 5Cushen White

14:03 GMT

The Sound Check Project: Supporting Phonics Learning at KS1 and KS2FILLING Breakout Room 4Horobin

15:45 GMT

Issues in Diagnosing Dyslexia AuditoriumProfessor Joel Talcot • Professor Peter de Jong

16:30 GMT

Reading about Reading: Reflections on the Current State of the Literature AuditoriumProfessor Joel Talcot • Professor Elena Grigorenko
 
Saturday, March 12
 

09:30 GMT

Development of Literacy in Children at High-Risk of Dyslexia: Implications for Intervention AuditoriumProfessor Joel Talcot • Professor Maggie Snowling

10:30 GMT

Neurobiological Correlates of Reading Related Processes and Fact Retrieval in Developmental DyslexiaLIMITED Breakout Room 2Moll

11:06 GMT

Relative Importance of Language and Cognitive Skills to Reading ComprehensionFULL Breakout Room 3Kim

11:15 GMT

What does VIsuo/Spatial Ability mean and how can it be Identified?FULL Breakout Room 5Steffert

13:00 GMT

Phonology and Dyslexia: A Sensory/Neural Perspective AuditoriumProfessor Joel Talcot • Professor Usha Goswami