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ZE

Zahra Esmaeeli

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,

10:30 GMT

Developmental Growth in Phonological Skills: Differences between Children with and without Dyslexia Breakout Room 3FULLBrandenburg

10:48 GMT

Motivation for Reading at School Entry for Children at Risk and not at Risk for Reading Difficulties Breakout Room 3FILLINGWalgermo

11:42 GMT

Assessing Prose Reading Skills amongst a Large Group of FE and HE students in the UK Breakout Room 2LIMITEDFidler

12:00 GMT

Lunch and posters Venue

13:50 GMT

Complementary Perspectives on the Development of Vocabulary in Monolingual and L2 Children AuditoriumGeva The Role of Phonology in Deaf and Hearing Impaired Children’s Literacy Breakout Room 1LIMITEDProfessor Julia Carroll, Empowering and Educating Parents to Assist Children with Dyslexia in Successful School Transition Breakout Room 6FULLMcCarron Supporting Spelling: Making the links and meeting the challenges Breakout Room 4FULLDonovan Supporting Spelling: Making the links and meeting the challenges Breakout Room 4FILLINGDonovan

14:44 GMT

Rhythmic Timing at School Entry as a Predictor of Poor Word Reading and Spelling at End of Grade 1 Breakout Room 3FILLINGLundetræ

15:20 GMT

Coffee Break and posters Venue

15:50 GMT

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

17:20 GMT

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

08:30 GMT

Registration and Coffee Venue

09:30 GMT

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

10:15 GMT

Coffee Break and posters Venue

10:30 GMT

Prediction of Reading Difficulties: The Contribution of a Dynamic Test of Decoding Breakout Room 4FULLGellert Desirable Dyslexia: A Positive Psychology Approach Breakout Room 2LIMITEDKannangara Developmental Dyslexia in Different Orthographies: Moving forward: challenges and transitions Breakout Room 1LIMITEDWydell Using Technology to Overcome Difficulties Associated with SpLD: Success Stories and Lessons Learnt AuditoriumJames Teaching Children with Dyslexia: What’s Proven and What’s Not Breakout Room 5FULLMuter The Second Coming of William Caxton: Transparent Orthography or Visible Etymology? Breakout Room 6FULLMachin

10:48 GMT

Working Memory Deficits in Children with Dyslexia: Beyond Phonology Breakout Room 4FULLGray

11:15 GMT

Bilingualism and Dyslexia: an Interactive Welsh Perspective Breakout Room 5FULLPacker

11:24 GMT

Language-based Literacy Intervention: A Description of Three Clinical Cases Breakout Room 4FILLINGNadler-Nir Responding to Intervention: Distinct Effects of Tier 2 Supports for Poor Readers in Year 1 - Breakout Room 3LIMITED

11:42 GMT

Effects of a Randomised Reading Intervention: A Five Year Follow-Up Breakout Room 3FILLINGWolff Enhancing Dyslexic’s Reading Fluency in English as a Foreign Language Breakout Room 4FILLINGSnellings

12:00 GMT

Lunch and posters Venue

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

Nonword and Irregular Word Reading in Young Children Breakout Room 1LIMITEDCunningham Reasonable Adjustments in High-Stakes Assessments for Candidates with SpLDs Breakout Room 2LIMITEDJames

14:03 GMT

The Sound Check Project: Supporting Phonics Learning at KS1 and KS2 Breakout Room 4FILLINGHorobin

14:21 GMT

Prediction of Individual Stability of Early Word Decoding in Incremental Phonics Instruction Breakout Room 4FILLINGSchaars

14:30 GMT

The Challenge of Dyslexia Strategy Coaching in the Workplace: A Framework for Effective Practice Breakout Room 5FULLLeather

14:39 GMT

Is the Phonic Screening Check a Major Cause of Pupils’ Difficulties in Learning to Read? Breakout Room 4FULLSolity

14:57 GMT

Effects of an Early Phonological Training Study: A Latent Growth Curve Analysis Breakout Room 4FULLWolff

15:15 GMT

Coffee Break and posters Venue

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

17:15 GMT

Adults and Dyslexia/SpLD, a Review of the Current Research and Social Landscape and the Campaigns being Undertaken by the BDA and DAN AuditoriumMalpas

18:00 GMT

Networking and Exhibitors Venue
 
Saturday, March 12
 

08:30 GMT

Registration and Coffee Venue

09:30 GMT

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

10:15 GMT

Coffee Break and posters Venue

10:30 GMT

Developing Specialist Dyslexia Training across the Globe: how can we ensure excellence? AuditoriumMortimore

10:48 GMT

Contribution of Cognitive Abilities and Home Literacy Environment to Reading Fluency in Japanese Breakout Room 3LIMITEDInomata

11:06 GMT

Relative Importance of Language and Cognitive Skills to Reading Comprehension Breakout Room 3FULLKim

11:24 GMT

The Danish Dyslexia Test. Validity of a Wide-Range, Web-Based Test for Dyslexia Breakout Room 4FILLINGPoulsen

12:00 GMT

Lunch and posters Venue

13:00 GMT

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

13:45 GMT

Spelling and Handwriting Difficulties in Dyslexia: Studies of Online and Offline Writing Processes AuditoriumCaravolas

15:15 GMT

Coffee Break and posters Venue

16:30 GMT

Closing Session Auditorium