1. Links to Literacy:
    Examining Phonemic Awareness Instruction in Kindergarten Classrooms
  2. Using Eye Movements to Study Cognitive Processes
  3. From Assessment to Intervention: Using Growth Trajectories to Guide Early Reading Instruction.
  4. Genetic Findings in Reading Disabilities and Related Cognitive Processes
  5. Hearing Healthcare Services for Infants
  6. Development of Oral Language and Emergent Literacy in English Language Learning Children through Shared Reading


Links to Literacy:
Examining Phonemic Awareness Instruction in Kindergarten Classrooms

Presenters :
Noralea Pilgrim - Early Literacy Intervention Facilitator in the Maple Ridge, Pitt Meadows, B.C. School District
Helen Raham - Executive Director, Society of the Advancement of Excellence in Education (SAEE)

Summary :
Participants will learn about a two-year study in eight Kindergarten classrooms in lower SES catchment areas, which contributes to an understanding of early literacy acquisition. Research findings with this sample (N=122), leading to the implementation of a district wide intervention program designed to provide a solid foundation in literacy skills, will be shared. The cost-effective, 14-week program can easily be implemented in Kindergarten classrooms across Canada, and requires only nine hours of instruction for most students, and up to 17 hours for the most at-risk students, with statistically significant results.

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Using Eye Movements to Study Cognitive Processes

Presenters :
Keith Rayner, University of Massachusetts, Amherst.

Keith Rayner received his PhD in 1974 from Cornell University. He is a Fellow of APA and APS, and a member of the Society for Experimental Psychology and of the Experimental Psychology Society (UK). He is the author of over 200 publications and is best known for his work on eye movements in reading and language processing, but has also worked on scene perception and visual search. His Web site is http://www-unix.oit.umass.edu/~rayner/

Summary :
For the past 25 years, many researchers have been using eye movement data to investigate various issues related to cognitive processing. Recording of eye movements provides a relatively unobtrusive moment-to-moment indicator of processing in a number of tasks of interest to cognitive scientists. In this presentation, an overview will be provided of different types of eye-tracking systems and the trade-offs in terms of temporal and spatial resolution that are inherent with these systems. The issue of how to best analyze the resulting eye movement data will be discussed and some representative examples of eye-tracking applications will be provided. Finally, some specific examples of how eye movement data can be used to answer certain research questions will be given.

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From Assessment to Intervention: Using Growth Trajectories to Guide Early Reading Instruction.

Presenters :
Elizabeth A. Sloat, Associate Director - Canadian Research Institute for Social Policy, University of New Brunswick

Joan F. Beswick, Research Fellow - Canadian Research Institute for Social Policy, University of New Brunswick

J. Douglas Willms, Director - Canadian Research Institute for Social Policy, University of New Brunswick

Summary :
University of New Brunswick researchers will present their longitudinal research project aimed at stopping reading failure for K-2 children. In collaboration with the New Brunswick Department of Education and the administration and staff of 22 schools, the research group has implemented an early literacy monitoring system that tracks the literacy trajectories of all students from school entry until the end of grade two. Students at-risk for reading difficulties are identified by December of the kindergarten year, and in collaboration with school literacy teams, interventions are implemented early in the second term. Progress is monitored and needed interventions are identified throughout grades one and two.

This interactive workshop will guide participants through our design and implementation phases, share assessment measures employed, and share our reporting and follow up procedures with schools. Particular emphasis will be placed on sharing the Early Years Evaluation (EYE) instrument designed by researchers in our Institute that forms part of this study.

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Genetic Findings in Reading Disabilities and Related Cognitive Processes

Presenters :
Dr. Cathy Barr - Brain and Behaviour Research,The Hospital for Sick Children and Toronto Western Hospital, Research Institute

Summary :
Dr. Barr will summarize the proceeding of an International Genetics Symposium held the week prior to the Canadian Language and Literacy Research Network conference. The symposium, organized in association with the annual meeting of the Society for the Scientific Study of Reading will provide a format for focused talks by key international labs involved in the study of genetics of dyslexia.

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Hearing Healthcare Services for Infants

Presenters :
Richard Seewald, The University of Western Ontario
Marlene Bagatto, The University of Western Ontario

Summary :
Permanent hearing loss in childhood typically results in language delays, which in turn interfere with the normal development of literacy skills. Identification and intervention in infancy appears to reduce these language delays. Universal Infant Hearing Programs have been designed to identify children with permanent hearing loss, and provide appropriate intervention during the first few months of life. An explanation of the components of Universal Infant Hearing Programs will be provided. In addition, a video will be presented describing the identification, diagnosis, and intervention of infants with hearing loss.

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Development of Oral Language and Emergent Literacy in English Language Learning Children through Shared Reading

Presenters :
Genese Warr-Leeper, Ph.D., CASLPO, FASHA - Communication Sciences and Disorders, Elborn College, The University of Western Ontario London, Ontario

Karla Nadine Washington, M.Sc., CASLPO, CASLPA - Rehabilitation Sciences Program, Elborn College, The University of Western Ontario London, Ontario

Tanya Wren, M.Sc., CASLPO - Speech-Language Pathologist, Pathways Centre Sarnia, Ontario

Summary :
The design, implementation, and results of a parent-shared reading program targeting emergent literacy for English language learning preschoolers will be presented in this session. Each of the eight reading techniques included in the program were chosen based on scientific evidence of effectiveness. Nine immigrant children and their mothers participated in the eight-week training program consisting of a 10-minute training session featuring different reading techniques each week. Children demonstrated gains in print and word awareness and oral language skills in English. Parents reported positive changes in their reading behaviours and those of their children at home.