LKALE SIG MEETING 2019
Friday July 5th, 2019
St. Anne’s College, University of Oxford
Registration from 08h30 in Ruth Deech Building Foyer (RDB)
All sessions and the AGM will take place in the Tsuzuki Lecture Theatre, Ruth Deech Building (RDB)
Please click on the relevant links for the Keynote Abstracts, Presentation Abstracts and Poster Abstracts.
09h00 – 09h15 Welcome
09h15 – 10h15 – Holly Joseph, University of Reading: “Learning new words through reading in children who speak English as an additional language”
10h15 – 10h45 Tea/Coffee
Time | Speaker and Title |
10h45-11h15 | Developing disciplinary reading literacies in secondary education
Yvonne Halleson and Pia Visén |
11h15–11h45 | Incidental word learning from print: The role of semantic diversity and contextual familiarity.
Matthew Hc Mak, Yaling Hsiao and Kate Nation |
11h45-12h15 | Development in children’s written grammar from key stages one to four
Philip Durrant |
12h30 – 14h00 BUFFET LUNCH (in RDB FOYER) + POSTERS
- Calibration of comprehension and text processing: A mixed-methods approach to the effects of concept mapping and summarization. Nour Eldhouda Toumi
- L2 (English) spelling is positively correlated with L2 vocabulary size, but not with a measure that putatively taps visual statistical learning. Matthew Hc Mak, Chen Qiu and Kathy K.M. Shum
- Metacognition-Metacognitive knowledge and strategy use: Towards a model of a ‘good’ EFL listener. Tasnima Aktar
- Developing teachers’ readings of students’ language in the science classroom. Sally Zacharias
13h00-14h0 AGM
Time | Speaker and Title |
14h00–14h30 | Enhancing English vocabulary in L2 learners attending English medium preschools
Kathy Sylva, Jette Karemaker, Fiona Jelley and Victoria Murphy |
14h30–15h00 | Knowledge and processing components at lexical and sublexical levels as predictors of EFL silent reading rate – A longitudinal study
Junko Yamashita and Toshihiko Shiotsu |
15h00 – 15h30 | Scaffolding academic reading in higher education: Communicating expectations and modelling engagement
Rachel Burke |
15h30 – 16h00 Tea/coffee
Time | Speaker and Title |
16h00-16h30 | Leisure reading (but not any kind) and reading comprehension support each other – A longitudinal study across grades 1 and 9
Minna Torppa |
16h30-17h00 | What is the quality of evidence for reading intervention studies? A systematic review of small-group reading support programmes
Wai Tung Leung and Suzy J. Styles |
17h00 – 18h00 Kate Nation, University of Oxford:“Charting the development of lexical quality in children’s reading development”
18h00 – 18h15 Close