In Event: Roundtable Session 34

Division C - Learning and Instruction / Section 1: Reading, Writing, and Language Arts

Michael C. Mensink, Northern Illinois University

An Initial Study of Online Reading Comprehension Ability in Rich and Poor School Districts - Donald J. Leu, University of Connecticut; Jonna M. Kulikowich, The Pennsylvania State University; Nell Sedransk, National Institute of Statistical Sciences; Julie Coiro, University of Rhode Island; Greg McVerry, Southern Connecticut State University; Heidi Everett-Cacopardo, University of Connecticut; Elena E. Forzani, University of Connecticut; W. Ian O'Byrne, University of New Haven; Lisa Zawilinski, University of Hartford; Clint Kennedy, University of Connecticut; Michael Hillinger, Lexicon Systems LLC

Examining Skilled and Less Skilled Readers’ Inference Generation During an Online and Offline Reading Activity - Sarah Elizabeth Carlson, University of Oregon; Paul van den Broek, Leiden University

Reducing Cognitive Demands on Preschoolers and Its Effect on Causal Cohesion: A Preliminary Study - Stephanie Lai, University of Georgia - Athens; Paula J. Schwanenflugel, University of Georgia; William Alexander Mira, University of Georgia

Fostering Generative Learning Activities During Reading: An Experimental Test of the Generative Drawing Principle and the Prognostic Drawing Principle - Annett Schmeck (nee Schwamborn), University Duisburg - Essen; Richard E. Mayer, University of California - Santa Barbara; Maria Opfermann, University of Duisburg-Essen; Vanessa D.I. Pfeiffer, University of Duisburg-Essen; Angela Sandmann, University Duisburg - Essen; Detlev Leutner, University of Duisburg-Essen

The Effect of Recasts and Prompts on the Learning of New Linguistic Features - Ting Ding, University of Cambridge; Androula Yiakoumetti, Oxford Brookes University; Michael Evans, University of Cambridge; Yang Zhao, Peking University