In Event: Poster Session 4

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

Metadiscourse in Oral Discussions and Persuasive Essays in Collaborative Reasoning Groups - Beata M. Latawiec, University of Illinois at Urbana-Champaign; Richard C. Anderson, University of Illinois at Urbana-Champaign

Small Group Discussions and Language Development for Diverse Learners - Jie Zhang, Western Kentucky University; Shahbaz Munawar, Western Kentucky University; Chunling Niu, Western Kentucky University; Richard C. Anderson, University of Illinois at Urbana-Champaign; Kim Nguyen-Jahiel, University of Illinois at Urbana-Champaign

Morphological Processing During Children’s Word Reading: Is It Really a Meaningful Relationship? - Deborah E. Mccutchen, University of Washington; Becky D. Logan, University of Washington

Long-Term Effects of Orthographic Depth on Literacy Performance: Reading Comprehension Difficulties Across Languages - Nicola McClung, University of San Francisco

Qualitative Portraits of Multifaceted Vocabulary Instruction in Diverse Upper Elementary-Grade Classrooms - Patrick C. Manyak, University of Wyoming; Heather Peterson, University of Wyoming

Cyber-Plagiarism Among Taiwanese 4th-12th Graders: The “Cut-and-Paste” of Digital Content - Yun-Yin Huang, New York University; Yin-lan Chen, Institution of Education - National Chiao Tung University; Chih-ming Chang, Institution of Education - National Chiao Tung University; Chien Chou, National Chiao Tung University

Adolescents’ Reading Attitude and Its Relationship to Reading Behavior and Strategy Use - Hyo Jin Lim, Chonbuk National University; Yeon-kyoung Woo, Korea University(bMRI)

The Role of Overlapping and Contradictory Information in Students' Multiple Texts Comprehension - Wenke Mork Rogne, Volda University College; Helge I. Stromso, University of Oslo

Familiar and Unfamiliar Topics’ Effect on Readers: Test-Taking Strategies for TOEFL iBT Reading Comprehension Questions - Jia-Ying Lee, the University of Iowa

The Role of Implicit Learning in Incidental Vocabulary Acquisition while Reading - Ben Seipel, California State University, Chico

A Study of Reading Identities and Reading Ideologies Among Adolescents - Julie E. Learned, University of Michigan