In Event: Poster Session 12

Division C - Learning and Instruction / Section 1a: Literacy

40. Pre-Kindergarten and Kindergarten Teachers’ Understandings of Representing and Early Writing of Children Living in Poverty - M. Susan Burns, George Mason University; Julie K. Kidd, George Mason University

41. The Role of Comprehension Monitoring, Mentalizing, and Vocabulary Depth in Predicting the Story Comprehension and Recall of Kindergarten Children - Katherine A. Strasser, Pontificia Universidad Catolica de Chile; Maria Francisca Del Rio, UNIVERSIDAD DIEGO PORTALES

42. Using Multiple-Cohort Data to Construct a Nationally Representative Literacy Profile of Early Readers - Jerome V. D'Agostino, The Ohio State University; Emily M. Rodgers, The Ohio State University

43. Emergent Literacy During a “Day in the Life” in the Transition to School - Catherine Ann Cameron, The University of British Columbia; Anne Hunt, University of New Brunswick; Paul Leger, University of New Brunswick; Giuliana Pinto, University of Florence

44. Development of Phonological Awareness Skills: The Roles of Vocabulary and Concepts About Print - Yuuko Uchikoshi, University of California - Davis

45. Parent Literacy Activities and Interactions With School-Aged Children - Rachel Zwass, University of California - Los Angeles