In Event: Saturday Roundtable Session 3:05 pm

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

Does Transcription Instruction Make Writing Interventions More Effective? A Preliminary Meta-Analysis - Yue Guo, University of British Columbia; Sterett Mercer, University of British Columbia; Bonita Squires, University of British Columbia

Incidental Acquisition of Domain-Specific Vocabulary in Student-Centered and Teacher-Led Discussions - Pei-Yu Marian Pan, University of Illinois at Urbana-Champaign; Tzu-Jung Lin, The Ohio State University; Shufeng Ma, East China Normal University; Richard C. Anderson, University of Illinois at Urbana-Champaign

Reading in Print and Digitally: Profiling and Intervening in Undergraduates’ Multimodal Text Processing, Comprehension, and Calibration - Lauren M. Singer Trakhman, University of Maryland; Patricia A. Alexander, University of Maryland; Jannah Fusenig, University of Maryland

Teaching Reading to Students With Intellectual Disabilities: Proficiency and Perceptions of Teachers and Paraeducators - Esther Lindström, University of Illinois at Chicago; Kimberly McFadden, Lehigh University; Temiloluwa Oni, University of Illinois at Chicago; Mohammad Bahadori Fallah, Lehigh University