ASHA 2009 Convention Program - (Page 109)

PROGRAM SESSIONSFR 3:00PM-3:15PM, Technical, CC/343 Phonological Processing & Reading in Children With Mild Intellectual Disabilities Justin Wise, Georgia St U, Atlanta, GA; Rose Sevcik, Georgia St U, Atlanta, GA; MaryAnn Romski, Georgia St U, Atlanta, GA; Robin Morris, Georgia St U, Atlanta, GA The purpose of the study was to examine the relationships between phonological processing skills and word and nonword identification performance by a group of children (n = 80) with mild intellectual difficulties. Results of this study indicated that measures of phonological processing skills were significantly related to word and nonword performance. In addition, the pattern of results found in this study is similar to that obtained with typically developing learners. 174 Poster Board 131 FR 8:00AM-9:30AM, Poster, CC/Hall G Vocabulary Acquisition of Bilingual Students Through Enhanced Shared Reading Technology Vannesa Mueller, U of Texas - El Paso, El Paso, TX; Samantha Ariaz, U of Texas - El Paso, El Paso, TX 1743 Poster Board 140 1735 Poster Board 132 FR 8:00AM-9:30AM, Poster, CC/Hall G Improving Narrative Abilities in Children With Language-Based Learning Disabilities Elizabeth Lanter, Radford U, Radford, VA; Jessica Cartwright, Radford U, Radford, VA FR 10:00AM-11:30AM, Poster, CC/Hall G Speaker & Content Gender Effects on Listener Recall Amanda Mehdiyoun, U of Massachusetts – Amherst, Amherst, MA; Elena Zaretssky, U of Massachusetts – Amherst, Amherst, MA; Shelley Velleman, U of Massachusetts – Amherst, Amherst, MA 1744 Poster Board 141 1736 Poster Board 133 FR 10:00AM-11:30AM, Poster, CC/Hall G Comprehending Idioms in Middle School: A Classroom Assessment Tool Marilyn Nippold, U of Oregon, Eugene, OR FR 3:15PM-3:30PM, Technical, CC/343 READn'KARAOKE: Visualizing Speech Melody to Facilitate Prosody in Oral Reading Rupal Patel, Northeastern U, Boston, MA Catherine McNab, Northeastern U, Boston, MA Early readers often read aloud with insufficient prosodic variation and thus have difficulty comprehending what they read. To facilitate expressive oral reading, the text of two children's stories was manipulated to visually convey the underlying fundamental frequency, intensity, and duration cues. The effect of manipulated text on prosodic cues was studied in 10 transitional (6-9 years) readers. Results indicate that orienting text to convey the underlying pitch contour increases pitch variation, leading to greater expressivity. FR 8:00AM-9:30AM, Poster, CC/Hall G Complex Syntax Production in Children With SLI: Longitudinal Findings Karen Barako Arndt, Vanderbilt U, Nashville, TN; C. Melanie Schuele, Vanderbilt U, Nashville, TN 1745 Poster Board 142 FR 10:00AM-11:30AM, Poster, CC/Hall G Descriptions of African-American Children's Narrative Abilities Nancy Martino, Xavier U of Louisiana, New Orleans, LA 1737 Poster Board 134 FR 8:00AM-9:30AM, Poster, CC/Hall G The Comprehension of Idiomatic Expressions Across Cultures Alayna Townsend, Howard U, Washington, DC; Miguelina Zapata, Howard U, Washington, DC; Mukati Samad, Howard U, Washington, DC 1746 Poster Board 143 FR 10:00AM-11:30AM, Poster, CC/Hall G What We Say Matters: Irony Comprehension & Language Impairment Debra Burnett, Syracuse U, Syracuse, NY; Linda Milosky, Syracuse U, Syracuse, NY spEECh-LanguagE pathoLogY Friday, november 20, 2009 1738 Poster Board 135 1747 Poster Board 144 1729 Poster Board 126 FR 8:00AM-9:30AM, Poster, CC/Hall G Morphological Awareness & Its Relation to Literacy in College Students Elizabeth Wilson-Fowler, Florida St U, Tallahassee, FL; Kenn Apel, Florida St U, Tallahassee, FL; Danielle Brimo, Florida St U, Tallahassee, FL FR 8:00AM-9:30AM, Poster, CC/Hall G Narrative Productivity in Narratives of School-Age African-American Children Nicole Langton, Long Island U, Brookville, NY; Eva Hester, Towson U, Towson, MD FR 10:00AM-11:30AM, Poster, CC/Hall G Role of Sentence Rate & Length in Complex Sentence Comprehension Mianisha Finney, Ohio U, Athens, OH; James Montgomery, Ohio U, Athens, OH 1739 Poster Board 136 1748 Poster Board 145 1730 Poster Board 127 FR 8:00AM-9:30AM, Poster, CC/Hall G Effects of Social Stories on Children Without ASD Jamie Ware, Illinois St U, Normal, IL; Tena McNamara, Illinois St U, Normal, IL; Teri Tyra, Illinois St U, Normal, IL FR 8:00AM-9:30AM, Poster, CC/Hall G Graphophonemic Intervention Leads to Word Recognition Increases for Struggling Readers Deborah Edwards, U of South Alabama, Mobile, AL; Brenda Beverly, U of South Alabama, Mobile, AL FR 10:00AM-11:30AM, Poster, CC/Hall G Effects of a Sight Word Intervention Package Howard Goldstein, Ohio St U, Columbus, OH 1749 Poster Board 146 1740 Poster Board 137 1731 Poster Board 128 FR 8:00AM-9:30AM, Poster, CC/Hall G Teaching Syntax: Supporting Language, Reading Fluency, & Reading Comprehension Eileen Gravani, St U of New York – Cortland, Cortland, NY; Jacqueline Meyer, St U of New York – Cortland, Cortland, NY FR 8:00AM-9:30AM, Poster, CC/Hall G Non-Word Repetition & Vocabulary Knowledge in English-Korean Bilingual Children Hyejin Park, U of Tennessee, Knoxville, TN; Ilsa Schwarz, U of Tennessee, Knoxville, TN FR 10:00AM-11:30AM, Poster, CC/Hall G Predicting the Frequency of Adverbial Clauses in Children's Language Samples Ron Channell, Brigham Young U, Provo, UT; Jessica Clark, Brigham Young U, Provo, UT 1750 Poster Board 147 1741 Poster Board 138 1732 Poster Board 129 FR 8:00AM-9:30AM, Poster, CC/Hall G Noun Definitions in School-Age MandarinSpeaking Children & Adolescents Yen-Ling Chan, Natl Taipei Coll of Nursing, Taipei City, Taiwan; Meng-Heng Chu, Natl Taipei Coll of Nursing, Taipei City (TW); Chih-Yin Yeh, Natl Taipei Coll of Nursing, Taipei City (TW); Mei-Ling Chen, Natl Taipei Coll of Nursing, Taipei City (TW) FR 8:00AM-9:30AM, Poster, CC/Hall G Written Persuasive Discourse in Adolescents With Traumatic Brain Injury Catherine Moran, U of Canterbury, Christchurch, New Zealand; Emma Powell, Active Rehab Ltd, Dunedin, New Zealand; Cecilia Kirk, U of Oregon, Eugene, OR; Megan McAuliffe, U of Canterbury, Christchurch, New Zealand FR 10:00AM-11:30AM, Poster, CC/Hall G Monitoring English Language Acquisition in an International Adoptee Susanna Meyer, Worcester St Coll, Worcester, MA; Linda Larrivee, Worcester St Coll, Worcester, MA; Emily Soltano, Worcester St Coll, Worcester, MA; Jenny Ray, Worcester StColl, Worcester, MA; Ann Alexopoulos, Worcester St Coll, Worcester, MA 1751 Poster Board 148 1742 Poster Board 139 1733 Poster Board 130 FR 8:00AM-9:30AM, Poster, CC/Hall G Support for a Dimensional Account: Language Development After Early Delays Celeste Domsch, Texas St U, San Marcos, TX Michelle Saldana, Texas St U, San Marcos, TX FR 10:00AM-11:30AM, Poster, CC/Hall G Neurophysiological Indices of Pronoun Processing in Spanish-English Bilinguals With Specific Language Impairment Dolors Girbau, U Jaume I, Castello, Spain; Valerie Shafer, Grad Ctr, City U of New York, New York, NY; Richard G. Schwartz, Graduate Ctr, City U of New York, New York, NY FR 10:00AM-11:30AM, Poster, CC/Hall G Are All Articles Difficult for Spanish-Speaking Children With Language Impairment? Alejandra Auza, U Autonoma de Queretaro, Queretaro, Mexico 1752 Poster Board 149 FR 10:00AM-11:30AM,Poster, CC/Hall G Who's on First? Teaching Questions Mary Toner, U of Arkansas, Fayetteville, AR ASHA 2009 x Exhibits & pro gr am sEssions guidE

Table of Contents for the Digital Edition of ASHA 2009 Convention Program

ASHA 2009 Convention Program
Contents
Convention Schedule-At-A-Glance
Convention Center Floor Plans
Commercial Exhibitors with Booth Numbers
Commercial Exhibitor Profiles
Career Fair Floor Plan
Career Fair Exhibitors with Booth Numbers
Career Fair Exhibitor Profiles
Short Courses
Audiology
Exhibitor Sessions
Speech-Language Pathology
Presenter Index
Notes
Submit Your Convention CEU's Online

ASHA 2009 Convention Program

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