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LARCIC Program Final

LARCIC Program Final

Program for the Language and Reading Comprehension for Immigrant Children (LARCIC) Conference

WEDNESDAY, May 27, 2009

Registration, OISE 9-202 (9th floor) 9:00am-12:00pm; OISE Ground Floor Lobby 12:00pm-7:00pm

Conference Opening, OISE Library, Ground Floor, 5:30pm-8:00pm

1. Light Dinner/Conference Social

2. Welcome and Conference Overview, Esther Geva (Conference Chair, OISE/University of Toronto), 6:30-6:45

3. “How Am I Learning to Cope in School”, a presentation by LEAP students, 6:45-7:00

4. Supporting English Language Learners with Limited Prior Schooling, Betty Ann Taylor (LEAP Assessment and Resource Teacher), 7:00-7:15

5. Special Speech, Kristen Parker (Representative from the Ministry of Education), 7:15-7:30

THURSDAY, MAY 28, 2009

Registration, OISE Ground Floor Lobby, from 7:30am

Breakfast, OISE Library (Ground Floor), 8:00-9:00

Invited Presentations: Cognitive Processes in Reading Comprehension, OISE Library, 9:00-11:00

1. Language Skills, Fluency, and Reading Comprehension in Immigrant Children
Esther Geva and Fataneh Farnia (OISE/University of Toronto)

2. Reading Comprehension in Immigrant Children in the Netherlands: A Search for Individual Differences
Ludo Verhoeven (Radboud University, the Netherlands)

3. Discussion: Factors that Affect Strengths and Weaknesses of Immigrant Children in Reading Comprehension
Xi Chen (OISE/University of Toronto)

Session moderator: Jeren Balayeva (Canadian Language & Literacy Research Network, CLLRNet)
Coffee Break & Snacks, OISE Library, 11:00-11:30

Round Table Panels on Cognitive Processes in Reading Comprehension, OISE 5th Floor, 11:30-12:45

Lunch & Poster Preview, OISE Library, 12:45-2:00

Invited Presentations: Instructional Issues in Reading Comprehension, OISE Library, 2:00-4:00

1. The Development of Reading Comprehension Skills in Children Learning English as a Second Language
Linda Siegel (University of British Columbia)

2. Factors Affecting Students’ Comprehension of Text: Implication for Instruction for Immigration Children
David Francis (University of Houston, US.)

3. Discussion: Are Different Instructional Approaches Required for Immigrant Students? What Do Teachers Need to Know?
Alexandra Gottardo (Wilfrid Laurier University)

Session moderator: Francis Hare (CERIS & Ryerson University)

Coffee Break & Snacks, OISE Library, 4:00-4:30

Round Table Panels on Instructional Issues in Reading Comprehension, OISE 5th Floor, 4:30-5:45


FRIDAY, May 29, 2009

Registration, OISE Ground Floor Lobby, from 7:30am

Breakfast, OISE Library, from 8:00

Invited Presentations: Socio-Cultural Factors in Reading Comprehension, OISE Library, 9:00-11:00

1. The Intersection of Cognitive and Sociocultural Factors in the Development of Reading Comprehension among Immigrant Students
James (Jim) Cummins (OISE/University of Toronto)

2. Prise en compte de la diversité linguistique en milieux scolaires plurilingues : l’Éveil aux langues et la compréhension de texte (Taking into Account Linguistic Diversity in Pluralistic Educational Context : Development of Language and Text Comprehension)
Francoise Armand (University of Montreal)


3. Discussion: What Are the Implications of Socio-Cultural Factors on Enhancing Reading Comprehension in the Multilingual Classroom?
Ludmila Schwartz, (Hebrew University, Israel)

Session moderator: Roma Chumak-Horbatsch (Ryerson University)

Coffee Break & Snacks, OISE Library, 11:00-11:30

Round Table Panel on Policy Implications in Reading Comprehension, OISE 5-260 11:30-12:45

Round Table Panels on Socio-Cultural Factors in Reading Comprehension, OISE 5-280, 11:30-12:45

Lunch, OISE Library, 12:45-2:30

Poster Presentations, OISE Library, 1:30-2:30

Invited Presentations: Policy Implications on Reading Comprehension, OISE Library, 2:30-4:30

1. Adopting Construct Valid Assessment of Reading Comprehension for Immigrant Students: Implementing Assessment Policy Based on Research
Elana Shohamy (Tel Aviv University, Israel)

2. Promoting Reading Comprehension in a Second Language: Policy Implications of Research Evidence
Petra Stanat (The Free University of Berlin, Germany)

3. Discussion: Do Educational Policies Reflect Research Findings on Immigrant Children's Literacy and Reading Comprehension?
Zohreh Zadeh (Canadian Council on Learning)

Session moderator: Denise Makovac-Badali (OISE/University of Toronto)

Wine and Cheese Reception and Conference Wrap-Up, OISE Library, 4:30-6:00

1. Concluding Speech: Immigrant Reading Comprehension - Research and Policy
Charles Ungerleider (Canadian Council on Learning), 5:15-5:35

2. Student Award/Thank You Address
Normand Labrie (Associate Dean of OISE/University of Toronto), 5:35-5:45




Round Table Panels and Poster Presentations

THURSDAY, MAY 28, 2009, 11:30-12:45

Round Table Panel Presentations on Cognitive Processes in Reading Comprehension

Panel 1: The Role of morphological awareness in reading comprehension for immigrant
children, OISE 5-280, I

1. Lipka, O. & Siegel, L. Reading comprehension and morphological skills of typical, ESL, and poor readers in Grade 6
2. Ramirez, G., Chen, X., & Geva, E. Helpful friends: Cognates mediating the contribution of Spanish morphological awareness to English reading comprehension
3. Lam, K., Chen, X., & Luo, Y. The contribution of Chinese and English morphological awareness to young Chinese-speaking English Language Learners’ reading comprehension
4. Tong, S. X., Deacon, S. H., Kirby, J. R., & Cain, K. Morphological awareness: A key to understanding reading comprehension
Panel facilitator: Mahshid Azimi

Panel 2: Factors in the reading development of immigrant children, OISE 5-280, II

1. Morris, L. & Labelle, M. Differences in L1 and L2 decoding and encoding strategies in Grade 2 and 3 children
2. Peets, K. Yim, O., So, P., & Bialystok, E. Formal language and reading comprehension in bilingual children
3. Marinova-Todd, S. & Uchikoshi, Y. Reading development: Cantonese, Spanish, and Tagalog ESL-learning children in Canada and the US
4. Crosson, A. The relationship between knowledge of connectives and reading comprehension among English learners of Spanish-speaking backgrounds
Panel facilitator: Yang Cathy Luo

Panel 3: Developing culturally sensitive instruments for immigrant children, OISE 5-260

1. Grant, A. & Gottardo, A. Measures of comprehension---Do they measure different skills for children from different first language backgrounds
2. Belzi, S. L'evaluation de la competence a lire chez les eleves immigrants non francophones nouvellement arrives au Quebec (Assessment of reading skills among pupils newly arrived in French-speaking Quebec)

3. Rivera, M. O. & Santi, K. L. Effective instruction and assessment of reading in English Language Learners
4. Pichette, De Serres, & Lafontaine Measuring L2 reading comprehension ability using SVT tests
Panel facilitator: Pei-Ying Lin


THURSDAY, MAY 28, 2009, 4:30-5:45

Round Table Panel Presentations on Instructional Issues in Reading Comprehension

Panel 1: Culturally relevant curriculum for immigrant children, OISE 5-280, I

1. Cortez, C. Culturally relevant teaching: Teaching curriculum for English learners
2. Qureshi, V. Reading the students---Reading instruction in multicultural classrooms
3. Prasad, G. Toward an alternative literacies framework: Teachers’ perspectives on supporting literacy development of linguistically and culturally diverse elementary students
4. Knight, S. Teaching for equality
Panel facilitator: Amy Grant

Panel 2: Effective Instructional strategies for immigrant children, OISE 5-280, II

1. Heeney: Collaborative awareness reading training (CART): Systematically teaching a strategy system to build metacognition and scaffold learning for reading comprehension success
2. Ricketts K. & Shaker P. Embodied inspiration towards literacy---Examining an afterschool literacy program for immigrant youth
3. Doe, C. & Cheng, L. The Ontario Secondary School Literacy Test: What advice on reading immigrant test-takers give to their peers
4. Adesope, O. Best practices in teaching English literacy to ESL immigrant students: A systematic review and meta-analysis
Panel facilitator: Alexandra Gottardo

Panel 3: Challenges in tutoring literacy with at-risk adolescents, OISE 5-260

Ramirez, G., Jun, S.-W., Kohls, R., Wilson, J. S., Lopez-Gopar, M., Cumming, A., & Geva, E.
Panel facilitator: Adrian Pasquarella


FRIDAY, May 29, 2009, 11:30-12:45

Round Table Panel Presentations on Socio-Cultural Factors in Reading Comprehension

Panel 1: Factors that influence the literacy practices of immigrant children, OISE 5-280, I

1. Lopez-Gopar, M. I am in charge of our grocery store: Individual literacy practices of indigenous children in Mexico
2. Zhou, Y. & Booth, M. Asian parents’ influence on children’s reading comprehension
3. Li, M. The effects of gender on bilingual children’s reading comprehension
4. Okoye, U. O. & Fakar, O. Challenges and problems of immigrant children in central Europe learning second language
Panel facilitator: Zohreh Zadeh

Panel 2: Identity and motivation in acquiring language and literacy, OISE 5-280, II

1. Stermac, L, Elgie, S. & Kelly, T. The Psycho-educational experiences of war-zone immigrant students in Canada
2. Chun, C. W. & Jang, E. E. Mediated think-alouds: Early readers “languaging” their thoughts on a reading task
3. Hoti, A. H. Reforming Foreign Language Education in Swiss Primary Schools: The Impact of English (L2) on the Acquisition of French (L3)
Panel facilitator: Olusola Adesope

Round Table Panel Presentations on Policy Implications in Reading Comprehension, OISE 5-260

1. Slama, R. Closing the reading comprehension gap for immigrant students: A meta-analysis of effective reading programs for immigrant students in U. S. public schools.
2. Clark, J., Farnia, F., & Gottardo, A. National strategy for language and literacy development in French as a second language for immigrant children and adolescents
3. Farnia, F., Clark, J., Geva, E., & Gottardo, A. National strategy for language and literacy development of immigrant children and adolescents
4. Koyama, E. & Hong, G. English Language Learners in US elementary schools: Who are in need? Who are served?
Panel facilitator: Mila Schwartz



Poster Presentations
FRIDAY, May 29, 2009, OISE Library, 1:30-2:30

1. Shahidi, V. & Gottardo, A. Reading development in adolescent second language English learners: A comparison of simple and multi component models
2. McMaster: LNS/SIP oral language project
3. Dillon L. Longitudinal predictors of English oral language production in ESL children
4. Kuo, L.-J. & Kim, T. -J. The development of morphological awareness, vocabulary, and reading comprehension among second language learners of English
5. Kim, J. Morphological skills for reading comprehension in dyslexic and normally achieving readers
6. Nygren-Junkin, L. The effects of improved mother tongue literacy on school language reading comprehension
7. Goeas-Malone, M. & Martohardjono, G. First language syntax in second language reading
8. Marx, A. & Stanat, P. Influence of listening competence on reading proficiency in students with German as a first or as a second language
9. Pasquarella, A., Gottardo, A., Farnia, F., & Geva, E. Predicting reading comprehension in first grade bilinguals: Examining the influence of phonological awareness, and reading in Chinese and English
10. Garrison-Fletcher, L. Understanding the role of native language literacy in second language reading comprehension: A study of adolescents with low native language literacy
11. Haim, O. Reading-writing relationships across three languages: Russian (L1), Hebrew (L2), and English (L3)
12. Fine, M., Colangelo, D., Gottardo, A. & Geva, E. Predicting English reading comprehension in first grade Chinese and Spanish bilingual children: The impact of environmental print exposure and the moderating effects of word reading
13. Segal-Seiden, L. Written language development in L1 and L2 children between grades 4 and 6: Searching for good developmental measures
14. McKendry, M. & Murphy, V. Comprehension skills in children learning English as an additional language
15. Li, J. Vocabulary acquisition through computer-mediated bilingual scaffolding for reading comprehension
16. McKenzie, A. Can a community-based primary prevention initiative facilitate immigrant children’s achievement?
17. Wang, Q. Home influences on Chinese beginning readers’ motivation for reading and reading achievement
18. Ng, J. Multiliteracies in language curriculum: Designing the future of literacy education
19. Niu, H. Reading Literacy for Canadian Immigrant Children
20. Chumak-Horbatsch, R. A Language Profile of Toronto Childcare Centres