Posters

Poster programme EDA Dyslexia Conference 2024

Since there are a lot of posters there are two different interactive poster sessions in the programme. Take the opportunity to  interact with the following researchers and learn more about their research.

The posters are sorted in alphabetical title order.

The numbers next to each poster will correspond to numbers on the poster boards for easy reference.

Download the full programme including all abstracts that we received.

Latest updates

2024-10-01: Physical activity participation in children with specific learning disorders. Aarón Manzanares, Noelia González-Gálvez, Domenico Cherubini – Universidad Católica de Murcia, Gabriele Cordovani, Giuseppe Zanzurino – AID – Italian Dyslexia Association & Fernanda Borges, María T. Morales-Belando – Universidad Católica de Murcia – ADDED

2024-10-01: Speech-to-text intervention to support text production for students with intellectual disabilities – Linda Fälth, Linnaeus University– ADDED

2024-09-27: Is Learning How to Learn Enough? Key Factors in Effective Intervention for Students with Specific Learning Difficulties. Chrysoula Bourtzinakou (MEd) and othersADDED

2024-09-23: Final Silent Letters in French-Speaking Children with Dyslexia. Estelle Ardanouy, PhD, Postdoctoral student in speech language therapy, University of Geneva –ADDED

2024-09-16: Neurodiversity at Work: Paving the Way for an Inclusive Future. Elio Benvenuti, Neurodiversity at Work) – ADDED

2024-09-05: Predispositions of Dyslexia in Preschool-Aged Children in Kosovo and Poland– Blerta Krasniqi, PhD. Candidate at University of the National Education Commission, Krakow – ADDED

2024-09-04: Individualized and adaptive visual adaptations to support reading difficulties in dyslexia – Camille ROULLET, Université Claude Bernard Lyon, France – ADDED

2024-08-30: Developmental Dyslexia & Attention: evidence from dichotic listening tasks  – Yiannis Metaxas & Filippos Vlachos, Department of Special Education, University of Thessaly, Greece – ADDED

2024-08-12: Naming processing of pupils with dyslexia revealed by electroencephalography in transparent Croatian language – Maja Perkušić Čović, Polyclinic for rehabilitation of people with developmental disorders, Croatia – ADDED

2024-09-27: The Effects of Psychodrama on Psychological Flexibility of the Mothers of Children Diagnosed with Dyslexia. Seda Begli, Health Ministry of Türkiye Republic- Ankara City Hospital, Turkey – CANCELLED

2024-09-27: Finding Common MicroRNA Molecules Regulating the Expression of the Genes Associated with Dyslexia. Ozge Begli, Vahap Eldem – CANCELLED

2024-09-04: Explanatory variables of assessment accommodations fairness, validity and usefulness for students with dyslexia – Leonor Ribeiro, Universidade do Minho, Portugal – CANCELLED

2024-07-30: Increasing Reading Fluency in Young Adult Readers Using Audiobooks & Book Projects – Dr. Britta Padberg-Schmitt, University of Muenster, Germany – CANCELLED

2024-07-30: Six Steps to Helping a Dyslexic Child Begin to Read: A Case Study – Dr. Britta Padberg-Schmitt, University of Muenster, Germany – CANCELLED

 

Interactive poster session 1

Friday October 18, 15:50 – 16:20

Number 1

Academic challenges and formal/informal practices in Tertiary Education concerning Specific Learning Difficulties; Case study analysis of a Greek Pedagogical Department*

Number 2

Advancing Spelling Proficiency: Integrating Psychometric Assessment and Tailored Interventions for Students with Specific Learning Disabilities

Number 3

An Exploratory Case Study on the Role of Universal Design for Learning (UDL) in supporting the inclusion of learners with dyslexia in an Irish HEI: Perspectives of Lecturers and Dyslexic students

Number 4

Assistive technology in English as a foreign language education in the Danish comprehensive school

Number 5

A Tier 2 Phonological Intervention for 6-Year-Old Pupils at Risk for Reading Difficulties: A Pilot Study*

Number 6

Can a Phonetic Alphabet (ITA) Intervention Repair Phonological Deficits in English-Speaking Dyslexics?

Number 7

Compound Processing: An Eye-Tracking Study On Italian Adolescents With Developmental Dyslexia

Number 8

Dealing with dyslexia in Germany, Sweden and Canada – the affected individuals’ perception

Number 9

Differentiated Assessment for High School Students with Learning Difficulties: The Use of Choice Boards in a Literature-Based English Class*

Number 10

Dissociation between Attention and Phonological Processing in Developmental Dyslexia: New Evidence from Italian

Number 11

Dyslexia within the Interdisciplinary Field of Tension: A Case Study in Austria

Number 12

Early cortical tracking of auditory stimuli predicts reading skills: A one-year longitudinal study

Number 13

Effects of Early Bilingualism on Laterality in a Dichotic Listening Task*

Number 14

Evaluation of an executive function intervention for children with specific learning disorders

Number 15

Exploration of Croatian teachers’ attitudes about students with dyslexia

 

Number 16

Eye movements and on-line indicators as markers of written language disorders: the case of dyslexia

Number 17

Final Silent Letters in French-Speaking Children with Dyslexia

New

Number 18

How learning English affects the reading strategies of Italian learners with dyslexia: An eye-tracking study

Number 19

INCLUSION & BEYOND: facilitating academic success and job placement of university students with SLD

Number 20

Physical activity participation in children with specific learning disorders

Number 21

Reading development from kindergarten age to young adulthood – A 14-year longitudinal study

Interactive poster session 2

Saturday October 19, 16:00 – 16:30

Number 22

Developmental Dyslexia & Attention: evidence from dichotic listening tasks

Number 23

Developmental Dyslexia and pseudoword reading: An eye-tracking study

Number 24

Exploring Dyslexia Awareness in Teacher Training: Preliminary Findings from Copenhagen

Number 25

Individualized and adaptive visual adaptations to support reading difficulties in dyslexia

New

Number 26

Is Learning How to Learn Enough? Key Factors in Effective Intervention for Students with Specific Learning Difficulties

Number 27

It takes a village, so where is my dyslexic friendly village?*

Number 28

Learning an opaque second language boosts the visual attention span: Evidence in skilled and dyslexic readers

Number 29

My friend’s name is Dyslexia*

Number 30

Naming processing of pupils with dyslexia revealed by electroencephalography in transparent Croatian language

Number 31

Neurodiversity at Work: Paving the Way for an Inclusive Future

Number 32

The Phonological Skills Assessment And Correlations With Dyslexia

Number 33

Prediction of sound-symbol-learning for later reading performance

Number 34

Predispositions of Dyslexia in Preschool-Aged Children in Kosovo and Poland

Number 35

Psychological adjustment and educational support: Experiences of students with dyslexia in higher education

Number 36

Reading predictors in preschool children: a didactic intervention on phonological awareness

Number 37

Schizotypal traits in populations with dyslexia and social adaptation difficulties

Number 38

Special support for children with dyslexia: a tool for inclusion or a barrier to equal opportunities in learning?*

Number 39

Specific Reading Disorder and reading comprehension in English: The impact of differentiated instructions

Number 40

Speech-to-text intervention to support text production for students with intellectual disabilities

Number 41

Students with Specific Educational Needs in the Foreign Language (FL) Classroom: Perspectives from FL teachers

Number 42

Study Of English As An Additional Language In Students With Dyslexia

Number 43

What are the forces affecting the inclusion of learners with dyslexia in mainstream secondary schools in England?

Number 44

What do Greek early childhood teachers know about dyslexia? A preliminary exploratory study

Number 45

Written Language Production of Greek Adolescents with Dyslexia

Number 46

Using error analysis to study the word and pseudoword reading of children and adolescents with Developmental Dyslexia

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