Relatively Recent Peer-reviewed Research Presentations

1indicates student author under lab mentorship; *indicates oral presentation

2020

  • *Odegard, T. N., Farris, E. A., McMahan1, K. M., & Porter1, S. (July 2020). Characterizing the knowledge of educators across the tiers of instructional support. Oral presentation at the Annual Conference of the Society for Scientific Studies of Reading. Newport Beach, CA.

  • *Berry1, K., Sessler1, R. M., Farris, E. A., & Odegard, T. N. (March 2020). Mismatch negativity responses to English vowel sounds during an audiovisual oddball task. Oral presentation at the National Conference on Undergraduate Research, Bozeman, MT.

  • *Sessler1, R. M., Berry1, K., Farris, E. A., & Odegard, T. N. (March 2020). Experimental and linguistic frequency: A P300 analysis of grapheme-phoneme correspondence. Oral presentation at the National Conference on Undergraduate Research, Bozeman, MT.

  • *Berry1, K., Sessler1, R. M., Payne1, K., Pope1, S., Farris, E. A., & Odegard, T. N. (February 2020). Using EEG with an audiovisual oddball task to investigate letter-speech sound perceptions. Oral presentation at the 8th annual Literacy Research Conference Middle Tennessee State University College of Education, Murfreesboro, TN.

  • *Dainty1, J., Odegard, T. N., & Farris, E. A. (February 2020). Analysis of diagnostic information provided by published tests of decoding and word reading. Oral presentation at the 8th annual Literacy Research Conference Middle Tennessee State University College of Education, Murfreesboro, TN.

  • *Hutchings1, T., Farris, E. A. & Odegard, T. N. (February 2020). Reading profiles of students in response to intervention (RTI2) and special education. Oral presentation at the 8th annual Literacy Research Conference Middle Tennessee State University College of Education, Murfreesboro, TN.

  • Johnson1, H., Farris, E. A., & Odegard, T. N. (February 2020). The impact cognitive and environmental factors have on children’s reading resilience. Poster at the 8th annual Literacy Research Conference Middle Tennessee State University College of Education, Murfreesboro, TN.

  • *Odegard, T.N. (February 2020). Dyslexia legislation and the identification of dyslexia. Oral presentation at the 8th annual Literacy Research Conference Middle Tennessee State University College of Education, Murfreesboro, TN.

  • *Phelps1, S. D., Odegard, T. N., & Farris, E. A. (February 2020). Online educator training in evidence-based literacy instruction is as effective at improving knowledge of areas that inform literacy instruction as analogous stand-and-deliver educator training. Oral presentation at the 8th annual Literacy Research Conference Middle Tennessee State University College of Education, Murfreesboro, TN.

  • *Porter1, S.,  McMahan1, K. M., Farris, E. A., & Odegard, T. N. (February 2020). Characterizing the knowledge of educators across the tiers of instructional support. Oral presentation at the 8th annual Literacy Research Conference Middle Tennessee State University College of Education, Murfreesboro, TN.

  • *Sessler1, R. M., Berry1, K., Payne1, K., Pope1, S., Farris, E. A., & Odegard, T. N. (February 2020). Impacts of experimental and linguistic frequency: A P300 analysis of grapheme-phoneme correspondence. Oral presentation at the 8th annual Literacy Research Conference Middle Tennessee State University College of Education, Murfreesboro, TN.

2019

  • *Dainty1, J. (November 2019). Analysis of diagnostic information provided by published tests of decoding and word reading. Oral presentation as part of a research colloquia on Data-based individualization: Intensifying interventions for elementary students chaired by T. Odegard & S. Al Otaiba at the International Dyslexia Association Reading, Literacy & Learning Conference, Portland, OR.

  • *Farris, E.A., & Middleton, A.E. (November 2019). Persistently poor responders: How are they different, how to find them, and how to help them succeed? Oral presentation at the Annual International Dyslexia Association Reading, Literacy & Learning Conference, Portland, OR.

  • *Hutchings1, T.  (November 2019). Reading profiles of students in response to instruction and intervention and special education. Oral presentation as part of a research colloquia on Data-based individualization: Intensifying interventions for elementary students chaired by T. Odegard & S. Al Otaiba at the International Dyslexia Association Reading, Literacy & Learning Conference, Portland, OR.

  • *Farris, E.A., Cristan1, T. II., Bernstein, S.E., & Odegard, T.N. (July 2019). The contribution of morphological awareness to literacy-based resiliency in college students. Oral presentation at the Annual Conference of the Society for Scientific Studies of Reading, Toronto, Canada.

  • *Middleton, A.E., Farris, E.A., Odegard, T.N., & Ring, J. (July 2019). Characterizing treatment response in a sample of children with dyslexia. Oral presentation at the Annual Conference of the Society for Scientific Studies of Reading, Toronto, Canada.

  • Hutchings1, T., Phelps1, S., Farris, E.A., & Odegard, T.N. (July 2019). Reading profiles of students in response to intervention and special education. Poster at the Annual Conference of the Society for Scientific Studies of Reading, Toronto, Canada.

  • *Cristan1, T. II., Bernstein, S.E., Farris, E.A., & Odegard, T.N. (February 2019). The contribution of morphological awareness to literacy-based resiliency in college students. Oral presentation at the 7th annual Literacy Research Conference Middle Tennessee State University College of Education, Murfreesboro, TN.

  • *Dainty1, J., Hutchings1, T., Farris, E.A., & Odegard, T.N. (February 2019). Analysis of diagnostic information provided by published tests of decoding and word reading. Oral presentation at the 7th annual Literacy Research Conference Middle Tennessee State University College of Education, Murfreesboro, TN.

  • *Hutchings1, T., Phelps1, S.D., Farris, E.A., & Odegard, T.N. (February 2019). Reading profiles of students in response to intervention (RTI2) and special education. Oral presentation at the 7th annual Literacy Research Conference Middle Tennessee State University College of Education, Murfreesboro, TN.

  • *Landis1, C. M., & Bernstein, S. E. (February 2019). A cross-sectional study of polysyllabic polymorphemic word reading in children and adults. Oral presentation at the 7th annual Literacy Research Conference Middle Tennessee State University College of Education, Murfreesboro, TN.

  • * Odegard, T.N. (February 2019). Identification or reading disabilities: Implications from research. Oral presentation at the 7th annual Literacy Research Conference Middle Tennessee State University College of Education, Murfreesboro, TN.

  • *Phelps1, S.D., Hutchings1, T., Farris, E.A., & Odegard, T.N. (February 2019). Early warning system’s predictive value for intervention identification of struggling secondary readers. Oral presentation at the 7th annual Literacy Research Conference Middle Tennessee State University College of Education, Murfreesboro, TN.

  • *Phillips1, A., & Odegard, T.N. (February 2019). Evaluating the impact of dyslexia laws on the identification of specific learning disability and dyslexia. Oral presentation at the 7th annual Literacy Research Conference Middle Tennessee State University College of Education, Murfreesboro, TN.

2018

  • *Farris, E.A. (October 2018). Measuring the role of direct instruction and distributed practice on remediating word reading. Oral presentation as part of a research colloquia on Modernizing Orton-Gillingham Methodologies chaired by T. Odegard at the Annual International Dyslexia Association Reading, Literacy & Learning Conference, Mashantucket, CT.

  • Cooper, J., Ring, J., & Odegard, T. N. (July 2018). Disentangling the contribution of direct instruction and practice on the remediation of the word recognition deficits of children with dyslexia. Poster at the Annual Conference of the Society for Scientific Studies of Reading, Brighton, UK.

  • McMahan1, M. & Odegard, T. N. (July 2018). A cross-sectional look at the impact of reading intervention teacher training on teacher’s knowledge of literacy constructs. Poster at the Annual Conference of the Society for Scientific Studies of Reading, Brighton, UK.