Past Events

Our seventh COAIR webinar took place on September 29, 2022 at 4-6pm (CEST, Zurich, Amsterdam).

Below you can find the presentations:

Manli Zhang , University of Maastricht, “The implicit learning of speech-print associations in structured language streams

Zhichao Xia , University of Connecticut, “Brain mechanisms underlying print-sound processing in Chinese children with and without dyslexia

Iliana Karipidis , University of Zurich, “Longitudinal changes in letter-speech sound processing during (a)typical reading acquisition

Our sixth COAIR webinar took place on May 19, 2022 at 10am-12pm (CEST, Zurich, Amsterdam). Below you can find the presentations:

Rachael Hulme , University College London, “Learning meaning from reading: Do robust spelling-sound mappings boost semantic learning?

Urs Maurer , Chinese University of Hong Kong, “Does sound-print consistency influence Chinese character processing: behavioral and ERP findings

Our fifth COAIR webinar took place on February 9, 2022 at 6-8pm (GMT +2, Zurich, Amsterdam). Below you can find the presentations:

Cara Verwimp , University of Amsterdam, “Effect of goal-directed instructions on artificial letter-speech sound learning in typical and atypical readers

Liesbeth Gijbels , University of Washington, “ Remote audiovisual speech perception in children, with or without developmental dyslexia

Alexander Enge & Michael A. Skeide , Max Planck Institute for Human Cognitive and Brain Sciences, “ Seeing language: How learning to read connects vision and speech

———————————————

Our fourth COAIR webinar was held on September 29th, 2021 at 6 – 8 pm (GMT +2, Zurich, Amsterdam). Below you can find the recordings of the presentations:

Priyanka Patel , University of Jyväskylä, “ Using GraphoLearn English to Support Struggling Readers in India: Lessons & Future Directions

Clara Martin , Basque Center on Cognition, Brain and Language, “ Sound learning in perception and production: effects of orthography

James Booth , Vanderbilt University, “ Unimodal areas become more multisensory with reading development

Our third COAIR webinar was held on May 20th, 6 – 8 pm (GMT +2, Zurich, Amsterdam). Below you can find the recordings of the presentations:

Paul Matusz, University of Applied Sciences & Arts HES-SO Valais – University of Lausanne, “The development of attentional control mechanisms in multisensory environments: From adult-like mechanisms to impact on early scholastic outcomes

Maria Economou, KU Leuven, “Impact of training letter-sound associations on white matter development in pre-readers at risk for dyslexia

Manon Jones & Simone Calabrich, Bangor University, Brain and Language, “Audiovisual learning differences in typical and dyslexic readers

Our second COAIR webinar was held on February11th, 6 – 8 pm (GMT +2, Zurich, Amsterdam). Below you can find the recordings of the presentations:

Milene Bonte, Maastricht University, “Letter and speech sound learning in typical and dyslexic readers

Tanja Atanasova, University of Geneva, “Dynamics of Word Production in the Transition from Adolescence to Adulthood

Sendy Cafarra,Stanford University & Basque Center on Cognition, Brain and Language, “Reading-related brain changes of audiovisual processing: cross-sectional and longitudinal MEG evidence

The first COAIR webinar was held on September 30th, 6 – 8 pm (GMT +2, Zurich, Amsterdam) and included four short talks, followed by discussion. Below you will find the recordings of these talks:

Jurgen Tijms, University of Amsterdam, “Interactions between development of letter-speech sound associations and reading fluency growth during intervention for children with dyslexia


Katarzyna Jednoróg, Nencki Institute of Experimental Biology, “Alterations in brain activity during letter-speech sound association in familial risk of dyslexia

Jarmo Hämäläinen, University of Jyväskylä, “Dynamic changes in brain activity during learning of audiovisual associations

Silvia Brem, University of Zurich, “From unknown characters to audiovisual letter perception:  Development of letter processing in the brain from pre-schoolers to practiced readers