Please find the book of abstracts and the program for the post-meeting here.

Paulo Ventura (University of Lisbon, Portugal): Holistic processing of words

Malatesha Joshi (Texas A&M University, USA): Cognitive component of the Componential Model of Reading (CMR) applied to different orthographies

José Morais: (Université Libre de Bruxelles, Belgium): From learning to read and literacy to democracy

Tânia Fernandes (University of Lisbon, Portugal): Letter processing by dyslexics and illiterate adults: where do the differences come from?

Falk Hüttig (MPI for Psycholinguistics, Nijmegen, The Netherlands): Cause or effect? What commonalities between illiterates and individuals with dyslexia can tell us about dyslexia

Orly Lipka (University of Haifa, Israel): Fluency: A developmental perspective

Claudia Steinbrink (University of Erfurt & Kaiserslautern, Germany): The development of rapid temporal processing and its impact on reading and spelling skills in primary school children

Sebastian Korinth (University of Frankfurt, Germany): The neuronal basis of the letter spacing facilitation effect

Angela Fawcett (Swansea University, UK): Procedural learning, dyslexia and delayed neural commitment

Roderick Nicolson (University of Sheffield, UK): Learning to read: A developmental systems level analysis

Angela Friederici (MPI for Human Cognitive and Brain Sciences, Leipzig, Germany): Brain structure and language development: From phonology to syntax

Laurent Cohen (University Pierre et Marie Curie, Paris, France): Words in the visual cortex

Kenneth Pugh (Haskins Laboratories, Yale, New Haven, USA): The literate brain: Insights from neuroimaging

Heinz Wimmer (University of Salzburg, Austria):Searching for the orthographic lexicon in the VWFA

Albert Galaburda (Harvard Medical School, Boston, USA):What can studying rodents tell us about dyslexia in humans?

Franck Ramus (CNRS Paris, France): The neuroanatomy of dyslexia

Manuel Carreiras (Basque Center on Cognition, Brain and Language, San Sebastián, Spain): Atypical auditory sampling and impaired connectivity in dyslexia

John Stein (University of Oxford, UK): Wobbles, warbles and fish – the “magnocellular” theory of dyslexia

Caroline Witton (Aston University, UK): Understanding sensory processing impairments in dyslexia: experimental challenges and considerations

Joel Talcott (Aston University, UK): Parsing the dyslexia phenotype: strategies and challenges

Merav Ahissar (University of Jerusalem, Israel): Reading as a case of skill acquisition

Corinna Christmann (RPTU Kaiserslautern-Landau, Germany): Evidence for a general auditory processing deficit in developmental dyslexia from a discrimination paradigm using speech versus nonspeech sounds matched in complexity

Maria Mittag (University of Washington, Seattle, USA): Interaction of printed text and their acoustic counterparts in dyslexia

Manon Jones (Bangor University, UK): At the interface of visual-phonological binding in developmental dyslexia: ERPs reveal aberrant visual-orthographic selection processes

Shelley Shaul (University of Haifa, Israel): Sequential and global processing among dyslexics and typical readers: behavioral and electrophysiological measures

Wibke Hachmann (RPTU Kaiserslautern-Landau, Germany): Serial order, memory and dyslexia

Susana Araújo (University of Lisbon, Portugal): Insights into the neurocognitive mechanisms of visual word recognition and dyslexia

Michael Skeide (MPI for Human Cognitive and Brain Sciences, Leipzig, Germany): Genetic dyslexia risk variant is related to neural connectivity patterns underlying phonological awareness in children

Sara Mascheretti (IRCCS Eugenio Medea, Bosisio Parini, Italy): “The endophenotype concept in psychiatry”: A pioneering study in developmental dyslexia

Paula Tallal (University of California, San Diego, USA): From research to remediation: a four decade perspective

Régine Kolinsky (Université Libre de Bruxelles, Belgium): Reading in adults: from illiteracy to literacy

Maria Klatte (RPTU Kaiserslautern-Landau, Germany): Effects of the computerized grapho-phonological training Lautarium in first-graders with poor vs. average to good reading abilities

Andrea Facoetti (University of Padova, Italy): Preventing dyslexia with video action games