Research Topics
| V W BerningerSummaryAffiliation: University of Washington Country: USA Publications
Research Grants
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Detail Information
Publications
Teaching children with dyslexia to spell in a reading-writers' workshopVirginia W Berninger
University of Washington, 322 Miller, Box 353600, Seattle, WA 98195 3600, USA
Ann Dyslexia 63:1-24. 2013..Adding orthographic strategies with "working memory in mind" to phonics helps students with dyslexia spell and read English words...
Writing and reading: connections between language by hand and language by eyeVirginia W Berninger
University of Washington Multidisciplinary Learning Disabilities Center, Writing Intervention Project, Seattle 98195 3600, USA
J Learn Disabil 35:39-56. 2002..The four approaches support a model in which language by hand and language by eye are separate systems that interact in predictable ways...- Early development of language by hand: composing, reading, listening, and speaking connections; three letter-writing modes; and fast mapping in spellingVirginia W Berninger
Department of Educational Psychology, University of Washington, Seattle, 98195, USA
Dev Neuropsychol 29:61-92. 2006.... - Paths to reading comprehension in at-risk second-grade readersVirginia W Berninger
University of Washington, Seattle 98195 3600, USA
J Learn Disabil 39:334-51. 2006..Instructional implications of both paths and the links within the written language are discussed... 
Writing problems in developmental dyslexia: under-recognized and under-treatedVirginia W Berninger
Educational Psychology, University of Washington Seattle, WA 98195 3600, USA
J Sch Psychol 46:1-21. 2008....- A multidisciplinary approach to understanding developmental dyslexia within working-memory architecture: genotypes, phenotypes, brain, and instructionVirginia W Berninger
Educational Psychology, University of Washington, Seattle, WA 98195 3600, USA
Dev Neuropsychol 33:707-44. 2008..Impaired executive functions may interfere with the efficiency of working memory in processing oral and written language... - Gender differences in severity of writing and reading disabilitiesVirginia W Berninger
Educational Psychology, University of Washington, Seattle, WA 98195 3600, USA
J Sch Psychol 46:151-72. 2008.... - Relationship of word- and sentence-level working memory to reading and writing in second, fourth, and sixth gradeVirginia W Berninger
322 Miller, Box 353600, University of Washington, Seattle, WA 98195 3600, USA
Lang Speech Hear Serv Sch 41:179-93. 2010..The purpose of this study was to evaluate the contribution of working memory at the word and sentence levels of language to reading and writing outcomes... - Growth in phonological, orthographic, and morphological awareness in grades 1 to 6Virginia W Berninger
University of Washington, Seattle, WA 98195 3600, USA
J Psycholinguist Res 39:141-63. 2010..Moreover, evidence-based strategies for teaching each of these kinds of linguistic awareness and their interrelationships need to be disseminated to educational practitioners... - Evidence-based diagnosis and treatment for specific learning disabilities involving impairments in written and/or oral languageVirginia W Berninger
University of Washington, Seattle, WA 98195 3600, USA
J Learn Disabil 44:167-83. 2011.... - A connectionist approach to making the predictability of English orthography explicit to at-risk beginning readers: evidence for alternative, effective strategiesV W Berninger
Department of Educational Psychology, University of Washington, Seattle 98195 3600, USA
Dev Neuropsychol 17:241-71. 2000..Results are discussed in reference to the controversy over whether dual route or connectionist models best account for the acquisition of reading... - School evolution: scientist-practitioner educators creating optimal learning environments for all studentsVirginia W Berninger
University of Washington, Educational Psychology, Seattle 98195 3600, USA
J Learn Disabil 37:500-8. 2004..The most effective instruction for school-age children, who exhibit biological and cultural diversity, takes into account individual and social-cultural variables... - Segregation analysis of phenotypic components of learning disabilities. I. Nonword memory and digit spanE M Wijsman
Departments of Medicine and Biostatistics, University of Washington, Seattle, WA, USA
Am J Hum Genet 67:631-46. 2000..Our study adds to existing studies of the genetic basis of composite phenotypes related to dyslexia, by providing evidence for major-gene modes of inheritance of these single-measure component phenotypes... - Reproducibility of proton MR spectroscopic imaging (PEPSI): comparison of dyslexic and normal-reading children and effects of treatment on brain lactate levels during language tasksTodd L Richards
Department of Radiology, University of Washington, Seattle, WA 98195, USA
AJNR Am J Neuroradiol 23:1678-85. 2002..However, the treatment effect was due to the morphologic component rather than the phonologic component... - Familial aggregation of dyslexia phenotypesW H Raskind
Department of Medicine, University of Washington, Seattle 98195 7720, USA
Behav Genet 30:385-96. 2000..These measures are thus good candidates for more sophisticated segregation analyses that can formulate models for incorporation into linkage analyses... - fMRI auditory language differences between dyslexic and able reading childrenD P Corina
Department of Radiology, University of Washington, Box 357115, University of Washington, Seattle, WA 98195-7115, USA
Neuroreport 12:1195-201. 2001..Dyslexic and control children differ in brain activation during auditory language processing skills that do not require reading... - Executive functions in becoming writing readers and reading writers: note taking and report writing in third and fifth gradersLeah Altemeier
Department of Educational Psychology, University of Washington, Seattle, 98195, USA
Dev Neuropsychol 29:161-73. 2006.... - Linkage analyses of four regions previously implicated in dyslexia: confirmation of a locus on chromosome 15qNicola H Chapman
Department of Medicine, University of Washington, Seattle, Washington 98195, USA
Am J Med Genet B Neuropsychiatr Genet 131:67-75. 2004.... - Effects of prior attention training on child dyslexics' response to composition instructionBelle Chenault
Department of Educational Psychology, University of Washington, Seattle, 98195, USA
Dev Neuropsychol 29:243-60. 2006..Effective instruction for dyslexia may depend on the sequencing as well as the nature of instructional components and require specialized instruction for writing as well as reading... - Instructional treatment associated with changes in brain activation in children with dyslexiaE H Aylward
Department of Radiology, University of Washington, Seattle 98195, USA
Neurology 61:212-9. 2003..To assess the effects of reading instruction on fMRI brain activation in children with dyslexia... - A genome scan in multigenerational families with dyslexia: Identification of a novel locus on chromosome 2q that contributes to phonological decoding efficiencyW H Raskind
Department of Medicine, University of Washington, Seattle, WA, USA
Mol Psychiatry 10:699-711. 2005..89. The consistency of results from three analytic approaches provides strong evidence for a locus on chromosome 2 that influences speed but not accuracy of phonological decoding... - Functional magnetic resonance imaging sequential-finger movement activation differentiating good and poor writersTodd L Richards
Department of Radiology, University of Washington, Seattle, WA 98195, USA
J Clin Exp Neuropsychol 31:967-83. 2009..Significance of serial organization of fingers for handwriting and spelling is discussed... - Replication of CNTNAP2 association with nonword repetition and support for FOXP2 association with timed reading and motor activities in a dyslexia family sampleBeate Peter
Department of Speech and Hearing Sciences, University of Washington, P O Box 354875, Seattle, WA, 98195, USA
J Neurodev Disord 3:39-49. 2011..In addition, FOXP2 SNP associations with both RAPA and FS-D were observed. Our results confirm the role of CNTNAP2 in NWR in a dyslexia sample and motivate new questions about the effects of FOXP2 in neurodevelopmental disorders... - Genome scan of a nonword repetition phenotype in families with dyslexia: evidence for multiple lociZoran Brkanac
Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA 98195 6560, USA
Behav Genet 38:462-75. 2008..These results warrant further studies of phonological memory and chromosomal regions identified here in other datasets... - Executive functions for reading and writing in typical literacy development and dyslexiaLeah E Altemeier
University of Washington, WA, USA
J Clin Exp Neuropsychol 30:588-606. 2008..Developmental, educational, and clinical significance of findings are discussed... - Low-frequency signal changes reflect differences in functional connectivity between good readers and dyslexics during continuous phoneme mappingLarissa I Stanberry
Department of Statistics, University of Washington, Seattle, WA 98195, USA
Magn Reson Imaging 24:217-29. 2006..The methodological, theoretical and clinical significance of the findings for advancing fMRI research and knowledge of dyslexia are discussed... - Identifying and predicting classes of response to explicit phonological spelling instruction during independent composingDagmar Amtmann
University of Washington, Seattle, WA, USA
J Learn Disabil 41:218-34. 2008.... - Evaluation of candidate genes for DYX1 and DYX2 in families with dyslexiaZoran Brkanac
Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, Washington 98198 7720, USA
Am J Med Genet B Neuropsychiatr Genet 144:556-60. 2007..We observed a slight tendency for an intronic deletion in DCDC2 to be associated with worse performance on some quantitative measures of dyslexia in the probands in our sample, but not in their parents... - Converging evidence for triple word form theory in children with dyslexiaTodd L Richards
Department of Radiology, University of Washington, Seattle, WA 98195, USA
Dev Neuropsychol 30:547-89. 2006..In the 3rd part we discuss the next steps in this programmatic research to move beyond word form alone... - Genomewide scan for real-word reading subphenotypes of dyslexia: novel chromosome 13 locus and genetic complexityRobert P Igo
Department of Medicine, University of Washington, Seattle, WA 98195-7720, USA
Am J Med Genet B Neuropsychiatr Genet 141:15-27. 2006..Taken together, these results indicate a locus for efficiency and accuracy of RWR on chromosome 13, and a complex model for inheritance of RWR accuracy with loci on chromosomes 12 and 15... - Familial aggregation of dyslexia phenotypes. II: paired correlated measuresLi Hsu
Fred Hutchinson Cancer Research Center, Seattle, Washington, USA
Am J Med Genet 114:471-8. 2002.... - Segregation analysis of phenotypic components of learning disabilities. II. Phonological decodingNicola H Chapman
Department of Medicine, University of Washington, Seattle, Washington 98195-7720, USA
Am J Med Genet B Neuropsychiatr Genet 121:60-70. 2003..For word attack, we find evidence for one or two genes of at least modest effect, and the variation in the trait is best explained by a polygenic model... - Dimensions of good and poor handwriting legibility in first and second graders: motor programs, visual-spatial arrangement, and letter formation parameter settingSteve Graham
Department of Special Education, Vanderbilt University, Nashville, TN 37203, USA
Dev Neuropsychol 29:43-60. 2006..Each of three dimensions of handwriting contributed uniquely to the handwriting of first and second graders: motor programs, visual-spatial arrangement on the written page, and letter formation parameter setting... - Predicting response to early reading intervention from verbal IQ, reading-related language abilities, attention ratings, and verbal IQ-word reading discrepancy: failure to validate discrepancy methodScott A Stage
University of Washinton, USA
J Learn Disabil 36:24-33. 2003..Overall results supported the use of reading-related language and attention measures rather than IQ-achievement discrepancy in identifying candidates for early reading intervention... - Anatomical correlates of dyslexia: frontal and cerebellar findingsMark A Eckert
Department of Neuroscience, McKnight Brain Institute of the University of Florida, Gainesville, FL 32610, USA
Brain 126:482-94. 2003..This study may be the first to show that anomalies in a cerebellar-frontal circuit are associated with rapid automatic naming and the double-deficit subtype of dyslexia...
Research Grants
- COMPONENT PROCESSES IN WRITING DISABILITIESVirginia Berninger; Fiscal Year: 1991..This research may contribute to improved clinical assessment of writing disabilities and prevention of mental health problems related to chronic writing disabilities in school-aged children...
- INTERVENTIONS FOR COMPONENT WRITING DISABILITIESVirginia Berninger; Fiscal Year: 1999..Results of all studies will be evaluated using state-of-the-art multi- level techniques (at the individual and group level) and growth curve analysis. ..