Virginia W Berninger
Biographic Data
| ID | 3076367 |
|---|---|
| NAME | Virginia W Berninger |
| GIVEN NAMES | Virginia W |
| FAMILY NAME | Berninger |
| SIGNATURE | BERNINGER V W |
| AFFILIATIONS | University of Washington |
| ORCID | 0000-0003-4099-9683 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 108 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 2 |
Forum: Taking the Long View on Writing Development
Studies on writing development have grown in diversity and depth in recent decades, but remain fragmented along lines of theory, method, and age ranges or populations studied. Meaningful, competent writing performances that meet the demands of the moment rely on many kinds of well-practiced and deeply understood capacities working together; however, these capacities’ realization and developmental trajectories can vary from one individual to anoth…
Teaching children with dyslexia to spell in a reading-writers’ workshop
Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7.
Longitudinal structural equation modeling was used to evaluate longitudinal relationships across adjacent grade levels 1 to 7 for levels of language in writing (Model 1, subword letter writing, word spelling, and text composing) or writing and reading (Model 2, subword letter writing and word spelling and reading; Model 3, word spelling and reading and text composing and comprehending). Significant longitudinal relationships were observed within …
Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites
Superior (10 girls, 10 boys), average (10 girls, 10 boys), and poor (10 girls, 10 boys) spelling ability groups were identified in first (age 6) or third (age 8) grade and assessed annually for four years. In separate analyses, a simultaneous set of phonological, orthographic and morphological predictors, a simultaneous set of pseudoword spelling and word-specific orthographic spelling predictors, and a simultaneous set of real-word and pseudowor…
Growth in Phonological, Orthographic, and Morphological Awareness in Grades 1 to 6
Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students
Using structural equation modeling the authors evaluated the contribution of morphological awareness, phonological memory, and phonological decoding to reading comprehension, reading vocabulary, spelling, and accuracy and rate of decoding morphologically complex words for 182 4th- and 5th-grade students, 218 6th- and 7th-grade students, and 207 8th- and 9th-grade students in a suburban school district. Morphological awareness made a significant u…
Teaching spelling and composition alone and together: Implications for the simple view of writing.
Brain Literacy for Educators and Psychologists (Practical Resources for the Mental Health Professional)
A textbook for a pre-service or in-service course teaching basic neuroscience and brain imaging to teachers and other professionals who asses children with school learning problems. It is also suitable as a supplementary text in courses on literacy or numeracy. The purpose is to provide general principles rather than a plethora of facts
Understanding the ‘Lexia’ in dyslexia: A multidisciplinary team approach to learning disabilities
It’s never too late to remediate: Teaching word recognition to students with reading disabilities in grades 4–7
Ensuring Tomorrow's Literacy: A Shared Responsibility
A review of research on reading and writing shows that an increase in understanding of the cognitive processes involved in reading and writing can improve teachers' effectiveness. Forty-eight state departments of education responded to a survey regarding current certification for teaching reading and writing at elementary, secondary, and adult education levels. Findings indicated that requirements are minimal. Teacher educators are urged to incre…
Cognitive representation of personal stereotypes
A production task analogue of the traditional multiple choice trait checklist method was used to investigate stereotypes. Subjects were asked to supply rather than to select the most characteristic attributes of specified social groups. In a departure from tradition, stability of the content of stereotypes was analysed for personal stereotypes held by individuals rather than for social stereotypes shared by a cultural group. In contrast to the wi…
Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students
Using structural equation modeling the authors evaluated the contribution of morphological awareness, phonological memory, and phonological decoding to reading comprehension, reading vocabulary, spelling, and accuracy and rate of decoding morphologically complex words for 182 4th- and 5th-grade students, 218 6th- and 7th-grade students, and 207 8th- and 9th-grade students in a suburban school district. Morphological awareness made a significant u…
Growth in Phonological, Orthographic, and Morphological Awareness in Grades 1 to 6
Cognitive representation of personal stereotypes
A production task analogue of the traditional multiple choice trait checklist method was used to investigate stereotypes. Subjects were asked to supply rather than to select the most characteristic attributes of specified social groups. In a departure from tradition, stability of the content of stereotypes was analysed for personal stereotypes held by individuals rather than for social stereotypes shared by a cultural group. In contrast to the wi…
Ensuring Tomorrow's Literacy: A Shared Responsibility
A review of research on reading and writing shows that an increase in understanding of the cognitive processes involved in reading and writing can improve teachers' effectiveness. Forty-eight state departments of education responded to a survey regarding current certification for teaching reading and writing at elementary, secondary, and adult education levels. Findings indicated that requirements are minimal. Teacher educators are urged to incre…
It’s never too late to remediate: Teaching word recognition to students with reading disabilities in grades 4–7
Understanding the ‘Lexia’ in dyslexia: A multidisciplinary team approach to learning disabilities
Teaching spelling and composition alone and together: Implications for the simple view of writing.
Brain Literacy for Educators and Psychologists (Practical Resources for the Mental Health Professional)
A textbook for a pre-service or in-service course teaching basic neuroscience and brain imaging to teachers and other professionals who asses children with school learning problems. It is also suitable as a supplementary text in courses on literacy or numeracy. The purpose is to provide general principles rather than a plethora of facts
Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students
Using structural equation modeling the authors evaluated the contribution of morphological awareness, phonological memory, and phonological decoding to reading comprehension, reading vocabulary, spelling, and accuracy and rate of decoding morphologically complex words for 182 4th- and 5th-grade students, 218 6th- and 7th-grade students, and 207 8th- and 9th-grade students in a suburban school district. Morphological awareness made a significant u…
Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7.
Longitudinal structural equation modeling was used to evaluate longitudinal relationships across adjacent grade levels 1 to 7 for levels of language in writing (Model 1, subword letter writing, word spelling, and text composing) or writing and reading (Model 2, subword letter writing and word spelling and reading; Model 3, word spelling and reading and text composing and comprehending). Significant longitudinal relationships were observed within …
Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites
Superior (10 girls, 10 boys), average (10 girls, 10 boys), and poor (10 girls, 10 boys) spelling ability groups were identified in first (age 6) or third (age 8) grade and assessed annually for four years. In separate analyses, a simultaneous set of phonological, orthographic and morphological predictors, a simultaneous set of pseudoword spelling and word-specific orthographic spelling predictors, and a simultaneous set of real-word and pseudowor…
Growth in Phonological, Orthographic, and Morphological Awareness in Grades 1 to 6
Teaching children with dyslexia to spell in a reading-writers’ workshop
Forum: Taking the Long View on Writing Development
Studies on writing development have grown in diversity and depth in recent decades, but remain fragmented along lines of theory, method, and age ranges or populations studied. Meaningful, competent writing performances that meet the demands of the moment rely on many kinds of well-practiced and deeply understood capacities working together; however, these capacities’ realization and developmental trajectories can vary from one individual to anoth…
Psychology (10 works) · Writing and Handwriting Education (9 works) · Reading and Literacy Development (8 works) · Linguistics (7 works) · Cognitive psychology (6 works) · Mathematics education (6 works) · Cognitive and developmental aspects of mathematical skills (5 works) · Spelling (5 works) · Cognition (4 works) · Computer Science (3 works)