Virginia W. Berninger
Professor, Educational Psychology
322 Miller Hall, Box 353600
The new NICHD-funded Center for Defining and Treating Specific Learning Disabilities in Written Language is recruiting typically developing writers and readers and students with handwriting, word reading and spelling, and listening and reading comprehension and written composition problems in fall, 2012 and winter, 2013. Each year we will focus on different grade levels. In 2012-2013 we will work with 6th and 9th graders. In following years we will work with 5th and 8th or 4th and 7th graders. If you are interested in having your child participate, please call Dr. Berninger at 206-616 6372. Also, please see articles with more information on the center in the September issue of Research That Matters and in the October issue of CHDD Outlook.
Teach courses in Learning Sciences and Human Development open to undergraduate students and graduate students throughout the University of Washington on
Educational applications of brain imaging, cognitive neuroscience, linguistics, and developmental science to understanding mechanisms of normal brain development from infancy to early childhood to middle childhood to adolescence involved in acquisition of aural and oral language, reading, writing, and math and regulating behavior and emotions (EdPsy 471 Autumn Quarter)
Research design for experimental, correlational, descriptive research and mixed methods for research on development, instruction, learning, and multicultural issues: Emphasis on tailoring research designs to questions asked grounded in conceptual frameworks
(EdPsy 591, Winter Quarter)
Applications of genetics, cognitive neuroscience, clinical neuropsychology, psychopharmacology, and applied psycholinguistics and developmental psychology to understanding and treating clinical disorders in the five domains of development, specific learning disabilities in oral language, reading, writing, and math, and behavior, and other brain-related disorders (EdPsy 577, Winter Quarter).
Teaching with the brain in mind (EdPsy 472 for undergraduates and EdPsy 522 for graduate students, Spring Quarter).
Advanced seminars for Ph.D. students on changing topics
Advisor and Chair Supervisory Committees for Ph.D. students in Learning Sciences and Human Development related to oral and written language development, specific learning disabilities, and biological and cultural variables in learning and teaching,
Serve on committees for doctoral and master students in Learning Sciences and Human Development with a variety of research interests, and
Serve on Supervisory Committees of doctoral students in other departments at the University.
Professor Virginia (Ginger) Berninger is a licensed psychologist and former teacher (general education, special education, and reading specialist) with extensive experience in school-related assessment, consultation, and research. She is currently Professor of Educational Psychology (Learning Sciences and Human Development), Learning Disabilities Coordinator, Eunice Kennedy Shriver Center for Human Development and Disability, University of Washington, and the Principal Investigator and Director of the NICHD-funded, University of Washington Multidisciplinary Learning Disability Center and Center for Oral and Written Language Learners (OWLs). During her 30 years of research on normal reading, writing, and math development and learning disabilities in reading, writing, and math, she has authored, co-authored, or edited over 200 research publications, including 12 books.
Berninger, V. (Ed.) (2011). Past, present, and future contributions of cognitive writing research to cognitive psychology. New York: Psychology Press/Taylor Francis Group.
Fayol, M., Alamargot, D., & Berninger, V. (Eds.) (2012). Translation of thought to written text while composing: Advancing theory, knowledge, methods, and applications. New York: Psychology Press/Taylor Francis Group.
Arfé, B., Dockrell, J., & Berninger, V. (Eds.) (in press). Writing development and instruction in children with hearing, speech, and oral language difficulties. NY: Oxford University Press.
Berninger, V., & Wolf, B. (2009a).Teaching students with dyslexia and dysgraphia: Lessons from teaching and science. Baltimore: Paul H. Brookes.
Berninger, V., & Wolf, B. (2009b). Helping students with dyslexia and dysgraphia make connections: Differentiated instruction lesson plans in reading and writing. Baltimore: Paul H. Brookes. Spiral book with teaching plans from University of Washington Research Program.
Rosenfield, S., & Berninger, V. (Eds.) (2009).Implementing evidence-based interventions in school settings. New York: Oxford University Press. (Extension of the APA Task Force on Evidence Based Interventions, Academic Subdomain, co-chaired by Dr. Edward Shapiro and Dr. Virginia Berninger).
Hayes, J.R., & Berninger, V. (expected 2013). Cognitive processes in writing: A framework. In Arfé, B., Dockrell, J., & Berninger, V. (Eds.). Writing development and instruction in children with hearing, speech, and language disorders. NY: Oxford University Press.
Berninger, V., & Niedo, J. (expected 2013). Individualizing instruction for students with oral and written language difficulties. In J. Mascolo, D. Flanagan, and V. Alfonso (Eds.) Essentials of planning, selecting and tailoring intervention: Addressing the needs of unique learners. New York: Wiley.
Berninger, V., & Swanson, H. L. (in press, expected 2012). Diagnosing and treating specific learning disabilities in reference to the brain’s working memory system. Chapter 16 In H. Lee Swanson, Karen Harris, & Steve Graham (Eds). Handbook of Learning Disabilities (2nd ed). New York: Guilford.
Berninger, V., & Dunn, M. (2012). Brain and behavioral response to intervention for specific reading, writing, and math disabilities: What works for whom? In Wong, B., & Butler, D. (Ed.) Learning about LD, 4th Edition (pp. 59-89). Elsevier/ Academic Press.
Berninger, V. (2012). Understanding reading research from different sociocultural historical contexts. In J.S. Carlson, & J. R. Levin (Eds.) Instructional strategies for improving students' learning (pp. 79-86). Charlotte, NC: Information Age Publishing.
Berninger, V., & Hayes, J.R. (2012).Longitudinal case studies of twenty children on writing treks in grades 1 to 5. In M. Fayol, D. Alamargot, & Berninger, V. (Eds.). Translation of thought to written text while composing: Advancing theory, knowledge, methods, and applications. Psychology Press/Taylor Francis Group/Routledge.
Berninger, V., Rijlaarsdam, G., & Fayol, M. (2012). Mapping research questions about translation to methods, measures, and models. In M. Fayol, D. Alamargot, & Berninger, V. (Eds.). Translation of thought to written text while composing: Advancing theory, knowledge, methods, and applications. Psychology Press/Taylor Francis Group/Routledge.
Berninger, V., & Chanquoy, L. (2012). What writing is and how it changes across early and middle childhood development: A multidisciplinary perspective. In E. Grigorenko, E. Mambrino, & D. Preiss (Eds.), Writing: A mosaic of perspectives and views (Ch. 5, pp. 65-84). New York: Psychology Press.
Richards, T., Berninger, V., & Fayol, M. (2012). The writing brain of normal child writers and children with writing disabilities: Generating ideas and transcribing them through the orthographic loop. In E. Grigorenko, E. Mambrino, & D. Preiss (Eds.), Writing: A mosaic of perspectives and views (Ch. 6, pp. 85-105). New York: Psychology Press.
Berninger, V., & Richards, T. (2012). The writing brain: Coordinating sensory/motor, language, and cognitive systems in working memory architecture. In V. Berninger (Ed.). Past, present, and future contributions of cognitive writing research to cognitive psychology). New York: Psychology Press.
Fayol, M., Alamargot, D., & Berninger, V. (2012). From cave writers to elite scribes to professional writers to universal writers translation is fundamental to writing. In M. Fayol, D. Alamargot, & Berninger, V. (Eds.). Translation of thought to written text while composing: Advancing theory, knowledge, methods, and applications. Psychology Press/Taylor Francis Group/Routledge.
Berninger, V., Fayol, M., & Alamargot, D. (2012). Learning to spell words with the pattern analyzer, oracle, scribe, and silent orthographer. In M. Fayol, D. Alamargot, & Berninger, V. (Eds.). Translation of thought to written text while composing: Advancing theory, knowledge, methods, and applications. Psychology Press/Taylor Francis Group/Routledge.
Berninger, V. (2011) Evidence-based differential diagnosis and treatment of reading disabilities with and without comorbidities in oral language, writing, and math for prevention, problem-solving consultation, and specialized Instruction. In D. Flanagan & V. Alfonso (Eds). Essentials in specific learning disability identification (pp. 203-232). (series editors Alan Kaufman and Nadeen Kaufman). New York: John Wiley.
Berninger, V. (2011). Process Assessment of the Learner, 2nd Edition (PAL II) comprehensive assessment for evidence-based, treatment-relevant differential diagnosis of dysgraphia, dyslexia, oral and written language learning disability (OWL LD), and dyscalculia. In N. Mather, & L. Fuchs (Eds.), Comprehensive evaluations from experts in psychology and special education (pp. 345-355). New York: John Wiley.
Berninger, V., Fayol, M., & Alston-Abel, N. (2011) Academic interventions: What school psychologists need to know for their assessment and problem-solving consultation roles. In M. A. Bray, & T. J. Kehle (Eds.) The Oxford Handbook of School Psychology (pp. 1422-1622). New York: Oxford University Press. This volume is a title in the Oxford Library of Psychology (Editor in Chief, Peter E. Nathan).
Berninger, V., & Miller, B. (2011). B. Brown & M. Prinstein (Eds). Adolescent specific learning disabilities (SLDs). Ch. 115.pages 21-29. Encyclopedia of Adolescence, Volume 3. San Diego: Academic Press. The Encyclopedia is recipient of the 2011 PROSE award for the best multivolume reference in humanities or social science.
Berninger, V., & Nagy, W. (2008a). Flexibility in word reading: Multiple levels of representations, complex mappings, partial similarities, and cross-modality connections. In Cartwright, K. (Ed.), Flexibility in literacy processes and instructional practice: Implications of developing representational ability for literacy teaching and learning (pp. 114-139). NY: Guilford.
Berninger, V. (2008b). Defining and differentiating dyslexia, dysgraphia, and language learning disability within a working memory model. In E. Silliman & M. Mody (Editors), Language impairment and reading disability-interactions among brain, behavior, and experience (pp. 103-134). New York: Guilford Press.
Berninger, V., Nagy, W., Richards, T., & Raskind, W.(2008). Developmental dyslexia: A developmental neurolinguistic approach. In G. Rickheit and Hans Strohner (Eds.) Handbook of Communicative competence. Handbook of Applied Linguistics, Vol. 1 (pp. 397-440). Germany: Mouton de Gruyter.
Berninger, V., (2010-present). Differential Diagnoses and Treatment for Specific Learning Disabilities across Development. American Psychological Association Continuing Education. Go to link on APA home page for Continuing Education. CE Credit available.
Silliman, E., & Berninger, V. (2011). Cross-disciplinary dialogue about the nature of oral and written language problems in the context of developmental, academic, and phenotypic profiles. Topics in Language Disorders, 31, 6-23.
Berninger, V., & Richards, T. (2010). Inter-relationships among behavioral markers, genes, brain, and treatment in dyslexia and dysgraphia. Future Neurology, 5, 597-617.
Berninger, V., Raskind, W., Richards, T., Abbott, R., & Stock, P. (2008). A multidisciplinary approach to understanding developmental dyslexia within working-memory architecture: Genotypes, phenotypes, brain, and instruction. Developmental Neuropsychology, 33, 707-744.
Assessment-Intervention Links for Prevention, Problem Solving Consultation, and Differential Diagnosis
Berninger, V. (2007a). Process Assessment of the Learner, 2nd Edition. Diagnostic for Reading and Writing (PAL-II RW). San Antonio, TX: The Psychological Corporation. Now Pearson.
Berninger, V. (2007b). Process Assessment of the Learner Diagnostic for Math (PAL II-M). The San Antonio, TX: Psychological Corporation. Now Pearson.
Berninger, V. (2007c). Process Assessment of the Learner II User’s Guide. San Antonio, TX: Harcourt/PsyCorp. (CD format) ISBN 0158661818 Second Revision issued August, 2008. Request a copy of the Decoder.
Berninger, V. (May/June 2012). Strengthening the mind’s eye: The case for continued handwriting instruction in the 21st century. (pp. 28-31). Principal. National Association of Elementary School Principals. Invited. www.naesp.org
ON-LINE ENCYCLOPEDIA OF LANGUAGE AND LITERACY DEVELOPMENT. National Centres for Excellence Canadian Language and Literacy Research Network
(CLLRNet) Published online: Berninger, V., & Fayol, M. (2008). Why spelling is important and how to teach it effectively. Encyclopedia of Language and Literacy Development (pp. 1-13). London, ON: Canadian Language and Literacy Research Network. http://www.literacyencyclopedia.ca/pdfs/topic.php?topId=234
ON LINE JUST THE FACTS for INTERNATIONAL DYSLEXIA ASSOCIATION. Understanding Dysgraphia 2008 (Berninger) Revised 2012 (Berninger & Wolf)
Website: http://www.interdys.org Click on Fact Sheets What is Dysgraphia?
Berninger, V. (2008). Listening to parents of children with learning disabilities: Lessons from the University of Washington Multidisciplinary Learning Disabilities Center. Perspectives on Language and Literacy, Fall Issue, 22-30.
Berninger, V., & Dunn, A. (2009).Written language interventions for preschool and primary grades. In Carter, A., Carroll, S., Page, L., & and Romero, I. (Eds.). Helping children at home and school: Handouts for families and educators. Bethesda, MD: Bethesda, MD: National Association of School Psychologists.
Berninger, V., & Dunn, A.(2009). Written language interventions for intermediate and secondary school students. In Carter, A., Carroll, S., Page, L., & and Romero, I. (Eds.), Helping children at home and school: Handouts for families and educators. Bethesda, MD: Bethesda, MD: National Association of School Psychologists.
Bahr, R. H., Silliman, E. R., Berninger, V. W., & Dow, M. (2012). Linguistic pattern analysis of misspellings of typically developing writers in grades 1 to 9. Journal of Speech, Language and Hearing Research (First published on April 3, 2012 as doi:10.1044/1092-4388(2012/10-0335).
Berninger, V., Nagy, W., & Beers, S. (2011) Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: Contributions of syntax and transcription to translation. Reading and Writing. An Interdisciplinary Journal,102, 151-182. DOI 10.1007/s11145-010-9262-y
Berninger, V., & Abbott, D. (2010). Listening comprehension, oral expression, reading comprehension and written expression: Related yet unique language systems in grades 1, 3, 5, and 7. Journal of Educational Psychology, 102, 635–651.
Abbott, R., Berninger, V., & Fayol, M. (2010). Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7. Journal of Educational Psychology, 102, 281-298.
Berninger, V., Abbott, R., Swanson, H. L., Lovitt, D., Trivedi, P., Lin, S., Gould, L., Youngstrom, M., Shimada, S., and Amtmann, D. (2010). Relationship of word- and sentence-level working memory to reading and writing in second, fourth, and sixth grade. Language, Speech, and Hearing Services in Schools, 41,179-193.
Berninger, V., Abbott, R., Trivedi, P., Olson, E., Gould, L., Hiramatsu, S., Holsinger, M., McShane, M., Murphy, H., Norton, J., Scuilli Boyd, A., & York Westhaggen, S. (2010). Applying the multiple dimensions of reading fluency to assessment and instruction. Journal of Psychoeducational Assessment, 28, 3-18. © 2009 Sage Publications 10.1177/0734282909336083 http://jpa.sagepub.com hosted at http://online.sagepub.com
Berninger, V., Abbott, R., Nagy, W., & Carlisle, J. (2010). Growth in phonological, orthographic, and morphological awareness in grades 1 to 6. Journal of Psycholinguistic Research, 39, 141-163. available on SpringerLink
Garcia, N., Abbott, R., & Berninger, V. (2010). Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites. Written Language and Literacy, 13, 61-99.
Berninger, V. (2009). Highlights of programmatic, interdisciplinary research on writing. Learning Disabilities. Research and Practice, 24, 68-79. Invited.
Berninger, V., Lee, Y., Abbott, R. & Breznitz, Z. (2011). Teaching children with dyslexia to spell in reading-writers’ workshop. Annals of Dyslexia. DOI: 10.1007/s11881-011-0054-0
Berninger, V., & O’Malley May, M. (2011). Evidence-based diagnosis and treatment for specific learning disabilities involving impairments in written and/or oral language. Journal of Learning Disabilities, 44, 167-183.
Berninger, V., Winn, W., Stock, P., Abbott, R., Eschen, K., Lin, C., Garcia, N., Anderson-Youngstrom, M., Murphy, H., Lovitt, D., Trivedi, P., Jones, J., Amtmann, D., & Nagy, W. (2008).Tier 3 specialized writing instruction for students with dyslexia.. Reading and Writing. An Interdisciplinary Journal, 21, 95-129. Printed Springer On Line. May 15, 2007.
Berninger, V., Rutberg, J., Abbott, R., Garcia, N., Anderson-Youngstrom, M., Brooks, A., & Fulton, C. (2006). Tier 1 and Tier 2 early intervention for handwriting and composing. Journal of School Psychology, 44, 3-30. Honorable mention as one of the best research articles of the year.
Winn, W., Berninger V., Richards, T., Aylward, E., Stock, P., Lee, Y., & Lovitt D. (2006). Effects of nonverbal problem solving treatment on skills for externalizing visual representation in upper elementary grade students with and without dyslexia. Journal of Educational Computing Research, 34, 395-418.
Rubenstein, K., Matsushita, M., Berninger, V., Raskind, W., & Wijsman, E. (2011). Genome scan for spelling deficits: Effects of verbal IQ on models of transmission and trait gene localization. Behavioral Genetics. An International Journal Devoted to the Inheritance of Behavior, 41, 31-42. http://www.springerlink.com/content/l3017v24656mqr32/
Peter, B., Raskind, W., Matsushita, M., Lisowski, M., Vu, T., Berninger, V., Wijsman, E., & Brkanac, Z. (2011). Replication of CNTNAP2 association with nonword repetition and support for FOXP2 association with timed reading and motor activities in a dyslexia family sample. Journal of Neurodevelopmental Disorders, 3, 39-49.
Brkanac, Z., Chapman, C., Igo, R., Matsushita, M., Nielsen, K., Berninger, V., Wijsman, E., & Raskind, W. (2008). Genome scan of a nonword repetition phenotype in families with dyslexia: Evidence for multiple loci. Behavioral Genetics, 38, 462–475.
Brkanac, Z., Chapman, N., Matsushita, M., Chun, L., Nielsen, K., Cochrane, E., Berninger, V., Wijsman, E., & Raskind, W. (2007, June). Evaluation of candidate genes for DYX1 and DYX2 in families with dyslexia. American Journal of Medical Genetics Part B: Neuropsychiatric Genetics, 144 B, 556-560.
Richards, T., Berninger, V., Stock, P., Altemeier, L., Trivedi, P., & Maravilla, K. (2011).Differences between good and poor child writers on fMRI contrasts for writing newly taught and highly practiced letter forms. Reading and Writing, 24(5), 493-516.
Richards, T., Berninger, V., Stock, P., Altemeier, L., Trivedi, P., & Maravilla, K. (2009). fMRI sequential-finger movement activation differentiating good and poor writers. Journal of Clinical and Experimental Neuropsychology, 29, 1-17. To link to this Article: DOI: 10.1080/13803390902780201 URL: http://dx.doi.org/10.1080/13803390902780201
Richards, T., Berninger, V., Winn, W., Swanson, H.L., Stock, P., Liang, O., & Abbott, R. (2009). Differences in fMRI activation between children with and without spelling disability on 2-back/0-back working memory contrast. Journal of Writing Research, 1(2), 93-123. Journal of Writing Research. Download the pdf from year 2 volumes of this open access peer reviewed journal at the at the JOWR-website .
Berninger, V., Richards, T., Stock, P., Abbott, R., Trivedi, P., Altemeier, L., & Hayes, J. R. (2009). fMRI activation related to nature of ideas generated and differences between good and poor writers during idea generation. British Journal of Educational Psychology Monograph Series II, 6, 77-93.
Richards, T., Berninger, V. & Fayol, M. (2009). FMRI activation differences between 11- year-old good and poor spellers’ access in working memory to temporary and long-term orthographic representations. Journal of Neurolinguistics, 22, 327-353. doi:10.1016/j.jneuroling.2008.11.002
Richards, T.,& Berninger,V. (2008). Abnormal fMRI connectivity in children with dyslexia during a phoneme task: Before but not after treatment. Journal of Neurolinguistics, 21,294-304. Published on line by ScienceDirect for Elsevier 2007.
Richards, T., Stevenson, J., Crouch, J., Johnson, L. C., Maravilla, K., Stock, P., Abbott, R., & Berninger, V. (2008). Tract-based spatial statistics of diffusion tensor imaging in adults with dyslexia. American Journal of Neuroradiology, 29, 1134-1139.
Richards, T., Berninger, V., Winn W., Stock, P., Wagner, R., Muse, A., & Maravilla, K. (2007). fMRI activation in children with dyslexia during pseudoword aural repeat and visual decode: Before and after instruction. Neuropsychology. 21, 732-747.
Leonard, C., Eckert, M., Given, B., Berninger, V., & Eden, G. (2006). Individual differences in anatomy predict reading and oral language deficits. Brain, 129, 3329-3342.
Richards, T., Aylward, E., Raskind, W., Abbott, R., Field,. K., Parsons, A., Richards, A., Nagy, W., Eckert, M., Leonard, C., & Berninger, V. (2006). Converging evidence for triple word form theory in children with dyslexia. Developmental Neuropsychology, 30, 547-589.
Stanberry L., Richards, T, Berninger, V., Nandy, R., Aylward, E., Maravilla, K., & Stock, P., Cordes, D. (2006). Low frequency signal changes reflect differences in functional connectivity between good readers and dyslexics during continuous phoneme mapping. Magnetic Resonance Imaging, 24, 217-229.
Brooks, A., Berninger, V., Abbott, R., & Richards, T. (2011) Letter naming and letter writing reversals of some children with dyslexia: Symptoms of inefficient phonological and orthographic loops of working memory? Developmental Neuropsychology, 36, 847-868.
Altemeier, L., Abbott, R., & Berninger, V. (2008). Executive functions for reading and writing in typical literacy development and dyslexia. Journal of Clinical and Experimental Neuropsychology, 30, 588-606.
Berninger, V., Nielsen, K., Abbott, R., Wijsman, E., & Raskind, W. (2008b). Gender differences in severity of writing and reading disabilities. Journal of School Psychology, 46,151-172.
Berninger, V., Nielsen, K., Abbott, R., Wijsman, E., & Raskind, W. (2008a). Writing problems in developmental dyslexia: Under-recognized and under-treated. Journal of School Psychology, 46, 1-21. Received honorable mention for best research article of the year.
Amtmann, D., Abbott, R., & Berninger, V. (2008). Identifying and predicting classes of response to explicit, phonological spelling instruction during independent composing. Journal of Learning Disabilities, 41, 218-234.
Amtmann, D., Abbott, R., & Berninger, V. (2007). Mixture growth models for RAN and RAS row by row: Insight into the reading system at work over time. Reading and Writing. An Interdisciplinary Journal, 20, 785-813. Published Springer online: 28 November 2006
Berninger, V., Abbott, R., Thomson, J., Wagner, R., Swanson, H.L., Wijsman, E. & Raskind, W. (2006). Modeling developmental phonological core deficits within a working-memory architecture in children and adults with developmental dyslexia. Scientific Studies in Reading, 10, 165-198.
Berninger, V., Abbott, R., Augsburger, A., & Garcia, N. (2009). Comparison of pen and keyboard transcription modes in children with and without learning disabilities affecting transcription. Learning Disability Quarterly, 32, 123-141.
Berninger, V., Fayol, M., Hayes, D., Rijlaarsdam, G., & Alves, R. (2012, July 13). Contribution of silent orthography to the cognitive <--> linguistic translation process. In Symposium Organized by M. Fayol and V. Berninger on “Multiple Levels and Temporal Dimensions of Cognitive ß à Linguistic Translation Processes across Development”, EARLI Writing Conference Porto University, Portugal.
Berninger, V. (2012, July 12). Discussant in Symposium on Writing Difficulties In Children with Specific Language And Motor Disorders organized by Anna Barnett. EARLI Writing Conference Porto University, Portugal.
Berninger, V. (June 22, 2 to 5 pm). Treatment-relevant differential diagnosis of specific learning disabilities affecting written language (SLD-WL): Dysgraphia, dyslexia, and oral and written language disability (OWL LD). American Academy of Clinical Neuropsychology Annual Meeting, Seattle, WA. Invited.
Berninger, V. (2012, April 14). Discussant Diversity, Disability, Talent: Nature-Nurture Interaction (PowerPoint) for Symposium Organized by Layne Kalbfleisch, President Brain and Education Special Interest Group, “Twice exceptional: Insight into paradoxical learners through neurological and neuropsychological investigation.” Annual meeting of the American Association for Educational Research. Vancouver, British Columbia.
Berninger, V. (2012, January 23). Evidence-based, developmentally appropriate writing skills K to 5:Teaching the orthographic loop of working memory to write letters so that developing writers can spell words, and express ideas. Invited presentation in “Handwriting in the 21st Century? An EducationalSummit" at the Newseum, Washington, D.C. Co-Sponsored by American Association of School Administrators and Zaner Bloser. www.hw21summit.com
Berninger, V., & Ford, L. (2011, November 12, 9:15 to 12:30). What Next After IQ-Achievement Discrepancy and RTI? 2011 British Columbia/Washington School Psychology Fall Conference Four Seasons Hotel-Vancouver, BC. Invited.
Berninger, V. (2012, July 24). Honoring the hand: Contributions of handwriting to meeting the common core standards. Skype presentation to annual conference on handwriting, Dayton, Ohio.
Raskind WH, Rubenstein K, Matsushita M, Berninger VW, Wijsman EM. (Poster to be presented November, 2012). Genome scan for cognitive trait loci of dyslexia: Rapid naming and rapid switching of colors, letters and numbers. Annual meeting of the American Society of Human Genetics.
College of Education, University of Washington
Box 353600 Seattle, WA 98195-3600