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Academic Areas & Divisions
Educational Psychology
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Virginia W. BerningerProfessor, Educational Psychology 322 Miller Hall, Box 353600 |
Teaching and Advising in Educational Psychology
Teach courses in Learning Sciences open to undergraduate students and graduate students throughout the University of Washington on
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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, 2009)
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Experimental Research Methods for research on development, instruction, learning, and multicultural issues (EdPsy 591 Winter Quarter, 2010)
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Scholarly Writing (Ed Psy 589, Winter Quarter, 2010) to teach graduate students about the cognitive processes in professional writing and editorial style guidelines in APA 6th Edition and introduce them to peer review related to application to the writing requirements for the general exam, dissertation plan, dissertation, and submission to professional journals.
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Applications of 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 (EdPsy 577, spring quarter 2010).
- Advanced Doctoral Seminar (EdPsy 581 Social Neuroscience, Spring, 2010)
Chair Supervisory Committees for Ph.D. students in Learning Sciences and advise doctoral and master students in Learning Sciences with a variety of research interests including but not restricted to the following:
- Writing development and instruction from kindergarten to graduate school in those without and with specific learning disabilities
- Educational applications of cognitive neuroscience and brain imaging
Applying cognitive, linguistic, and developmental science to preparation of teacher leaders in assessment-intervention in reading, writing, and math
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Developing 3-tier models of assessment-instruction for reading, writing, and math based on the Learning Triangle (individual differences in learners, developmentally appropriate instruction, curriculum materials and tools that support differentiated instruction): Tier 1 prevention through universal screening and intervention, Tier 2 ongoing problem solving consultation, and Tier 3 differential diagnosis and treatment
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Creating curriculum that supports differentiated instruction using intellectually engaging, motivating learning activities and also advances multicultural understanding broadly within the school-age population
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Contributions of Native Americans to the World
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Basic research on the nature and expression of cognition: What are Ideas? How are they generated? How are they expressed? How are they related to thinking? What is thinking? How may our current theories of brain evolve to accommodate these concepts?
UW Outreach
Helping Schools in Developing Cost Effective, Evidence Based Strategies for Diagnosing, Preventing and Overcoming Learning Disabilities
Dr. Virginia Berninger and her team at the University of Washington in the College of Education would like to help Washington State educators apply to their practices research on learning how to read, write, and do mathematics. One goal is to help schools in developing cost effective, evidence based strategies for diagnosing, preventing and overcoming learning disabilities.
To do so, they are offering customized professional development that will be delivered onsite in school districts. It will consist of a combination of workshops and follow-up mentoring and consultation to ensure effective implementation. This evidence-based professional development is designed to optimize the reading, writing, and math achievement of all students. Below are key elements of this program:
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The program will be grounded in the district’s needs. Through conversations with a school district a customized program (for example, 6-7 contact hours workshop and 14 hours for follow-up mentoring and consultation on implementation) is created that is tailored to the needs of the district or local school. The workshop is presented onsite at a local school or district. The follow-up consultation is delivered through onsite visits and ongoing technology-supported dialogue.
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Districts can choose any combination of three tiers (prevention, problem solving consultation, or differential diagnosis and treatment planning), and academic domains (reading, writing, or math). Examples attached.
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The intended audience is school administrators, classroom and resource teachers, school psychologists, speech and language specialists, behavior specialists, reading or math specialists, and instructional assistants.
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The goals are to increase student-learning outcomes in reading, writing, and math in general education and reduce the number of students requiring costly special education services, thus resulting in cost savings for the district.
For further information contact:
Mona Murr Kunselman, Ph.D
Director, Program Management
UW Educational Outreach, Box 359485|Seattle, WA 98195-9485
p: 206.685.6514 | f: 206.543.2352
Examples of options a district can choose follow:
Prevention, Problem Solving Consultation, and Differential Diagnosis and Treatment for READING DISABILITIES (including Dyslexia and OWL LD)
Participants will learn evidence-based universal screens, lesson plans for identified at-risk students, and progress monitoring for response to intervention (RTI) in the reading domain. After applying what they have learned in the workshop, professionals will receive follow-up consultation on the implementation process including evaluation of the cost savings for the school district and benefits for the students.
Prevention, Problem Solving Consultation, and Differential Diagnosis and Treatment for WRITING DISABILITIES (including Dysgraphia)
Participants will learn evidence-based universal screens, lesson plans for identified at-risk students, and progress monitoring for response to intervention (RTI) in the writing domain. They will learn about the evidence that combining writing and reading instruction boosts literacy learning. After applying what they have learned in the workshop, professionals will receive follow-up consultation on the implementation process including evaluation of the cost savings for the school district and benefits for the students.
Prevention, Problem Solving Consultation, and Differential Diagnosis and Treatment for MATH DISABILITIES (including Dyscalculia)
Participants will learn evidence-based universal screens, lesson plans for identified at-risk students, and progress monitoring for response to intervention (RTI) in the math domain. They will learn when and how to integrate oral language, writing, and/or reading instruction with math. After applying what they have learned in the workshop, professionals will receive follow-up consultation on the implementation process including evaluation of the cost savings for the school district and benefits for the students.
Other Options: Keep Tier Constant and Cover All Three Domains:
- Prevention of Reading, Writing, and Math Disabilities.
- Problem Solving Consultation for Overcoming Reading, Writing, and Math Problems.
- Differential Diagnosis and Treatment for Reading, Writing, and Math Disabilities.
More about the lead faculty
Professor Virginia (Ginger) Berninger is a 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), Director of the University Brain Education and Technology Center (UBET Education site), and Learning Disabilities Coordinator, Eunice Kennedy Shriver Center for Human Development and Disability, University of Washington. She has been the Principal Investigator and Director of the NICHD-funded, University of Washington Multidisciplinary Learning Disability Center and Literacy Trek Project. She was Co-Chair of the Academic Intervention subgroup in the APA School Psychology Task Force on Empirically Supported Interventions. 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 7 books on implementing evidence-based assessment and intervention in schools.
Sharing Research for Application to Psychological and Educational Practice Contents
Recent Books, Recent Tests, On-Line Entries, Disseminating Research to Parents, Teachers, and/or Psychologists, Recent Journal Articles, and Recent Book Chapters
Recent Books
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).
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.
Recent Tests for Tier 1 Prevention, Tier 2 Problem Solving Consultation, Tier 3 Differential Diagnosis of Dysgraphia, Dyslexia, Oral and Written Language Learning Disability (OWL LD), and dyscalculia, and comprehensive assessment
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.
Online Entries
1. 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
2. Online — Just The Facts For International Dyslexia Association
Understanding Dysgraphia
Website: http://www.interdys.org
Click on Fact Sheets > Understanding Dysgraphia?
Dissemination Of Research To Parents, Teachers, And/Or Psychologists
Berninger, V. (2009, September/October). Evidence-Based Diagnosis and Treatment of Written Language Learning Disabilities: Dysgraphia, Dyslexia, and Oral and Written and Language Learning Disabilities (OWL LD). The Maryland Psychologist, 54.
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.
Recent Journal Articles
Contents:
Programmatic Research on Writing 1983 to Present
Berninger, V. (2009). Highlights of programmatic, interdisciplinary research on writing. Learning Disabilities. Research and Practice, 24, 68-79. Invited.
Triple Word Form Theory: Phonological, Orthographic, and Morphological Awareness Contribute to Reading and Writing Development
Berninger, V., Abbott, R., Nagy, W., & Carlisle, J. (in press). Growth in phonological, orthographic, and morphological awareness in grades 1 to 6. Journal of Psycholinguistic Research.
Garcia, N., Abbott, R., & Berninger, V. (in press). Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites. Written Language and Literacy.
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.
Both Normally Developing Writers and Children with Handwriting and Spelling Disability Show Advantage in Writing Essays By Pen over Keyboard
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.
The Writing Brain
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. & 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
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., 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 is an open access peer reviewed journal available online: Download the articles from the JOWR-website.
The Reading Brain
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.
Writing Problems in Dyslexia: Assessment and Treatment
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. Corrected Proof, Available online Elesevier 2 April 2007. http://dx.doi.org/10.1016/j.jsp.2007.02.007
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. Available online Elsevier 8 January 2007. DOI link: http://dx.doi.org/10.1016/j.jsp.2006.11.008 Received honorable mention for best research article of the year.
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.
Levels of Language and Working Memory
Berninger, V., Abbott, R., Swanson, H. L., Lovitt, D., Trivedi, P., Lin, S., Gould, L., Youngstrom, M., Shimada, S., and Amtmann, D. (in press). 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.
Multiple Dimensions of Fluency
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. (2009). Applying the multiple dimensions of reading fluency to assessment and instruction. Journal of Psychoeducational Assessment.
Gene Candidates for Phonological Core Deficit
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.
Writing and Attitudes
Graham, S., Berninger, V., & Abbott, R. (2008). Are attitudes toward writing and reading separable constructs? A study with primary grade children. Reading and Writing Quarterly.
Executive Functions
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. First Published on: 09 November 2007 1 – 19 To link to this article: DOI: 10.1080/13803390701562818 URL: http://dx.doi.org/10.1080/13803390701562818
RAN as Measure of Sustaining Automatic Cross-Code Integration over Time
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.
Recent Book Chapters
Berninger, V., Fayol, M., & Alston-Abel, N. (in press) Academic interventions: What school psychologists need to know for their assessment and problem-solving consultation roles. In M. A. Bray, & T. J. Kehle (Eds.) Oxford Handbook of School Psychology. New York: Oxford University Press.
Berninger, V., Richards, T., & Abbott, R. (2009). The role of the hand in written idea expression. Proceedings for Writing in All Its States, University of Poitiers, Poitiers, France.
Berninger, V., Garcia, N., & Abbott, R. (2009). Multiple processes that matter in writing instruction and assessment. In G. Troia (Ed.), Instruction and assessment for struggling writers. Evidence-based practices (pp. 15-50). New York: Guilford.
Berninger, V. (2009). Assessing and intervening with children with written language disorders. In D. Miller (Ed.), Best Practices in School Neuropsychology Chapter 20. New York: Wiley.
Hayes, J. R., & Berninger, V. (in press, expected August 2009). Relationships between idea generation and transcription: How act of writing shapes what children write. To appear In C. Braverman, R. Krut, K. Lunsford, S. McLeod, S. Null, P. Rogers, & A. Stansell (Eds.), Traditions of Writing Research. New York: Taylor and Frances/Routledge.
Bahr, R. H., Silliman, E. R., & Berninger, V. (2009). What spelling errors have to tell about vocabulary learning. In C. Wood & V. Connelly (Eds). Reading and spelling: Contemporary perspectives (pp. 177-210). London: Routledge EARLI Writing Series.
Berninger, V., O’Donnell, L., & Holdnack, J. (2008). Research-supported differential diagnosis of specific learning disabilities and implications for instruction and response to instruction (RTI). In A. Prifitera, D. Saklofske, L. Weiss (Eds.), WISC-IV Clinical Assessment and Intervention, Second Edition (pp. 69-108). San Diego, CA: Academic Press (Elsevier).
Berninger, V. & Richards, T. (2009). Brain and learning. In E. Anderman & L. Anderman (Eds.), Psychology of classroom learning: An encyclopedia, Vol. 1 (pp. 15-22). Detroit: Macmillan Reference USA.
Berninger, V., & Holdnack, J. (2008). Neuroscientific and clinical perspectives on the RTI initiative in learning disabilities diagnosis and intervention: Response to questions begging answers that see the forest and the trees. In C. Reynolds & E. Fletcher-Janzen (Eds), Neuroscientific and Clinical Perspectives on the RTI Initiative in Learning Disabilities Diagnosis and Intervention (pp. 66-81). New York: John Wiley & Sons.
Berninger, V., & Wagner, R. (2008). Best practices for school psychology assessment and intervention in reading and writing. Best Practices in School Psychology V, Chapter 74, 1205-1219. Bethesda, MD: Bethesda, MD: National Association of School Psychologists.
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. (2008a). Evidence-based written language instruction during early and middle childhood. In R. Morris & N. Mather (Eds.) Evidence-based interventions for students with learning and behavioral challenges (pp. 215-235). Mahwah, N. J.: Lawrence Erlbaum Associates (LEA).
Berninger, V., & Nagy, W. (2008). 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., 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.
Educational Psychology
Faculty
- Abbott, Robert
- Bell, Philip
- Berninger, Virginia
- Bransford, John
- Catalano, Richard
- Cauce, Ana Mari
- Cohen, Marilyn
- Frey, Karin
- Hawkins, David
- Herrenkohl, Leslie
- Jegatheesan, Brinda
- Jones, Diane
- Jones, Janine
- Joseph, Gail
- Klockars, Alan
- Kuhl, Patricia
- Li, Min
- Mazza, James
- McCutchen, Deborah
- Meltzoff, Andrew
- Nolen, Susan
- Stevens, Reed
- Taylor, Catherine