Source: https://education.uw.edu/people/faculty/vwb/publications
Timestamp: 2019-04-20 14:30:12+00:00

Document:
Richards, T., Pettet, M., Askren, K., Grabowski, T., Wallis, P., Northey, M., Abbott, R., & Berninger, V. (in press). Event-related potentials in children with and without learning disabilities d uring a sentence judgment task. Developmental Neuropsychology.
Davidson, M., & Berninger, V. (in press, August 29, 2016). Idea generating, planning and translating in expressing and defending opinions in essays of 10- and 12- year-old writers. International J ournal of Education and Psychological Research.
Eckert, M., Berninger, V., Hoeft, F., Vaden, K., & Dyslexia Data Consortium. (in press).Dyslexia in a case with bilateral perisylvian syndrome. Cortex.
Bazerman, C., Applebee, A., Berninger, V., Brandt, D. Graham, S., Matsuda, P., Murphy, S., Rowe, D., Schleppegrell. (in press). Taking the long view on writing development. Research in the Teaching of English.
Berninger, V., & Abbott, R (2013) Children with dyslexia who are and are not gifted in verbal reasoning. Gifted Child Quarterly, 57, .223-233. doi 10.1177/0016986213500342.
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, 55, 1587-1599. First published on April 3, 2012 as doi:10.1044/1092-4388(2012/10-0335).
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.
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.
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.
Graham, S., Berninger, V., & Abbott, R. (2011). Are attitudes toward writing and reading separable constructs? A study with primary grade children. Reading and Writing Quarterly.
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.
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.
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.
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. & Morphy, P. (2015, January). Posted article on The SES Indicator (http://www.apa.org/pi/ses/resources/indicator/). American Psychological Association.
Berninger, V. (2013, March). Educating students in the computer age to be multilingual by hand. Invited Commentary on “The Handwriting Debate” NASBE Policy Debate (2012, September) for National Association of State Boards of Education (NASBE), Arlington, VA.
Berninger, V. (Ed.) (2012). 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.) (2015). Writing development in children with hearing loss, dyslexia, or oral language problems: Implications for assessment and instruction. NY: Oxford University Press. Also available as an ebook.
Berninger, V. W. (2015). Interdisciplinary frameworks for schools: Best professional practices for serving the needs of all students.Washington, DC: American Psychological Association. http://dx.doi.org/10.1037/14437-002 Companion Websites with Readings and Resources and Advisory Panel. All royalties go to Division 16 to support these websites and develop future editions.
Berninger, V., & Wolf, B. (2016). Dyslexia, dysgraphia, OWL LD, and dyscalculia: Lessons from teaching and science, Second Edition. Baltimore: Paul H. Brookes. Also available as e-book.
Berninger, V. (1998). Process assessment of the learner (PAL). Guides for intervention. Reading and Writing. Also Intervention Kit with Handwriting Lessons and Talking Letters. San Antonio, TX: The Psychological Corporation. Currently distributed by Pearson.
Berninger, V., & Richards, T. (2002). Brain literacy for educators and psychologists. New York: Academic Press. Invited to write second edition.
Berninger, V., & Wolf, B. (2009). 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.
Silliman, E., Bahr, R., Nagy, W., & Berninger, V. (in press). Language bases of spelling in writing during early and middle childhood: Grounding applications to struggling writers in typical writing development. In B.Miller, P. McCardle, & V. Connelly (Eds.) Development of writing skills in individuals with learning difficulties. Amsterdam: Brill.
James, K., Jao, J. R., & Berninger, V. (2015). The development of multi-leveled writing systems of the brain: Brain lessons for writing instruction. MacArthur, C., Graham, S., & Fitzgerald, J. (Eds.), Handbook of Writing Research (pp. 116-129). New York: Guilford.
Berninger, V., & McCardle, P. (2015). The importance of combining culturally sensitive and evidence-based literacy instruction. In P. McCardle, & V. Berninger, V. (Eds.), Narrowing the Achievement Gap for Native American Students: Paying the educational debt (pp. 1-5). New York: Routledge.
McCardle, P., & Berninger, V. (2015). Visions for the future of Indian education: Thought to guide ongoing work at the intersection of evidence-based practice and culturally sensitive education. In P. McCardle, & V. Berninger, V. (Eds.), Narrowing the Achievement Gap for Native American Students: Paying the educational debt . (pp. 196-206). New York: Routledge.
Wingert, K., Del Campo, R., & Berninger, V. (2015). Person behind the written language learning disability. In Bahr, R., & Silliman, E. (Eds.) Handbook of Communication Disorders (pp. 226-236). London: Routledge.
Berninger, V., Del Campo, R., & Alstad, Z. (2015). Dyslexia: Individualizing Instruction. In G. Scarlett (Eds.), Classroom Management: An A- to Z-Guide (pp. 279-285). Sage.
Berninger, V., Swanson, H.L., Griffin, W. (2014). Understanding developmental and learning disabilities within functional-systems frameworks: Building on the contributions of J.P. Das. In T. Papadopoulos, R. Parrilla, & J. Kirby (Eds), Cognition, intelligence, and achievement (pp. 397-418). India: Elsevier.
Hayes, J.R., & Berninger, V. (2014). 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. (2014). 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 (pp. 231-264). New York: Wiley.
Berninger, V., & Swanson, H. L. (2013). Diagnosing and treating specific learning disabilities in reference to the brain’s working memory system. Chapter 17 In H. Lee Swanson, Karen Harris, & Steve Graham (Eds). Handbook of Learning Disabilities (2nd ed) (pp. 307-325). New York: Guilford.
Richards, T., & Berninger, V. (2013). Brain mapping of language processing using functional MRI connectivity and diffusion tensor imaging. In F. Signorelli and D. Chirchiglia (Eds.) Brain mapping, and the endeavor to understand the working brain (pp. 77-93). Open Access. InTech-open science|open minds . ISBN 980-953-307-973-3.
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., & 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. (pp. 95-179). 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 (pp. 27-67). 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) (pp. 537-563). 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 (pp. 3-14). 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 (pp. 71-93). Psychology Press/Taylor Francis Group/Routledge.
Berninger, V., & Richards, T. (2015, October). Research confirms what many teachers know: Learning disabilities is a plural word. Examiner, International Dyslexia Association.
Wolf, B., & Berninger, V. (2015, March 20). Specific learning disabilities: Plural, definable, diagnosable, and treatable. Dyslexia Connections, International Dyslexia Association Newsletter for Parents.
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.

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