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VIRGINIA (GINGER) WISE BERNINGER
322 Miller Hall, Box 353600, University of Washington, Seattle, Washington 98195-3600
(206) 543-1846 (secretary) or (206) 616-6372 (voice mail)
INTERNET: [email protected] FAX: (206) 616-6311
WEB http://depts.washington.edu/coe/programs/ep/profiles/faculty/berninger.html
click on faculty
EDUCATION
Ph.D.
Psychology, 1981, The Johns Hopkins University, Baltimore, Maryland
M.Ed.
Reading and Language, 1970, University of Pittsburgh, Pittsburgh, Pennsylvania
B.A.
Psychology, magna cum laude, 1967, Elizabethtown College, Elizabethtown,
Pennsylvania (Member, Woman’s Honor Society)
ACADEMIC APPOINTMENTS
University of Washington, Educational Psychology, Assistant Professor,
Associate Professor (1989), Full Professor (1993), Member of the Graduate Faculty
(1986 to present); Program Coordinator, APA accredited and NASP approved
School Psychology Program, 1993-2000; Director of Internship Training, School
Psychology Program, 2001-06; Learning Sciences, 2007-present (renamed Learning
Sciences and Human Development, 2011; Director, University Brain Education
Technology Center (UBET) Education Site 2009-, Director of Center for Oral and
Written Language Learners (OWLs), 20121994Research Affiliate (1994-present) and Coordinator Research Specialization for
Learning Disabilities (2000-present), Eunice Kennedy Shriver Intellectual and
Developmental Disabilities Research Center (IDDRC), Access current posting from
Apple Browser, University of Washington website, search CHDD; click on Research
Specialization Learning Disabilities, and Research Affiliate Berninger
2011Member, Neurodevelopmental Disorders Research Consortium (NDRC), Seattle
1995-2006 Director, Eunice Kennedy Shriver NICHD-funded University of Washington
Multidisciplinary Learning Disabilities Center
1989-2008 Director, Eunice Kennedy Shriver NICHD-funded University of Washington
Literacy Trek developmental and instructional studies (focus writing
and related skills)
1989-2000 Member, Center for Study of Capable Youth, University of Washington.
1983-86
Assistant Professor, Department of Rehabilitation Medicine, Tufts University
School of Medicine, Boston, Massachusetts.
1985
Assistant Professor of Psychology (part-time), Wellesley College, Wellesley,
Massachusetts.
1981-83
Instructor in Psychology, Department of Psychiatry, Harvard Medical School,
Boston, Massachusetts.
LICENSURE AND HOSPITAL APPOINTMENTS
1987Psychologist, State of Washington, No. 1161.
1982-90
Psychologist, Commonwealth of Massachusetts, No. 3035.
1983-86
Member of Special and Scientific Staff, New England Medical Center, Boston,
Massachusetts.
1980-83
Research Associate, Children's Hospital, Boston, Massachusetts. Judge
Baker predoctoral internship program, 1980-81; postdoctoral clinical
Training, Developmental Evaluation Clinic (a University Affiliated Program),
1982-83.
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PROFESSIONAL EXPERIENCE
1986-
Teaching, research, clinical and research supervisory, and service activities, College
of Education, University of Washington.
1983-86
Research activities, Tufts-New England Medical Center, Boston.
1982-86
Part-time private practice in applied developmental psychology.
1985
Taught research methods in experimental psychology, Wellesley College.
1984-85
Principal Psychologist, Eunice Kennedy Shriver Center, Waltham, Massachusetts (a
University affiliated program for developmental disabilities); half time.
1982-83
Research activities in Psychiatry (Professor Peter Wolff's laboratory) and clinical
activities in Developmental Evaluation Clinic (a University Affiliated Program for
developmental disabilities), Children's Hospital, Boston.
1980-82
Teaching, administrative, clinical, and research responsibilities in Ambulatory
Pediatrics (Dr. Melvin Levine, Chair), Children's Hospital, Boston.
1982-83
Postdoctoral clinical training in psychology. Supervised by Richard Schnell, Ph.D.,
Andrea Farkas Patenaude, Ph.D., Patricia Boyle, Ph.D., and Eugene D’ Angelo,
Ph.D., and others, Boston’s Children’s Hospital.
1980-81
Predoctoral clinical training in psychology. Supervised by Richard Schnell, Ph.D.
and others, Boston’s Children’s Hospital. Alumnus of the Judge Baker Children’s
Center Psychology Intern Program.
1980
Research Assistant, study on gifted, learning-disabled children, Johns Hopkins.
1977-80
Ph.D. candidate, The Johns Hopkins University; Research Assistant to Professors
Catherine Garvey and Clinton De Soto.
1976-77
Research Assistant, part-time, to Professor Howard Egeth, Johns Hopkins.
1967-76
Educator (classroom teacher, Philadelphia, Pittsburgh, Baldwin-Whitehall public
schools; learning disabilities resource teacher, Frederick, MD, public schools;
reading specialist, Baltimore, MD public schools).
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GRANT AWARDS 1984-to Present:
Principal Investigator, Defining and Treating Specific Written Language Learning Disabilities.
NIH P50 Center for Multidisciplinary Learning Disabilities Research HD071764.
December 15, 2011 to November 30, 2016. $8,092,341. Also Principal Investigator, Project
1, Defining Learning Disabilities by Profiles and RTI, Administrative Core A, and Service
Core B.
Co-Principal Investigator (Principal Investigator Zvia Breznitz, University of Haifa), United
States-Israel Binational Science Foundation Award, 2010-2012: Word-, sentence-, and
passage-reading fluency training in grade 4 and reading and writing fluency training in
grade 5: Comparing Hebrew- and English- speaking dyslexics.
$100, 718.
Principal Investigator, Learning Disabilities Center: Link to Schools and Biology. Funded,
National Institute of Child Health and Human Development, 12/1/00 to 11/30/05 with one
year of no cost extension to 11/30/06, total $8,048,316; 12/1/95 to 11/30/2000, $3,559,210
(direct costs reported + an additional approximately 50% indirect costs awarded).
Administrative Supplement, $30,000, awarded 1994-1995.
Investigator, Genetic contributions to component phenotypes of dyslexia (P.I. Wendy Raskind,
M.D., Ph.D). Funded, National Institute of Child Health and Human Development,
$1,047,972 09/01/07- 06/30/12.
Principal Investigator, Interventions for component writing disabilities. Funded, National
Institute of Child Health and Human Development, 2001-2006, with two years of no cost
extension to 6/30/08. $3,200,911; 1995-2000, $1,331, 250.
Principal Investigator, Interventions for component writing disabilities. Shannon Award, 19921994, National Institute of Health, $100,000.
Principal Investigator, Component processes in writing disabilities. Funded, National Institute of
Child Health and Human Development, 1989-1992. $84,935 (direct costs).
Co-Principal Investigator (with Nancy Robinson, P.I.). Identifying and nurturing early
mathematical talent. 1993-1996, Department of Education. (Javits Gifted and Talented
Students Education Grant Program), $724,146.
Principal Investigator, Early intervention to prevent reading disabilities in urban, minority
children. Funded, 1989-1990, Institute for Ethnic Studies in the United States. $11,776.
Principal Investigator, Microcomputer-assisted diagnosis of writing disabilities. Funded, 19871988, University of Washington Graduate School Research Fund. $9,249.
Educational Psychology Representative. A preservice interdisciplinary model: Birth to fiveyear-old hearing-impaired children and their families (Principal investigator, Marie
Thompson). Funded, U.S. Department of Education, 1987-1990, and 1990-1992.
Investigator (Butterfield & McCutchen, Co-Principal Investigators). Writing processes and their
development, 1989-1993. $457,927 (direct costs).
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Principal Investigator, Validation of a Modification of the Wechsler Adult Intelligence ScaleRevised (WAIS-R) for Use with Adults with Severe Musculoskeletal Disorders (Project in
Center Grant awarded by NIHR to Bruce M. Gans, M.D.), 1984-86.
NIMH predoctoral training fellowship, 1978-1980.
CONSULTANT OR ADVISORY BOARD MEMBER ON GRANTS
Consultant on Grant "Development, Automatization and Self-Regulation of Cognitive Processes
in Writing" awarded to Rui Alexandre Alves by Portugal National Science Foundation
(Fundação para a Ciência e a Tecnologia).FCT PTDC/PSI-PCO/110708/2009, funding
began 2011. The goal of the intervention studies is to develop a Portuguese instruction
writing program targeting translation, and check if it augments written language bursts.
Dr. Alves and Teresa Limpo visited our research group in March, 2012, and I visited their
research group in July, 2012 to provide consultation.
Consultant on David Coker’s (P.I.), Charles MacArthur’s, and Elizabeth Nash Farley-Ripple’s
IES Grant on “Investigating the Impact of Classroom Instruction and Literacy Skills on
Writing Achievement in First Grade.” In 2012 I provided consultation on their protocol.
Consultant for NIH Grant, P.I., Mark Eckert, Methods for Retrospective Multi-Site Research
Project to set up a collaborative data sharing project for NIH-funded brain imaging. My
role as consultant is to review the clinical profiles obtained for comparison with the mixture
modeling classifications of reading profiles for subjects in this project, and discuss ongoing
progress regarding classifications, and when appropriate assist with manuscript preparation.
Consultant for submitted grant applications in Italy (University of Padua and University of
Florence for National Handwriting Project in Italy)
Recognition for Professional Activities
Lifetime Achievement Award, School Neuropsychology Society, July 10, 2013
Alan S. Kaufman “Excellence in Assessment Award,” Fordham University, May 10, 2013
Fellow, American Psychological Association, 1995Fellow, Society for the Scientific Study of School Psychology, 1994Sylvia O. Richardson Hall of Honor, The International Dyslexia Association Promoting Literacy
through Research, Education, and Advocacy, by the Washington State Branch of IDA, June
10, 2006.
2009 Leadership in Literacy Award, Washington Branch of the International Dyslexia
Association.
According to Pierre Azoulay and Joshua Graff Zivin who head a team of health economists at
Columbia University currently doing research on the careers of Top NIH grantees, NIH
records place me above the 95th percentile of the distribution of (extramural) NIH
grants over the last 25 years (along with 2,500 others).
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Identified as one of top 25 educational psychology researchers in productivity 1991-2002.
Hsieh et al. in Contemporary Educational Psychology 31 (2006) 123-124.
Identified by Robinson et al. one of the top 12 learning disabilities researchers in
productivity 1995-2004.
Selected Listings in Who's Who in Frontier Science and Technology, 1st edition, 1984, 1985,
renamed Who’s Who in Science and Engineering, 1993, 2nd, 3rd,,4th, 9th, 10th editions
(2006-2008). Who’s Who in America, 2000, 2001, 2005, 2006. Who’s Who in Education,
2005, Who’s Who in American Women, 2006, 2007, 2008-2009, 2010-2011, Who’s Who in
Medicine and Healthcare, 6th edition, 2006-2007, Who’s Who in the World, 2006, 2007.
AREAS OF TEACHING/RESEARCH/CONSULTATION/CLINICAL SPECIALIZATION
Normal oral language, reading, writing, and math development
Learning disabilities in reading, writing, oral language, and math
Interactions of Cognitive, Levels of Language, Sensory and Motor, Attention and Executive, and Social
Emotional Systems in Oral Language, Reading, Writing, and Math Learning
Cognitive representations and operations in unconsciousness role of working memory in gaining access
to them; and the role of working memory in language learning and math learning?
What are ideas? How are they planned, generated, or constructed? How are they translated into languagebased and non-language based thinking (e.g., art, dance and music)?
How the mind is constructed through interactions with the social, cultural, and physical worlds
Use of technology in instruction and assessment
Developing leaders in assessment-instructional links in reading, writing, and math
Gifted (e.g., exceptional talent including but not restricted to intellectual capability; and gifted children
with learning disabilities—twice exceptional)
Developmental disabilities (e.g., mental retardation, cerebral palsy, spinal cord injury, etc.), neurogenetic
disorders, and brain injuries or other neurological conditions.
Linking diagnostic assessment and instructional treatment at three tiers (prevention, problemsolving consultation, and differential diagnosis and treatment planning and
implementation) across continuum from low achieving, at-risk students for a variety of
reasons to students with biologically based specific learning disabilities in reading,
writing, and math. Planning culturally sensitive instructional treatments based on
assessment, using multi-modal assessment to monitor progress in response to instruction;
and problem-solving instructional modifications when warranted.
Cross-disciplinary interdisciplinary frameworks for evidence-based diagnosis of developmental
and learning disorders.
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SCHOLARSHIP: PUBLICATIONS
REFEREED JOURNAL ARTICLES
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.
Niedo, J., Lee, Y. L., Breznitz, Z., & Berninger, V. (in press). Computerized silent reading rate
and strategy instruction for fourth graders at risk in silent reading rate. Learning
Disability Quarterly.
Raskind, W., Peters, B., Richards, T., Eckert, M., & Berninger, V. (2012). The Genetics of
reading disabilities: From phenotype to candidate genes. Frontiers in Psychology. 3, 601.
Published online 2013 January 7. doi: 10.3389/fpsyg.2012.00601 PMCID: PMC3538356
Reitz , F., Richards, T., Wu, K., Boord, P., Askren, K., Lewis, T., & Berninger, V. (2013). An
MRI-compatible, computer-interfaced drawing pad, Sensors, 13, 5099-5108;
doi:10.3390/s130405099
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).
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. free access at
http://journals.lww.com/topicsinlanguagedisorders/Fulltext/2011/01000/Cross_Discipli
nary_Dialogue_about_the_Nature_of.3.aspx
Berninger, V., Lee, Y., Abbott, R. & Breznitz, Z. (2011 published on line; 2013). Teaching
children with dyslexia to spell in reading-writers’ workshop. Annals of Dyslexia, 63 (1).
DOI: 10.1007/s11881-011-0054-0
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.
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.
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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., 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, 151182.
DOI 10.1007/s11145-010-9262-y
Berninger, V., & Richards, T. (2010). Inter-relationships among behavioral markers, genes,
brain, and treatment in dyslexia and dysgraphia. Future Neurology, 5, 597-617.
(doi: 10.2217/fnl.10.22)
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.
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
http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1007/s10936009-9130-6
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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., 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.
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- yearold 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. (2009). Highlights of programmatic, interdisciplinary research on writing.
Learning Disabilities. Research and Practice, 24, 68-79. Invited.
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.
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.
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.
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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
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.
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.
Berninger, V., Winn, W., Stock, P., Abbott, R., Eschen, K., Lin, C., Garcia, N., AndersonYoungstrom, 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.
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
Graham, S., Berninger, V., & Fan, W. (2007). The structural relationship between writing
attitude and writing achievement in young children. Contemporary Educational
Psychology, 32, 516-536.
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. American Journal of Medical Genetics Part
B: Neuropsychiatric Genetics. Online ISSN: 1552-485X. Print ISSN: 1552-4841
Copyright Wiley-Liss, Inc., A Wiley Company.
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.
Berninger, V. (2006). Research-supported ideas for implementing reauthorized IDEA with
intelligent and professional psychological services. Psychology in the Schools, 43, 781797.
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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.
Richards, T., Aylward, E., Raskind, W., Abbott, R., Field,. K., Parsons, A., Richards, A., Nagy,
W., Eckert, M., Leonard, C., & Berninger, V. (2006b). Converging evidence for triple
word form theory in children with dyslexia. Developmental Neuropsychology, 30, 547589.
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.
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.
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.
Igo, R., Chapman, N., Berninger, V., Matsushita, M., Brkanac, Z., Rothstein, J., Holtzman, T.,
Nielsen, K., Raskind, W., & Wijsman, E. (2006). Genomewide scan for real-word reading
subphenotypes of dyslexia: Novel chromosome 13 locus and genetic complexity. American
Journal of Medical Genetics/Neuropsychiatric Genetics.141B:15-27.
Nagy, W., Berninger, V., & Abbott, R. (2006). Contributions of morphology beyond phonology
to literacy outcomes of upper elementary and middle school students. Journal of
Educational Psychology, 98,134-147.
Richards, T., Aylward, E., Berninger, V., Field, K., Parsons, A., Richards, A., & Nagy, W.
(2006a). Individual fMRI activation in orthographic mapping and morpheme mapping after
orthographic or morphological spelling treatment in child dyslexics. Journal of
Neurolinguistics, 19, 56-86.
Berninger, V., Abbott, R., Vermeulen, K., & Fulton, C. (2006). Paths to reading comprehension
in at-risk second grade readers. Journal of Learning Disabilities, 39, 334-351.
Berninger, V. Abbott, R., Jones, J., Wolf, B., Gould, L., Anderson-Youngstrom, M., Shimada,
S., & Apel, K. (2006). Early development of language by hand: Composing-, reading-,
listening-, and speaking- connections, three letter writing modes, and fast mapping in
spelling. Developmental Neuropsychology, 29, 61-92.
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Chenault, B., Thomson, J., Abbott, R., & Berninger, V. (2006). Effects of prior attention training
on child dyslexics’ response to composition instruction. Developmental Neuropsychology,
29, 243-260.
Altemeier, L., Jones, J., Abbott, R., & Berninger, V. (2006) Executive factors in becoming
writing-readers and reading-writers: Note-taking and report writing in third and fifth
graders. Developmental Neuropsychology, 29, 161-173.
Graham, S., Struck, M., Richardson, J., & Berninger, V. (2006) Dimensions of good and poor
handwriting legibility in first and second graders: Motor programs, visual-spatial
arrangement, and letter formation parameter setting. Developmental Neuropsychology, 29,
43-60.
Richards, T., Berninger, V., Nagy, W., Parsons, A., Field, K., Richards, A. (2005). Brain
activation during language task contrasts in children with and without dyslexia: Inferring
mapping processes and assessing response to spelling instruction. Educational and Child
Psychology, 22(2), 62-80. Invited.
Raskind, W., Igo, R., Chapman, N., Berninger, V., Thomson, J., Matsushita, M., Brkanac, Z.,
Holzman, T., Brown, M., & Wijsman, E. (2005). A genome scan in multigenerational
families with dyslexia: Identification of a novel locus on chromosome 2q that contributes to
phonological decoding efficiency. Molecular Psychiatry, 10(7):699-711.
Eckert, M., Leonard, C., Wilke, M., Eckert, M., Richards, T., Richards, A., & Berninger, V.
(2005). Anatomical signature of dyslexia in children: Unique information from manualbased and voxel-based morphometry brain measures. Cortex, 41, 304-315.
Thomson, J., Chennault, B., Abbott, R., Raskind, W., Richards, T., Aylward, E., & Berninger, V.
(senior, corresponding author) (2005). Converging evidence for attentional influences on
the orthographic word form in child dyslexics. Journal of Neurolinguistics. 18, 93-126.
Berninger, V., Dunn, A., Lin, S., & Shimada, S. (2004). School evolution: Scientist-practitioner
educators creating optimal learning environments for ALL students. Journal of Learning
Disabilities, 37, 500-508.
Chapman, N., Igo, R., Thomson, J., Matsushita, M., Brkanac, Z., Hotzman, T., Berninger, V.,
Wijsman, E., & Raskind, W. (2004). Linkage analyses of four regions previously implicated
in dyslexia: confirmation of a locus on chromosome 15q. American Journal of Medical
Genetics/Neuropsychiatric Genetics. 131B: 67-75. and American Journal of Medical
Genetics Supplement 03174 9999:1 (2004).
Aylward, E., Richards, T., Berninger, V., Nagy, W., Field, K., Grimme, A., Richards, A.,
Thomson, J., & Cramer, S. (2003). Instructional treatment associated with changes in brain
activation in children with dyslexia. Neurology, 61, 212-219.
Nagy, W., Berninger, V., Abbott, R., Vaughan, K., & Vermeulen, K. (2003). Relationship of
morphology and other language skills to literacy skills in at-risk second graders and at-risk
fourth grade writers. Journal of Educational Psychology, 95, 730-742.
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Chapman, N. Raskind, W., Thomson, J., Berninger, V., & Wijsman, E. (2003). Segregation
analysis of phenotypic components of learning disabilities.II. Phonological decoding.
American Journal of Medical Genetics/Neuropsychiatric Genetics. 121B:60-70.
Berninger, V., Vermeulen, K., Abbott, R., McCutchen, D., Cotton, S., Cude, J., Dorn, S., &
Sharon, T. (2003). Comparison of three approaches to supplementary reading instruction
for low achieving second grade readers. Language, Speech, and Hearing Services in
Schools, 34, 101-116. Received AHSA award for best research article of 2003 for this
journal.
Berninger, V., Vaughan, K., Abbott, R., Begay, K., Byrd, K., Curtin, G., Minnich, J. , &
Graham, S. (2002). Teaching spelling and composition alone and together: Implications for
the simple view of writing. Journal of Educational Psychology, 94, 291-304.
Eckert, M., Leonard, C., Richards, T., Aylward, E., Thomson, J., & Berninger, V. (2003).
Anatomical correlates of dyslexia: Frontal and cerebellar findings. Brain, 126 (no. 2), 482494.
Richards, T., Berninger, V., Aylward, E., Richards, A., Thomson, J., Nagy, W., Carlisle, J.,
Dager, S., & Abbott, R. (2002). Reproducibility of proton MR spectroscopic imaging
PEPSI): Comparison of dyslexic and normal reading children and effects of treatment on
brain lactate levels during language tasks. American Journal of Neuroradiology. 23, 16781685.
Stage, S., Abbott, R., Jenkins, J. & Berninger, V. (2003). Predicting response to early reading
intervention using Verbal IQ, reading-related language abilities, attention ratings, and
Verbal IQ-word reading discrepancy. Journal of Learning Disabilities, 36, 24-33.
Berninger, V., Abbott, R., Abbott, S., Graham, S., & Richards, T. (2002). Writing and reading:
Connections between language by hand and language by eye. Journal of Learning
Disabilities, 35, 39-56.
Berninger, V., Abbott, R., Vermeulen, K., Ogier, S., Brooksher, R., Zook, D., & Lemos, Z.
(2002). Comparison of faster and slower responders to early intervention in reading:
Differentiating features of their language profiles. Learning Disability Quarterly, 25, 59-76.
Quiroga, T., Lemos-Britton, Z., Mostafapour, E., Abbott, R., & Berninger, V. (2002).
Phonological awareness and beginning reading in Spanish-speaking, ESL first graders:
Research into practice. Journal of School Psychology, 40, 85-111.
Hsu, L., Wijsman, E., Berninger, V., Thomson, J., & Raskind, W. (2002). Familial aggregation
of dyslexia phenotypes: Paired correlated measures. American Journal of Medical
Genetics/Neuropsychiatric Genetics. 114, 471-478.
Berninger, V., Abbott, R., Thomson, J., & Raskind, W. (2001). Language phenotype for
reading and writing disability: A family approach. Scientific Studies in Reading, 5, 59-105.
Berninger, V. (2001). Understanding the lexia in dyslexia. Annals of Dyslexia, 51, 23-48.
(invited) Reprinted in Hebrew, 2002.
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Serafini, S., Steury, K., Richards, T., Corina, D., Abbott, R., & Berninger, V. (2001).
Comparison of fMRI and PEPSI during language processing in children. Magnetic
Resonance in Medicine, 45, 217-225.
Corina, D., Richards, T., Serafini, S., Richards, A., Steury, K., Abbott, R., Echelard, D.,
Maravilla, K., & Berninger, V. (2001). fMRI auditory language differences between
dyslexic and able reading children. Neuroreport,12, 1195-1201.
Graham, S., Weinstein, N., & Berninger, V. (2001). Which manuscript letters do primary grade
children write legibly? Journal of Educational Psychology, 93, 488-497.
Wijsman, E., Peterson, D., Leutennegger, A., Thomson, J., Goddard, K., Hsu, L., Berninger, V.,
& Raskind, W. (2000). Segregation analysis of phenotypic components of learning
disabilities I. Nonword memory and digit span. American Journal of Human Genetics, 67,
631-646.
Raskind, W., Hsu, L., Thomson, J., Berninger, V., & Wijsman, E. (2000). Familial aggregation
of phenotypic subtypes in dyslexia. Behavior Genetics, 30, 385-396.
Berninger, V., Abbott, R., Brooksher, R., Lemos, Z., Ogier, S., Zook, D., & Mostafapour, E.
(2000). A connectionist approach to making the predictability of English orthography
explicit to at-risk beginning readers: Evidence for alternative, effective strategies.
Developmental Neuropsychology, 17, 241-271.
Richards, T., Corina, D., Serafini, S., Steury, K., Dager, S., Marro, K., Abbott, R., Maravilla, K.,
& Berninger, V. (2000). Effects of phonologically-driven treatment for dyslexia on lactate
levels as measured by proton MRSI. American Journal of Neuroradiology, 21, 916-922.
Berninger, V. (2000). Dyslexia an invisible, treatable disorder: The story of Einstein’s Ninja
Turtles. Learning Disability Quarterly, 23, 175-195. (invited)
Berninger, V., Vaughan, K., Abbott, R., Brooks, A., Begay, K., Curtin, G., Byrd, K., & Graham,
S. (2000). Language-based spelling instruction: Teaching children to make multiple
connections between spoken and written words. Learning Disability Quarterly, 23, 117135.
Berninger, V. (2000). Development of language by hand and its connections to language by ear,
mouth, and eye. Topics in Language Disorders, 20, 65-84. (invited)
Richards, T., Dager, S.. Corina, D., Serafini, S., Heidel, C., Steury, K., Strauss, W., Hayes, C.,
Abbott, R., Kraft, S., Shaw, D., Posse, S., & Berninger, V. (1999). Dyslexic children have
abnormal chemical brain activation during reading-related language tasks. American
Journal of Neuroradiology, 20, 1393-1398.
Abbott, S., & Berninger, V. (1999). It’s never too late to remediate: A developmental approach
to teaching word recognition. Annals of Dyslexia, 49, 223-250.
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Berninger, V. (1999). Coordinating transcription and text generation in working memory during
composing: Automatized and constructive processes. Learning Disability Quarterly, 22,
99-112. (Invited)
Brooks, A., Vaughan, K., & Berninger, V. (1999). Tutorial interventions for writing disabilities:
Comparison of transcription and text generation processes. Learning Disability Quarterly,
22, 183-191. (Invited)
McCutchen, D., & Berninger, V. (1999). Those who know, teach well. Learning Disabilities.
Research and Practice, 14(4), 215-226.
Berninger, V., Abbott, R., Zook, D., Ogier, S., Lemos, Z., & Brooksher, R. (1999). Early
intervention for reading disabilities: Teaching the alphabet principle within a connectionist
framework. Journal of Learning Disabilities, 32(6), 491-503.
Berninger, V., & Corina, D. (1998). Making cognitive neuroscience educationally relevant:
Creating bi-directional collaborations between educational psychology and cognitive
neuroscience. Educational Psychology Review, 10, 343-354. (Invited)
Berninger, V., & Graham, S. (1998). Language by hand: A synthesis of a decade of research on
handwriting. Handwriting Review, 12, 11-25. (Invited)
Berninger, V., Vaughan, K., Abbott, R., Brooks, A., Abbott, S., Reed, E., Rogan, L., & Graham,
S. (1998). Early intervention for spelling problems: Teaching spelling units of varying size
within a multiple connections framework. Journal of Educational Psychology, 90, 587-605.
Berninger, V., Abbott, R., Rogan, L., Reed, E, Abbott, S., Brooks, A., Vaughan, K., & Graham,
S. (1998). Teaching spelling to children with specific learning disabilities: The mind's ear
and eye beat the computer or pencil. Learning Disability Quarterly, 21, 106-122.
Graham, S., Berninger, V., & Weintraub, N. (1998). The relationship of handwriting style and
speed and legibility. Journal of Educational Research, 91, 290-296.
Graham, S., Berninger, V., Weintraub, N., & Schafer, W. (1998). The development of
handwriting speed and legibility in grades 1 through 9. Journal of Educational Research,
92, 42-52.
Berninger, V., Vaughan, K., Abbott, R., Abbott, S., Brooks, A., Rogan, L., Reed, E., & Graham,
S. (1997). Treatment of handwriting fluency problems in beginning writing: Transfer from
handwriting to composition. Journal of Educational Psychology, 89, 652-666.
Robinson, N., Abbott, R., Berninger, V., Busse, J., & Mukhopadhyay, S. (1997). Developmental
changes in mathematically precocious young children: Longitudinal and gender effects.
Gifted Child Quarterly, 41, 145-158.
Berninger, V., Abbott, R., & Alsdorf, B. (1997). Lexical- and sentence- level processes in
comprehension of written sentences. Reading and Writing: An Interdisciplinary Journal, 9,
135-162.
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Graham, S., Berninger, V., Abbott, R., Abbott, S., & Whitaker, D. (1997). The role of
mechanics in composing of elementary school students: A new methodological approach.
Journal of Educational Psychology, 89(1), 170-182.
Hart, T., Berninger, V. & Abbott, R. (1997). Comparison of teaching single or multiple
orthographic-phonological connections for word recognition and spelling: Implications for
instructional consultation. School Psychology Review, 26, 279-297.
Traweek, D., & Berninger, V. (1997). Comparison of beginning literacy programs: Alternative
paths to the same learning outcome. Learning Disability Quarterly, 20, 160-168.
Abbott, S., Reed, L., Abbott, R., & Berninger, V. (1997). Year-long balanced reading/writing
tutorial: A design experiment used for dynamic assessment. Learning Disability Quarterly,
20, 249-263.
Swanson, H.L., & Berninger, V. (1996b). Individual differences in children's writing: A
function of working memory or reading or both processes? Reading and Writing. An
Interdisciplinary Journal, 8, 357-383.
Robinson, N., Abbott, R., Berninger, V., & Busse, J. (1996). Structure of precocious
mathematical abilities: Gender similarities and differences. Journal of Educational
Psychology, 88, 341-352.
Berninger, V., Fuller, F., & Whitaker, D. (1996). A process approach to writing development
across the life span. Educational Psychology Review, 8, 193-218.
Berninger, V., & Stage, S. (1996). Assessment and intervention for writing in students with
writing disabilities and behavioral disabilities. British Columbia Journal of Special
Education, 20(2), 2-23 (invited).
Swanson, H.L., & Berninger, V. (1996a). Individual differences in children’s working memory
and writing skills. Journal of Experimental Child Psychology, 63, 358-385.
Berninger, V., Whitaker, D., Feng, Y., Swanson, H.L., & Abbott, R. (1996). Assessment of
planning, translating, and revising in junior high writers. Journal of School Psychology, 34,
23-52.
Swanson, H.L., & Berninger, V. (1995). The role of working memory in learning disabled
readers’ comprehension. Intelligence, 21, 83-108.
Berninger, V., Abbott, R., Whitaker, D., Sylvester, L., & Nolen, S. (1995). Integrating low-level
skills and high-level skills in treatment protocols for writing disabilities. Learning
Disability Quarterly, 18, 293-309. (Invited.)
Pletan, M., Robinson, N., Berninger, V., & Abbott, R. (1995). Parents’ observations of
kindergartners who are advanced in mathematical reasoning. Journal of Education of the
Gifted, 19, 30-44.
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Berninger, V. (1994). Intraindividual differences in levels of language in comprehension of
written sentences. Learning and Individual Differences, 6, 433-457.
Yates, C., Berninger, V., & Abbott, R. (1994). Writing problems in intellectually gifted
children. Journal for the Education of the Gifted, 18, 131-155.
Berninger, V., Cartwright, A., Yates, C., Swanson, H.L., & Abbott, R. (1994). Developmental
skills related to writing and reading acquisition in the intermediate grades: Shared and
unique variance. Reading and Writing: An Interdisciplinary Journal, 6, 161-196.
Whitaker, D., Berninger, V., Johnston, J., & Swanson, L. (1994). Intraindividual differences in
levels of language in intermediate grade writers: Implications for the translating process.
Learning and Individual Differences, 6, 107-130.
Berninger, V., Mizokawa, D., Bragg, R., Cartwright, A., & Yates, C. (1994). Intraindividual
differences in levels of written language. Reading and Writing Quarterly, 10, 259-275.
(Invited.)
Abbott, R., & Berninger, V. (1993). Structural equation modeling of relationships among
developmental skills and writing skills in primary and intermediate grade writers. Journal
of Educational Psychology, 85(3), 478-508.
Berninger, V., & Whitaker, D. (1993). Theory-based, branching diagnosis of writing disabilities.
School Psychology Review, 22, 623-642.
Berninger, V., & Whitaker, D. (1993). Theory-based diagnosis and remediation of writing
disabilities: An update. Canadian Journal of School Psychology, 9, 150-156. (Invited.)
Berninger, V., & Yates, C. (1993). Formal operational thought in the gifted: A post-Piagetian
perspective. Roper Review, 15, 220-224. (Invited.)
Shurtleff, H., Abbott, R., Berninger, V., & Townes, B. (1993). Luria's neurodevelopmental
stages in relationship to intelligence and academic achievement in kindergarten and first
grade. Developmental Neuropsychology, 9, 55-75.
Berninger, V., & Fuller, F. (1992). Gender differences in orthographic, verbal, and
compositional fluency: Implications for diagnosis of writing disabilities in primary grade
children. Journal of School Psychology, 30, 363-382.
Berninger, V., Hart, T., Abbott, R., & Karovsky, P. (1992). Defining reading and writing
disabilities with and without IQ: A flexible, developmental perspective. Learning
Disability Quarterly, 15, 103-118.
Berninger, V., & Hart, T. (1992). A developmental neuropsychological perspective for reading
and writing acquisition. Educational Psychologist, 27, 415-434.
Berninger, V., & Abbott, R. (1992). Unit of analysis and constructive processes of the learner:
Key concepts for educational neuropsychology. Educational Psychologist, 27, 223-242.
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Bragg, R., Klockars, A., & Berninger, V. (1992). Comparison of families with and without
traumatic brain injured adolescents. Journal of Head Trauma Rehabilitation, 7, 94-108.
Berninger, V., Yates, C., Cartwright, A., Rutberg, J., Remy, E., & Abbott, R. (1992). Lowerlevel developmental skills in beginning writing. Reading and Writing. An Interdisciplinary
Journal, 4, 257-280.
Berninger, V., & Rutberg, J. (1992). Relationship of finger function to beginning writing:
Application to diagnosis of writing disabilities. Developmental Medicine & Child
Neurology, 34, 198-215.
Bragg, R., Brown, R., & Berninger, V. (1992). Impact on the family of children with congenital
and acquired handicaps: Implications for school counseling. The School Counselor, 39,
292-299.
Berninger, V., Yates, C., & Lester, K. (1991). Multiple orthographic codes in acquisition of
reading and writing skills. Reading and Writing. An Interdisciplinary Journal, 3, 115-149.
Berninger, V., & Traweek, D. (1991). Effects of two-phase reading intervention on three
orthographic-phonological code connections. Learning and Individual Differences, 3, 323338.
Berninger, V., Lester, K., Sohlberg, M., & Mateer, C. (1991). Interventions based on the
multiple connections model of reading for developmental dyslexia and acquired deep
dyslexia. Archives of Clinical Neuropsychology, 6, 375-391.
Berninger, V., Mizokawa, D. & Bragg, R. (1991). Theory-based diagnosis and remediation of
writing disabilities. Journal of School Psychology, 29, 57-79.
Berninger, V. (1990). Multiple orthographic codes: Key to instructional interventions for
developing orthographic-phonological connections underlying word identification. School
Psychology Review, 19, 518-533.
Berninger, V., Abbott, R., & Shurtleff, H. (1990). Developmental changes in interrelationships
among visible language codes, oral language codes, and reading or spelling. Learning and
Individual Differences, 2, 45-66.
Nolen, P., McCutchen, D., & Berninger, V. (1990). Ensuring tomorrow's literacy: A shared
responsibility. Journal of Teacher Education, 41, 63-72.
Berninger, V. (1989). Orchestration of multiple codes in developing readers: An alternative
model of lexical access. International Journal of Neuroscience, 48, 85-104.
Berninger, V., & Alsdorf, B. (1989). Are there errors in error analysis? Journal of
Psychoeducational Assessment, 7, 209-222.
Shurtleff, H., Faye, G., Abbott, R., & Berninger, V. (1988). Neuropsychological and cognitive
correlates of academic skills: A levels of analysis assessment model. Journal of
Psychoeducational Assessment, 6, 298-308.
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Berninger, V. (1988). Acquisition of linguistic procedures for printed words:
Neuropsychological implications for learning. International Journal of Neuroscience, 42,
267-281.
Berninger, V., Chen, A., & Abbott, R. (1988). A test of the multiple connections model of
reading acquisition. International Journal of Neuroscience, 42, 283-295.
Berninger, V., Proctor, A., DeBruyn, I., & Smith, R. (1988). Relationship of levels of oral
language and written language in beginning readers. Journal of School Psychology, 26,
341-357.
Berninger, V. (1988). Development of operational thought without a normal sensorimotor stage.
Intelligence, 12, 219-230.
Berninger, V., Gans, B., St. James, P., & Conners, T. (1988). Modified WAIS-R for patients
with speech and/or hand dysfunction. Archives of Physical Medicine and Rehabilitation,
69, 250-255.
Berninger, V. & Thalberg, S. (1988). Levels of analysis in interdisciplinary child assessment.
Journal of Psychoeducational Assessment, 6, 3-13.
Berninger, V. (1987). Global, component, and serial processing of printed words in beginning
readers. Journal of Experimental Child Psychology, 43, 387-418.
Berninger, V., Thalberg, S., DeBruyn, I., & Smith, R. (1987). Preventing reading disabilities by
assessing and remediating phonemic skills. School Psychology Review, 16, 553-564.
Berninger, V. (1986). Normal variation in reading acquisition. Perceptual and Motor Skills, 62,
691-716.
Berninger, V. (1986). Comparison of two microcomputer-assisted methods of teaching word
decoding and encoding to nonvocal, nonwriting, and learning disabled students.
Programmed Learning and Educational Technology, 23, 124-129.
Berninger, V., & Gans, B. (1986). Language profiles in nonspeaking individuals of normal
intelligence with severe cerebral palsy. Augmentative and Alternative Communication, 2,
45-50.
Berninger, V., & Gans, B. (1986). Assessing word processing capability of the nonvocal,
nonwriting. Augmentative and Alternative Communication, 2, 56-63.
McCarty, S., St. James, P., Berninger, V., & Gans, B. (1986). Assessment of intellectual
functioning across the life span in severe cerebral palsy. Developmental Medicine and
Child Neurology, 28, 369-372.
Berninger, V. (1985). Preliminary findings of year-long longitudinal study of normal variation
in learning to read. Perceptual and Motor Skills, 60, 665-666.
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Berninger, V., & De Soto, C. (1985). Cognitive representation of personal stereotypes.
European Journal of Social Psychology, 15, 189-211. (Dissertation Research)
Berninger, V., & Colwell, S. (1985). Relationships between neurodevelopmental and
educational findings. Pediatrics, 75, 697-702.
Berninger, V. (1984). Visual attention strategies for printed words in beginning readers.
Perceptual and Motor Skills, 59, 975-992.
Berninger, G., & Garvey, C. (1982). Tag constructions: Structure and function in child
discourse. Journal of Child Language, 9, 151-168.
Berninger, G., & Garvey, C. (1981). Questions and the allocation, construction, and timing of
turns in child discourse. Journal of Psycholinguistic Research, 10, 375-402.
Berninger, G., & Garvey, C. (1981). Complementary balance in the use of the interrogative form
in child discourse. Journal of Child Language, 8, 297-311.
Berninger, G., & Garvey, C. (1981). Relevant responses to questions: Answers versus evasions.
Journal of Psycholinguistic Research, 10, 403-420.
Garvey, C., & Berninger, G. (1980). Timing and turn-taking in children's conversations.
Discourse Processes, 4, 27-57.
EDUCATIONAL POLICY
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
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.
http://www.nasbe.org/wp-content/uploads/Commentary-Handwriting-keyboarding-and-braindevelopment1.pdf
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BOOKS
Berninger, V. (1994). Reading and writing acquisition: A developmental neuropsychological
perspective. In Developmental Psychology Series, Wendell Jeffry Series Editor. Madison,
WI: WCB Brown & Benchmark Publishing. Reprinted 1996, Westview Press, Boulder,
CO. Distributed by Pearson.
Berninger, V. (Ed.) (1994). The varieties of orthographic knowledge I: Theoretical and
developmental issues. Dordrecht, The Netherlands: Kluwer Academic Press.
Berninger, V. (Ed.) (1995). The varieties of orthographic knowledge II: Their relation to
phonology, reading, and writing Dordrecht, The Netherlands: Kluwer Academic Press.
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.
Berninger, V., & Richards, T. (2002). Brain literacy for educators and psychologists. New
York: Academic Press.
Berninger, V., & Abbott, S. (2003). PAL Research-supported reading and writing lessons.
Instructional Manual and Reproducibles. San Antonio, TX: Harcourt/PsyCorp.
Berninger, V. (2007c). Process Assessment of the Learner II User’s Guide. San Antonio, TX:
Pearson (formerly Harcourt/PsyCorp). (CD format) ISBN 0158661818 Second Revision
issued August, 2008. Decoder for Table of Contents 2009. Guidance in making differential
diagnoses based on programmatic research on assessment-instructional links In all PAL
Reading and Writing Diagnostic Kits and PAL II Math Diagnostic Kits.
Berninger, V., & Wolf, B. (2009a). Teaching students with dyslexia and dysgraphia: Lessons
from teaching and science. Baltimore: Paul H. Brookes. Reviewed in NASP Communiqué
Vo, 39, 83, November 2010, by Pam Abrams.
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. (Outreach activities of Society of
Scientific Studies of School Psychology, when Sylvia Rosenfield was President; and
extension of the APA Task Force on Evidence Based Interventions, Academic Subdomain,
co-chaired by Edward Shapiro and Virginia Berninger).
Berninger, V. (Ed.) (2012). Past, present, and future contributions of cognitive writing research
to cognitive psychology. New York: Psychology Press/Taylor Francis Group.
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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, expected 2014). Writing development in
children with hearing loss, dyslexia or oral language problems: Implications for assessment
and instruction. NY: Oxford University Press.
McCardle, P., & Berninger, V. (Eds.) (due March, 2014). Narrowing the Achievement Gap for
Native American Students: Paying the educational debt New York: Routledge.
Berninger, V. and Advisory Panel (signed contract, book manuscript submitted, expected 2014).
Interdisciplinary frameworks for school assessment, instruction, and learning solutions.
Taking into account developmental, individual, family, and cultural differences.
Washington, DC: American Psychological Association. Short Title: APA
Interdisciplinary Frameworks for Schools.
BOOK CHAPTERS
Wingert, K., Del Campo, R., & Berninger, V. (revision due November 1). Person behind the
written language learning disability. In Bahr, R., & Silliman, E. (Eds.) Handbook of
Communication Disorders.New York: Routledge.
Berninger, V., Del Campo, R., & Alstad, Z. (in press). Dyslexia: Individualizing Instruction. In
G. Scarlett (Eds.), Classroom Management: An A- to Z-Guide. Sage.
Berninger, V., Swanson, H.L., Griffin, W. (revision submitted). 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. India: Elsevier.
Berninger, V., & Niedo, J. (in press, 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. 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.
Hayes, J.R., & Berninger, V. (in press). 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.
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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. (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.
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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. (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., Richards, T., & Abbott, R. (2009). The role of the hand in written idea expression.
In D. Alamargot, J. Bouchand, E. Lambert, V. Millogo, & C. Beaudet (Eds.),
Proceedings of the International Conference « de la France au Québec : l’Ecriture dans
tous ses états », University of Poitiers, France, 12-15 November 2008 [http://www.ecritfrancequebec2008.org/] then
http://www.poitou-charentes.iufm.fr/spip.php?article1048
Click on Berninger, V. Understanding Spelling in Typical Writing Development and
Dyslexia: Why Words of French Origin matter to English Spelling.” Choose long paper.
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 (pp. 507-520) . New York:
Wiley.
Hayes, J. R., & Berninger, V. (2010). Relationships between idea generation and transcription:
How act of writing shapes what children write. In C. Brazerman, R. Krut, K. Lunsford, S.
McLeod, S. Null, P. Rogers, & A. Stansell (Eds.), Traditions of Writing Research (pp
166-180). 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.
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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., 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., & 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.
Berninger, V., & Hidi, S. (2006). Mark Twain’s writers’ workshop: A nature-nurture
perspective in motivating students with learning disabilities to compose. In S. Hidi, & P.
Boscolo (Eds). Motivation in writing (pp. 159-179). Originally Amsterdam, Elsevier, now
Emerald, Australia.
Berninger, V., & Winn, W. (2006). Implications of advancements in brain research and
technology for writing development, writing instruction, and educational evolution. In C.
MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 96-114).
New York: Guilford.
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Berninger, V. (2006). A developmental approach to learning disabilities. In I. Siegel & A.
Renninger (Eds.), Handbook of Child Psychology, Vol. IV, Child psychology and practice
(pp. 420-452). New York: John Wiley & Sons.
Berninger, V., & Hooper, S. (2005). A developmental neuropsychological perspective on
writing disabilities in children and youth. To appear in D. Molfese & V. Molfese (Eds.)
Handbook of child neuropsychology. Mahwah, NJ: Lawrence Erlbaum.
Berninger, V. (2004). Understanding the graphia in dysgraphia. In D. Dewey & D. Tupper
(Eds.), Developmental motor disorders: A neuropsychological perspective (pp. 328-350).
New York: Guilford.
Berninger, V., Dunn, A., & Alper, T. (2004). Integrated models for branching assessment,
instructional assessment, and profile assessment. In A. Prifitera, D. Saklofske, L. Weiss, &
E. Rolfhus (Eds.), WISC-IV Clinical use and interpretation (pp. 151-185). San Diego, CA:
Academic Press.
Berninger, V., & O’Donnell, L. (2004). Research-supported differential diagnosis of specific
learning disabilities. In A. Prifitera, D. Saklofske, L. Weiss, & E. Rolfhus (Eds.), WISC-IV
Clinical use and interpretation (pp. 189-233). San Diego, CA: Academic Press.
Berninger, V. (2004). Brain-based assessment and instructional intervention. In G. Reid,
Fawcett, A. (Eds.), Dyslexia in context. Research, policy, and practice (pp. 90-119).
London and Philadelphia: Whur Publishers.
Berninger, V. (2004) The reading brain in children and youth: A systems approach. In B.
Wong (Ed.), Learning about learning disabilities, 3rd Edition. (pp. 197-248). San Diego:
Academic Press (Elsevier Imprint).
Wong, B., & Berninger, V. (2004). Cognitive processes of teachers in implementing
composition research in elementary, middle, and high school classrooms. In B. Shulman, K.
Apel, B. Ehren, E. Silliman, & A. Stone (Eds.), Handbook of language and literacy
development and disorders (pp. 600-624). New York: Guilford.
Berninger, V. (2004). Writing, teaching of. In C. Spielberger (Ed.), Encyclopedia of applied
psychology (pp. 733-740). San Diego: Academic Press (Elsevier Imprint).
Berninger, V. (2004). Reading, teaching of. In C. Spielberger (Ed.), Encyclopedia of applied
psychology (pp. 231-238). San Diego: Academic Press (Elsevier Imprint).
Berninger, V. (2004). Six teaching tips from the University of Washington Write Stuff
Intervention Projecta and Multidisciplinary Learning Disabilities Center. In Tips from the
experts, Arlene Pincus (Ed.). Publication of New Jersey International Dyslexia Association.
Berninger, V., Nagy, W., Carlisle, J., Thomson, J., Hoffer, D., Abbott, S., Abbott, R., Richards,
T., & Aylward, E. (2003). Effective treatment for dyslexics in grades 4 to 6. In B.
Foorman (Ed.), Preventing and remediating reading difficulties: Bringing science to scale.
(pp. 382- 417). Timonium, MD: York Press.
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Berninger, V., & Amtmann, D. (2003). Preventing written expression disabilities through early
and continuing assessment and intervention for handwriting and/or spelling problems:
Research into practice. In H.L. Swanson, K. Harris, and S. Graham (Eds.), Handbook of
research on learning disabilities (pp. 345-363). New York: Guilford.
Berninger, V. (2002). Best practices in reading, writing, and math assessment-intervention
links: A systems approach for schools, classrooms, and individuals. In A. Thomas & J.
Grimes (Eds.) Best practices in school psychology IV. Vol 1 (pp. 851-865). Bethesda,
MD: National Association of School Psychologists.
Berninger, V., Abbott, R., Billingsley, F., & Nagy, W. (2001). Processes underlying timing and
fluency of reading: Efficiency, automaticity, coordination, and morphological awareness.
In M. Wolf (Ed.) Dyslexia, fluency, and the brain (pp. 383-414). Extraordinary Brain
Series. Baltimore: York Press.
Berninger, V., Stage, S., Smith, D., & Hildebrand, D. (2001). Assessment for reading and
writing intervention: A three-tier model for prevention and intervention. In J. Andrews, H.,
D.Saklofske, & H.Janzen (Eds.). Ability, achievement, and behavior assessment. A
practical handbook (pp. 195-223). New York: Academic Press.
Busse, J., Berninger, V., Smith, D., & Hildebrand, D. (2001). Assessment for math talent and
disability: A developmental model. (Eds.). In J. Andrews, H., D.Saklofske, & H. Janzen
(Eds.). Ability, achievement, and behavior assessment. A practical handbook. (pp. 225253). New York: Academic Press.
Berninger, V., & Abbott, R. (2001). Developmental and individual variability in reading and
writing acquisition: A developmental neuropsychological perspective. In D. Molfese & U.
Kirk (Eds.), Developmental variability in language and learning (pp. 275-308). Hillsdale,
NJ: Lawrence Erlbaum.
Berninger, V. (1998). Assessment, prevention, and intervention for specific reading and writing
disabilities in young children. In B. Wong (Ed.), Learning disabilities, 2nd Ed. (pp. 529555). New York: Academic Press.
Berninger, V., Hooven, C., Sylvester, L., Taylor, J., Clinton, A., & Abbott, R. (1997). Directed
reading and writing activities: Aiming intervention to working brain systems. In S.
Dollinger & L. DiLalla (Eds.), Prevention and intervention issues across the life span pp
(123-158). Hillsdale, NJ: Erlbaum.
Berninger, V. (1995). Introduction. In V. Berninger (Ed.), The varieties of orthographic
knowledge II: Relationships to phonology, reading, and writing (pp. 1-22). Dordrecht, The
Netherlands: Kluwer Academic Publishers.
Abbott, R., & Berninger, V. (1995). Structural equation modeling and hierarchical linear
modeling: Tools for studying the construct validity of orthographic processes in reading and
writing development. In V. Berninger (Ed.), The varieties of orthographic knowledge II:
Their relation to phonology, reading, and spelling (pp 321-353). Dordrecht, The
Netherlands: Kluwer Academic Publishers.
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Berninger, V. (1994a). Future directions for research on writing disabilities. In G.R. Lyon (Ed.),
Frames of reference for the assessment of learning disabilities: New views on measurement
issues (pp. 419-439). Baltimore: Paul H. Brookes Publishing Co.
Berninger, V. (1994b). Codes, connections, context, and constructive processes: Integrating the
Vygotskian and Lurian perspectives. In E. Assink (Ed.), Literacy acquisition and social
context (pp. 25-46). Hertfordshire, UK: Harvester Wheatsheaf.
Berninger, V., & Abbott, R. (1994). Redefining learning disabilities: Moving beyond aptitudeachievement discrepancies to failure to respond to validated treatment protocols. In G.R.
Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on
measurement issues (pp. 163-202). Baltimore: Paul H. Brookes Publishing Co.
Berninger, V., & Swanson, H.L. (1994). Modifying Hayes & Flower’s model of skilled writing
to explain beginning and developing writing. In E. Butterfield (Ed.), Children’s writing:
Toward a process theory of development of skilled writing (pp. 57-81). Greenwich, CT: JAI
Press. Reproduced in The Learning and Teaching of Reading and Writing (by R.
Stainthorp). Wiley, 2006.
Swanson, H.L., & Berninger, V. (1994). Working memory as a source of individual differences
in children’s writing. In E. Butterfield (Ed.), Children’s writing: Toward a process theory
of development of skilled writing (pp. 31-56). Greenwich, CT: JAI Press.
Berninger, V. (1994). Introduction. In V. Berninger (Ed.), The varieties of orthographic
knowledge I: Theoretical and developmental issues (pp. 1-25). Dordrecht, The Netherlands:
Kluwer Academic Publishers.
Berninger, V., & Abbott, R. (1994) Multiple orthographic and phonological codes in literacy
acquisition: An evolving research program. In V. Berninger (Ed.), The varieties of
orthographic knowledge I: Theoretical and developmental issues (pp. 277-317). The
Netherlands: Kluwer Academic Publishers.
Berninger, V., & Hart, T. (1993). From research to clinical assessment of reading and writing
disorders: The unit of analysis problem. In R.M. Joshi & C.K. Leong (Eds.), Reading
disabilities: Diagnosis and component processes (pp. 33-61). The Netherlands: Kluwer
Academic Publishers.
ON LINE ENTRIES (control click to activate)
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. 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?
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3. Voice of America 2-Part Audio Interview September 18, 2009, with transcript to make the
point that handwriting should still be taught explicitly and systematically, but integrated with
instructional modeling, strategies, and practice in using handwriting and spelling for idea
expression for peers in a social context. List of Instructional Resources is also posted on
website. http://www.voanews.com/wordmaster
4. Webinars on Preventing Reading, Writing, and Math Problems and Differential Diagnosis and
Treatment of Dysgraphia, Dyslexia, Oral and Written Language Learning Disability (OWL LD),
and Dyscalculia
http://psychcorp.pearsonassessments.com/pai/ca/training/webinars/RTIWebinarSeries.htm
5. Public Radio Interview KUOW-NPR on writing June 18, 2010 www.kuow.org/conversation
DISSEMINATION OF RESEARCH TO PARENTS, TEACHERS, AND/OR
PSYCHOLOGISTS
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.
Powerpoint for “Assessing Developmental and Learning Profiles to Differentiate Pervasive and
Selective Developmental Disabilities (SDDs) and Specific Learning Disabilities (SLDs)”
Cancelled Webinar March 31, 2010 due to WebEx Technical Difficulties that was shared
with the approximately 200 professionals who signed up for the webinar and is available
for professional development of educational professionals.
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, 55, 16, 19, 26.
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. (2010). 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. on CD Bethesda, MD: Bethesda,
MD: National Association of School Psychologists.
Berninger, V., & Dunn, A. (2010). 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. on CD
Bethesda, MD: Bethesda, MD: National Association of School Psychologists.
Berninger, V., & Dunn, A. (2004). 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: National
Association of School Psychologists.
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Berninger, V., & Dunn, A. (2004). 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:
National Association of School Psychologists.
GUEST EDITED SPECIAL ISSUES (PROFESSIONAL SERVICE) AND RELATED
INTRODUCTIONS TO SPECIAL ISSUE (PUBLICATION).
Guest Edited Special Issues:
Guest Editor, Special issue of Learning and Individual Differences on Bridging the Gap between
Cognitive and Neuropsychological Research on Reading, 1991.
Guest Editor with Stephen Hooper, Special mini-series on writing disabilities in School
Psychology Review, 1993.
Guest Editor, Special Issues on Intervention Part I and Part II, Learning Disabilities Quarterly,
1996.
Guest Editor with Chris Skinner, Special Mini-series on intervention. School Psychology
Review, 1997.
Guest Editor, Special Issue on Nature-Nurture Interactions in Learning, Learning Disability
Quarterly, 2001.
Guest Editor with Bennett Shaywitz, Special Issue on Brain Imaging, Developmental
Neuropsychology, 2005-2006.
Guest Editor with Stephen Hooper, Special Issue on Writing, Developmental Neuropsychology,
2006.
Guest Editor with Brett Miller and Victoria Molfese, for Special Issue on Writing Development
in Early and Middle Childhood Writing Development from Early to Middle Childhood:
New Interdisciplinary Findings and Models.Reading and Writing. An Interdisciplinary
Journal, 2011.
Guest editor with Elaine Silliman for Special Issue of Topics of Language Disorders on Oral and
Written Language Connections within Children and across Disciplines, 2011.
Guest Editor with Akis Simos and Zvia Breznitz for Special Issue on Advancing Neuroscience
through Systems Approaches. Developmental Neuropsychology, 2011.
INTRODUCTIONS TO SPECIAL ISSUES:
Berninger, V. (1991). Overview of “Bridging the gap between developmental, cognitive, and
neuropsychological approaches to reading.” Learning and Individual Differences, 3, 163179. Invited special issue.
Berninger, V., & Hooper, S. (1993). Preventing and remediating writing disabilities:
Interdisciplinary framework for assessment, consultation, and intervention. School
Psychology Review, 22, 590-594.
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Berninger, V. (1997). Introduction to special issue on intervention, Part I, Learning Disability
Quarterly, 20, 62. Invited special issue.
Berninger, V. (1997). Introduction to special issue on intervention, Part II, Learning Disability
Quarterly, 20, 170-171. Invited Special Issue.
Berninger, V. (1997). Introduction to special issue on myths and realities in school psychology
interventions, School Psychology Review, 26, 326-332. Invited special issue.
Berninger, V. (2001). Understanding nature-nurture interactions in learning (pp. 139-140).
Learning Disabilities Quarterly, 24, 139-140. Invited special issue.
Berninger, V., & Hooper, S. (2006). Introduction to special issue on “A life-span, developmental
neuropsychological perspective on writing assessment and treatment.” Developmental
Neuropsychology, 2009. 1-4. Invited special issue. ISSN: 8756-5641
Berninger, V., & Shaywitz, B. (2006) Introduction to special issue on brain imaging.
Developmental Neuropsychology. Invited special issue.
Miller, B., Molfese, V., & Berninger, V. (2011). Introduction to special issue on writing.
Reading and Writing. An Interdisciplinary Journal, 24,117-119.On line November, 2010.
SpringerLink<http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1007/s11145010-9268-5&sa_campaign=Email/ACE/Paginated>.
Silliman, E., & Berninger, V. (2011). Foreword to Special Issue of Topics of Language
Disorders on Cross-Disciplinary Dialogue about Serving Students with Oral and/or
Written Language Problems, 31, 3-5.
Simos, P.A., Breznitz, Z., & Berninger, V. (2011). Introduction to special issue on Special Issue
on Advancing Neuroscience through Systems Approaches. Developmental
Neuropsychology, 36.
INVITED CRITIQUE OR COMMENTARY
Berninger, V. (1999). Overcoming the Matthew Effect: Aiming reading instruction (and
research on reading instruction) at all levels of language in an active, social, reflective
environment. Issues in Education, 5,45-53.
Berninger, V. (1997). Response to critique of Varieties of Orthographic Knowledge, Vol. I,
British Journal of Educational Psychology, 67, 251-252.
Berninger, V. (1995). Has the phonological recoding model of reading acquisition and reading
disability led us astray?: A critique of “Cognitive process in early reading development.”
Issues in Education: Contribution from Educational Psychology, 1, 59-63.
Berninger, V. (1995). Review of "Cognitive processes in children's writing: Developmental and
individual differences." Issues in Education: Contribution from Educational Psychology, 1,
161-164.
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NEWSLETTERS
Berninger, V., Smith, R., & O’Donnell, L. (2004, Feb.). Alternative three-tiered model
integrates biological and instructional research. NASP Communique, Vo. 32 No. #5.
Berninger, V. (2002, fall). Research update on assessment-intervention links in literacy:
Scientifically supported practices for preventing and treating reading and writing problems
in school settings. CASP Today.
Berninger, V. (1999). The “Write Stuff” for preventing and treating writing disabilities.
Perspectives.
Berninger, V., Raskind, W., McCutchen, D., Richards, T., Cunningham, A., Nolen, S., Wijsman,
E., Dager, S., Corina, D., & Abbott, R. (1997, Fall). Educational and biological links to
learning disabilities. Perspectives, vol. 23, no. 4.
Berninger, V. (1991, Spring). Preventing reading and writing disabilities: A developmentalneuropsychological perspective. The Notebook, College of Education, University of
Washington.
Thompson, M., & Berninger, V. (1990, Fall). Interdisciplinary training for school psychologists
serving handicapped preschoolers and their families. Trainer’s Forum. Newsletter of
Trainers of School Psychologists.
BOOK REVIEWS
Berninger, V. (1983). Invited review of Children's Oral Communication Skills by W.P. Dickson,
Ed. Journal of Child Language, 10, 682-685.
WHITE PAPER OR RESPONSE TO WHITE PAPER
Berninger, V. (2002). Response to "Empirical and Theoretical Direct Diagnosis of Learning Disabilities by
Assessment of Intrinsic Weaknesses" by Joseph Torgesen. In R. Bradley, L. Danielson, & D. Hallahan (Eds.),
Identification of Learning Disabilities. Research to Practice (pp. 615-622). Mahwah, NJ: Erlbaum.
Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., Cohen, M., Davis, A., Decker, S., Denckla, M.,
Dumont, R., Elliott, C. Feifer, S., Fiorello, C., Flanagan, D., Fletcher-Janzen, E., Geary, D., Gerber, M.,
Gerner, M., Goldstein, S., Gregg, N., Hagin, R., Jaffe, L., Kaufman, A., Kaufman, N., Keith, T., Kline, F.,
Kochhar-Bryant, C., Lerner, J., Marshall, G., Mascolo, J., Mather, N., Mazzocco, M., McCloskey, G.,
McGrew, K., Miller, D., Miller, J., Mostert, M., Naglieri, J., Ortiz, S., Phelps, L., Podhajski, B., Reddy, L.,
Reynolds, C., Riccio, C., Schrank, F., Schultz, E., Semrud-Clikeman, M., Simon, J., Silver, L., Swanson, L.,
Urso, A., Wasserman, T., Willis, J., Wodrich, D., Wright, P., & Yalof, J. (2010). Critical issues in response-tointervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An
expert white paper consensus. Learning Disabilities Quarterly, 33, 223-236.
TESTS
Berninger, V. (2001). Process Assessment of the Learner (PAL) Test Battery for Reading and
Writing. The Psychological Corporation, San Antonio, TX.
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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Berninger, V. (2007b). Process Assessment of the Learner Diagnostic for Math (PAL II-M). The
San Antonio, TX: Psychological Corporation. Now Pearson. www.PAL-II.com
INTERVENTION KIT
Berninger, V. (1998). Process Assessment of the Learner (PAL) Intervention Kit. San Antonio,
TX: Psychological Corporation. Manuals for Talking Letters and Handwriting Automaticity
Lessons
UNPUBLISHED MANUSCRIPTS
Berninger, V. Modification of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) for
adults with impaired speech or hand function. Summary report for NIHR-funded research
project.
Aylward, E., Richards, T., Berninger, V., Perrin, M., Field, K., Amie, B., Grimme, C., Cramer,
S., Marra, C. (2003, unpublished manuscript) Reliability of functional MRI activation over
time.
Richards, T., Dager, S., Corina, D., Maravilla, K., & Berninger, V. (2004,unpublished
manuscript) Combining functional MRI and functional MR spectroscopic imaging to
understand the lexical deficit in dyslexia.
Lemos, Z., Valdez-Fernandez, S. & Berninger, V. (2011, unpublished manuscript). Helping
secondary students overcome learning difficulties in reading, writing, and math: A
multiple perspectives approach.
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ABSTRACTS AND PRESENTATIONS
Berninger, V., Richards, T., Grabowksi, T., Tanimoto, S., & Raskind, W. (2014, February).
Cross-disciplinary approach to understanding typical writing and writing disabilities:
DNA, mRNA transcription and translation, brain connectivity, and brain and behavioral
profiles before and after instruction. In S. Hooper (organizer). Writing across the
lifespan: Advances in the neurological underpinnings, measurement, and intervention,
Writing Research across the Borders III, Paris, France.
Berninger, V., Tanimoto, S., Thompson, R., Alstad, Z., Griffin, W., Wingert, K., & Warmouth,
J., (2014, February). Assessment of ecologically valid writing in middle childhood and
adolescence. In Y.-S. Kim (Organizer), Writing assessment from multiple
perspectives and for multiple purposes. Writing Research across the Borders III, Paris,
France.
Berninger, V., Niedo, J., & DelCampo, R. (2014, February). Using a bidirectional cognitive—
linguistic translation model to study sentence and text construction. In R. Wagner
(Organizer), Using linguistics to better understand writing and its development. Writing
Research across the Borders III, Paris, France.
V. Connelly (Organizer), & V. Berninger (Chair).(2014, February). Linking product with
process. Results from the use of digital pen tracking and keystroke logging studies to
illustrate how process and product interact. Writing Research across the Borders III,
Paris, France.
Bazerman, C. and other 6 members of the Life-Span Working Group including V. Berninger.
(2014, February). Roundtable, Writing Research across the Borders III, Paris, France.
Richards, T., Grabowski, T., Askren, K., Boord, P., Yagle, K., Mestre, Z., Reitz, F., Welker, O.,
Guilford, D., Young, L., Collins, E., & Berninger, V. (2013, November 8, 10:00 to noon).
Functional and structural connectivity across levels of language in children with
dysgraphia. Poster Session D70 Society of Neurobiology of Language. San Diego, CA.
Baker, G., Missiasen, S., Abel Alston, N., Alfonso, V., & Berninger, V. Symposium on Visions
for Systems change to Provide FAPE for All: Perspectives of District Superintendent,
School Psychologists, and University Researcher. Invited Symposium, Washington
State School Psychology Association, Spokane, WA, Friday, October 18, 9:45 am to
12:00 pm.
Berninger, V. (2013, July, 10, 6 to 9pm). School neuropsychology frameworks for integrating
neuroscience, genetics, instruction, and multicultural assessment-intervention links.
Keynote, School Neuropsychology Summer Institute, Dallas, TX. Invited.
Silliman, E., Bahr, R., & Berninger, V. (2013, June 28). Going beyond spelling accuracy:
Linguistic feature patterns of superior, average, and poor spellers. Poster, International
Academy for Research on Learning Disabilities (IARLD), Boston.
Richards, T., Grabowski, T., Askren, K., Collins, E., Gulliford, D., Welker, O., & Berninger, V.
(2013, June 18, 1:30-3:30 pm). Children with dyslexia/dysgraphia and DTI parameter
correlations with single word reading human brain annual meeting, Seattle, WA.
Reitz , F., Richards, T., Wu, K., Boord, P., Askren, K., Lewis, T., & Berninger, V. (2013) (2013,
June 18, 1:30-3:30 pm). An MRI-compatible, computer-interfaced drawing pad.
Human Brain Annual Meeting, Seattle, WA.
Berninger, V. (2013, May 10). Assessment-instruction links for writing within interdisciplinary
frameworks. Invited Keynote in Symposium on “Assessments and Interventions for
Writing Difficulties.” New York: Fordham University.
Berninger, V., Niedo, J., & Abbott, R. (2013, April 20 10:20 AM to 11:50 AM in Room 307
(Washington Convention Center)). Interdisciplinary approach to defining, teaching,
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and evaluating response to teaching for reading and writing disabilities. In B. Miller
(Chair). Paper symposium, Improvements in Identification and Classification of
Individuals With Reading and Writing Disabilities. Society for Research on Child
Development (SRCD). Seattle, WA.
Richards, T., Grabowski, T., & Berninger, V. (2013, April 14). Brain connections and systems
biology in the study of learning disabilities. Poster presentation at Systems Biology's
12th Annual International Symposium April 14-15 in Seattle, Washington
Berninger, V. (2013, March 19). Disorders of writing and written expression. Kennedy Krieger
Spectrum Conference at Johns Hopkins University, Baltimore, MD. Invited.
Berninger, V. (2013, February 14, 8:30—9:50). Cultural and cross-disciplinary frameworks for
assessment-instruction of language systems. Invited Special Session, What
Psychologists Need to Know about Language: Assessment, Instructional, Cultural
Perspectives. National Association of School Psychologists, Washington State
Convention Center, Seattle, WA. Invited.
Raskind WH, Rubenstein K, Matsushita M, Berninger VW, Wijsman EM. (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. San Francisco.
Berninger, V. (2012, July 24). Honoring the hand: Contributions of handwriting to meeting the
common core standards. Skyping presentation at the Annual conference on handwriting,
Dayton, Ohio. Invited.
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   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. (2012, 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). Discussion, “Diversity, Disability, and Talent” 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 Educational Summit" 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., & Wolf, B. (2011, September 7). Developing effective working relationships with
schools to optimize your child's reading, writing, and math achievement. A special
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presentation for parents of children with specific learning disabilities. University of
Washington College of Education. University of Washington Educational Outreach.
Seattle, WA.
Berninger, V. (2011, August 15, 16, 17, 18, and 19). All day professional development
workshops in UW Summer Institute for Certified Educational Professionals sponsored by
UW Extension:
Day 1: constructs to assess for written and oral language and measures
Day 2: constructs to assess for math learning disabilities and measures;
Day 3: prevention through universal screening, early intervention, and assessing response
to intervention for reading, writing, and math K to grade 4;
Day 4: problem solving consultation for reading, writing, and math problems; and
Day 5: differential diagnosis and treatment for dysgraphia, dyslexia, oral and written
language learning disability (OWL LD), and dyscalculia
Richards, T., & Berninger, V. (2011, April 9, 10 am to 5 pm) Title: The Brain's Hand: Learn
how hands engage thinkers in the writing process. Paws-on Science 2011: Husky
Weekend at the Pacific Science Center.
Berninger, V. (2011, April 8, 7 p.m.) Working memory and learning. Washington State Branch
of the International Dyslexia Association (WABIDA), Bellevue, Westin, WA.
Berninger, V. (2011, March 9). Current research and treatment strategies for learning
disabilities: Dysgraphia, dyslexia, oral and written language learning disability (OWL
LD) and dyscalculia). Shoreline Conference Center, Shoreline, WA. Rehab Seminars
Annual Special Education Conference. Invited.
Berninger, V., & Dunn, A. (2011, February 22). Differential diagnosis and treatment of specific
learning disabilities across development. National Association of School Psychologists.
San Francisco, Full-Day Workshop Invited.
Berninger, V. (2011, February 18, Chair and Organizer), Co-chairs and discussants, Paul Rogers,
Barbara Arfé, Denis Alamargot, Celiné Beaudet, Deborah McCutchen, and Gert
Rijlaarsdam. Honoring the substantial sustained pioneering research contributions of
Charles Bazerman in the social cultural tradition and Pietro Boscolo, Michel Fayol,
and J.R. (Dick) Hayes in the cognitive tradition, all of whom have facilitated
communication among writing researchers across borders. Writing across the Borders
II, George Mason University, USA. http://www.writing.ucsb.edu/wrconf11//
Dunn, M., & Berninger, V. (2010, December 9, 2010). Intervention and assessment methods for
writing. Session Number 3 3:00 - 4:15 pm. WERA/OSPI (Washington Educational
Research Association/Office of Superintendent of Public Instruction) Conference, Hilton
Seattle Airport Conference Center, Seatac, WA.
Berninger , V. (2010, October 27). Evidence-based differential diagnosis and treatment of
dysgraphia, dyslexia, OWL LD (SLI), and dysgraphia within a working memory
architecture in brain. Symposium on working memory at the International Dyslexia
Association Organized by Michele Berg, Phoenix Convention Center, Phoenix, AZ.
Invited.
Campigotto, A., Chanquoy, L., Berninger, V., Hayes, J. R. (2010, September). Declarative
knowledge and metacognition in young writers. Paper presentation, SIG Writing
Conference, Heidelberg, Germany.
Berninger, V. (2010, August 14). Differential diagnoses and treatment for specific learning
disabilities across development. Full Day Continuing Education Workshop ce2010129
at Annual Meeting of the American Psychological Association, San Diego, CA, Hilton
San Diego Bayfront Hotel. 3-hour taping August 13, 2010 for APA professional
development program
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www.apa.org/education/ce
Berninger, V., & Richards, T. (April 10, 2010). Booth description: "Use teaching tools to
program the brain through talking and writing and a brain atlas to find where this learning
occurs on brain scans." Part I: Programming your reading and writing brain by mouth and
hand (Berninger) and Part II: Watching and mapping the learning brain (Richards). Paws
on Science. A University of Washington Weekend at the Pacific Science Center, Seattle,
WA.
Berninger, V., & Dunn, A. (2010, March 5). Symposium in Honor of Eunice Kennedy Shriver:
Bridging the gap between developmental disabilities and learning disabilities and
narrowing the achievement gap across SES. California Association of School
Psychologists, Santa Clara. Invited.
Berninger, V., & Richards, T. (2010, February 17, 2010). The writing brain of good and poor
child writers: Insights from fMRI writing studies. In symposium, In Symposium, Current
Research Trends in Language, Reading, Writing, and Math related to brain systems.
Learning Disabilities Association annual meeting, Baltimore, MD. Invited.
Berninger, V., & Rutberg, J. (2010, February 3, 1:30 to 4:30). Defining and overcoming the
writing problems in three specific learning disabilities—dysgraphia, dyslexia, and oral
and written language learning disabilities: A cross-disciplinary approach that involves
problem solving consultation with teachers. Professional development for Seattle Public
Schools School Psychologists and Occupational Therapists. Miller Community Center on
Capital Hill. Invited.
Berninger, V. (2010, January 29 and 30, 2010). Prevention, problem solving consultation, and
evidence-based differential diagnosis and treatment: An integrated model for learner's
profiles of strengths and weaknesses, intervention, response to intervention (RTI). 2-day
workshop sponsored by Portland State University, Oregon, Oregon School Psychology
Association and other groups. Invited.
Berninger, V. (2009, November 19). Evidence-Based Diagnosis and Instruction for Dysgraphia
(Impaired Handwriting and/or Spelling) in Individuals Whose Development Is Otherwise
in the Normal Range OSPI training for Educational Service Districts sponsored by
Washington State Branch of the International Dyslexia Association. Invited.
Berninger, V. (2009, October 23). Writing route to reading and math and the developmental
writing journey: A solution-based approach. New York Association of School
Psychologists, White Plains, NY. Invited.
Peter, B., Brkanac, Z., Matsushita, M., Lisowski, M., Vu, T, Berninger, V.W. & Raskind,
W.H.
(2009, October, 21). FOXP2 and CNTNAP2 influence phonology, motor praxis, and
reading in individuals with dyslexia. American Association of Human Genetics. Oahu,
Hawaii.
Berninger, V., & Wolf, B. (2009, October 17). Teaching students with dyslexia and dysgraphia:
Lessons from teaching and science. WABIDA 2009 Fall Conference, Black River Training
and Conference Center Renton, WA. Invited.
Berninger, V. (2009, October 3). Writing disabilities in dysgraphia, dyslexia, and OWL LD:
Differential diagnoses and treatment. Written language/expression strand. Council for
Learning Disabilities, Dallas, TX. Invited.
Berninger, V. (2009, September 30). National webinar presentation on Differential Diagnosis and
Treatment for Dysgraphia, Dyslexia, OWL LD, and Dyscalculia.
Berninger, V. (2009, September 23) National webinar presentation on Tier 1 Preventing
Reading, Writing, and Math Problems.
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Berninger, V. (2009, August 25). Theory- and evidence-based assessment-treatment links and
writing route to preventing reading and math problems. Oakland Public Schools, CA.
Berninger, V. (2009, August 8). Theory- and evidence-based assessment-treatment links. In V.
Berninger, Organizer, Symposium: Translating the Science of Literacy to Psychology
Practice in Schools. American Psychological Association, Toronto, CA.
Berninger, V. (2009, June 6). Writing route to preventing reading and writing problems. Early
Learning Conference for Washington State, University of Washington. Invited
Berninger, V. (2009, May 18-19). Current models of writing in early and middle childhood and
future directions. In strand on Issues in emergent literacy and writing development across
the life span. NIH Writing Development and Instruction Workshop George Washington
Inn, Washington D.C. Invited. Prepared a submitted presentation but plane canceled at
SeaTac and unable to participate in person.
Berninger, V., Abbott, R., & Fayol, M. (2009, April). Spelling’s concurrent and longitudinal
influences on writing development. In V. Berninger (Organizer), Symposium on writing
development from early to middle childhood: New interdisciplinary findings and models.
Biennial meeting, Society for Research on Child Development. Boulder, CO.
Berninger, V. (2009, March 26). Overcoming writing disabilities (dysgraphia, dyslexia, and OWL
LD) through early intervention, problem-solving consultation, and differential diagnosis
and treatment. Invited all-day workshop at the New Jersey International Dyslexia
Association and New Jersey Association of Speech and Hearing Services, Newark, NJ.
Invited.
Berninger, V. (2009, March 24). The writing route to reading: Prevention, consultation, and
diagnosis-treatment links. Invited Distinguished Lecture, Plain Talk about Reading.
Research into the Classroom. Chicago, IL Invited.
Berninger, V., & Alston-Abel, N. (2009, February 25). Differential diagnosis and treatment for
dysgraphia, dyslexia, OWL-LD, and dyscalculia. Annual meeting of the National
Association of School Psychologists, Boston, MA.
Berninger, V. , & Alston-Abel, N. (2009, February 25) Preventing reading, writing, and math
disabilities: Screening, teaching, and reassessing. Annual meeting of the National
Association of School Psychologists, Boston, MA.
Berninger, V. (Presenter Invited Keynote, November 13, 2008) Co-Authors Todd Richards and
Robert Abbott. Understanding spelling in normal writing development and writing
disabilities: Why words of French origin matter to English spelling. University of Poitiers,
Poitiers, France. International meeting on writing considering writing from cognitive to
socio-linguistic/cultural points of view. Sponsored by the French CNRS (National Center
for Scientific Research) Group for Research on Writing, the Graduate School for Teachers
University of Poitiers (FR), the University Laval Québec (CA) and the University of
Sherbrooke (CA).
Berninger, V., & Wolf, B. (2008, October 30,). Creating the writing revolution. International
Dyslexia Association, Seattle, WA. Invited.
Berninger, V. , & Richards, T. (2008, October 29). The neurobiological basis of dyslexia and
dysgraphia and implications for instructional treatment. In symposium (G. Eden,
Organizer), Behavior, Brain Function, and Genes: Research into Disorders of Cognition
and Learning Disabilities. International Dyslexia Association, Seattle, WA. Invited.
Hirsch, S., Berninger, V., Moran, P., & Missiaen, S. (October 18, 2008). Three tier approach to
identification and treatment of math disability and identification of math talent.
Washington State Association of School Psychology, Spokane, WA.
Missiaen, S. & Berninger, V. (October 17, 2008). Tier 3 differential diagnosis and treatment of
specific learning disabilities in written language acquisition: Dysgraphia, dyslexia and
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oral and written language learning disability (OWL LD). Washington State Association of
School Psychology, Spokane, WA.
Berninger, V., & Richards, T. (2008, September 21). The Writing Brain: fMRI studies of Idea
Generation, Handwriting, Spelling, Sequential Finger Movements, and Working Memory
in Child Writers. Italian Association of Psychology, Padua, Italy. Invited.
Berninger, V. (2008, September 16). From idea generation to idea expression in language by
hand. University of Padua, Italy. Invited.
Berninger, V. (2008, September 15). Writing first: Evidence that teaching children to write at the
beginning of schooling facilitates reading and writing development. University of Padua,
Italy. Invited.
Berninger, V., & Richards, T. (2008, September 3-5). Writing first: Teaching children to write at
the beginning of schooling facilitates reading and writing development. Three-day
workshop for Agence National de la Recherche research project on development of written
and spoken expression in French monolingual low SES children and adolescents.
University of Lyon, Lyon, France. Invited.
Berninger, V (2008, May 1). Triple word form theory: Brain, treatment, and developmental
evidence for phonological, orthographic, and morphological word forms and their parts.
Symposium, Speech and Hearing Sciences, University of Washington.
Berninger, V. (2008, April 12) Relevance of knowledge of the brain to teaching children with
dysgraphia, dyslexia, and oral and written language learning disability (OWL LD)
Academic Language Therapy Association (ALTA). 2008 National Conference, Dallas, TX.
Berninger, V. (2008, March 14). PAL II Diagnostic for reading, writing, and math: Assessmentintervention links. Annual meeting of the California Association of School Psychologists.
Burlingame, CA.
Berninger, V., & Richards, T. (2008, February 9). Brain differences of 5th graders with and
without writing disabilities on fMRI handwriting, orthographic coding,and finger
succession tasks. In S. Hooper (Organizer, Symposium). The Neuropsychological Basis of
Written Language in Children. International Neuropsychology Association. Hawaii,
Hawaii.
Berninger, V. (2008, February 4, 2008). PAL II: Assessment for the right kind of intervention in
response to intervention and monitoring progress of implemented intervention. Oahu
School Administrators, Honolulu, Hawaii.
Berninger, V. (2008, February 24). Organizer of Invited Symposium: Levels of Language in
Assessment and Instruction: Lessons from Longitudinal Studies Grades 1 to 7.
Presentation: Relationship of Idea Generation and Transcription to Translation. Santa
Barbara Conference on Writing Research: Writing Research across Borders. Santa
Barbara, CA. Invited.
Berninger, V. (November 9, 2007, all day workshop). PAL II for reading, writing, and math: A 3tier model of prevention, problem solving consultation, and differential diagnosis and
treatment planning for specific learning disabilities. British Columbia Association of
School Psychologists, Vancouver, B.C. Invited.
Berninger, V. (November 2, 2007). Learning to read and write by ear, mouth, eye, hand, and
mind. In D. Sawyer (Organizer) Symposium on "Closing the Achievement Gap: The Roles
of Orthography, Morphology AND Phonology in Reading and Spelling". International
Dyslexia Association Annual Meeting, Dallas, TX.
Berninger, V. (October 6, 2007). Building upon the legacy of Beth Slingerland: Importance of
orthographic processes and the hand in learning written language. WABIDA Fall
Conference, Washington Branch, International Dyslexia Association, University of
Washington, Seattle, WA. Invited.
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Berninger, V. (2007, August). Understanding learning triangles in each of three tiers for
psychological assessment-educational intervention. Presenter and chair for symposium
organized by Brad Hale, Developing Differentiated Instruction through Integration of
RTI and Cognitive Assessment. American Psychological Association, San Francisco.
Berninger, V., O’Donnell, L., Haldnack, J., Gabel, A. (2007, August). All day workshop on
evidence based three tier model for preventing, diagnosing, and treating reading and
writing disabilities. American Psychological Association, San Francisco.
Wilkinson, C., Bahr, R., Silliman, E., & Berninger, V. (2007, August). Symposium: Spelling
patterns from grades 1-9 - Implications for vocabulary development. 15th European
Conference on Reading. Berlin, Germany.
Berninger, V. (2007, July 13). From research on assessment, instruction, genetics, and brain
imaging to clinical application for prevention, diagnosis, and treatment of reading,
writing, and math disabilities. 2nd National School Neuropsychology Conference
sponsored by the American Board of School Neuropsychology, Dallas, TX.
Berninger, V. (2007, July 12). Panel discussion participant: The state-of-the-art of applied
neuropsychology to educational practice. American Board of Neuropsychology
Conference in Dallas, TX.
Berninger, V., Stock, P., Lee, Y., Abbott, R., & Breznitz, Z. (2007, July). Working memory
enhancement through accelerated reading training. Presentation in Symposium on Can
the Dyslexic Brain Do Better? Enhancement of reading fluency (Z. Breznitz, organizer
and chair). Society for the Scientific Study of Reading, Prague, Czechoslovakia. Invited.
Berninger, V., Richards, T., Stock, P., Trivedi, P., & Altemeier, L. (2007, June 28). From idea
generation to idea expression in language by hand in good and poor writers. Keynote
presentation in Learning and Teaching Writing: British Journal of Educational
Psychology Psychological Aspects of Education Current Trends Conference. Oxford
Brookes University. Invited.
Richards, T., Crouch, J., Maravilla, K., Berninger, V., Stock, P., Johnson, C. (2007, June).
Tract-based spatial statistics of diffusion tensor imaging in adult dyslexia. Human Brain
Mapping, Chicago.
Berninger, V., Wolf, B., & Stock, P. (2007, April 20). Dyslexia and literacy problems.
Presentation at the Hatch a reader: Emerging literacy & parent education: Lake Washington
Technical College Conference. Bellevue, WA.
Berninger, V. (March, 2007). Teachers and researchers are connected: Influences of Slingerland
Test on recent research on orthographic skills and of Monroe Sherman on recent
research on handwriting and reading fluency. Also, dyslexia exists. Slingerland Training
Institute, Renton, WA. Invited.
Nagy, W., Berninger, V., & Abbott, R. (2006, November). Morphological awareness and the
simple view of reading. National Reading Conference, Los Angeles.
James, J., Silliman, E., Bahr, R., Berninger, V. (November, 2006). Development of advanced
spelling ability, Grades 5-9. American Speech, Hearing, and Language Association
(ASHA), Miami.
Fawcett, K., Bahr, R., Silliman, E., Berninger, V. (November, 2006). Spelling development in
young school age children: Grades 1 – 4. American Speech, Hearing, and Language
Association (ASHA), Miami.
Berninger, V. (2006, November). Language by hand(writing) supports language by
eye(reading). Annual conference of the Puget Sound International Dyslexia Association.
Shoreline, WA.
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Berninger, V. (2006, October). Three tier model of assessment-intervention links:
An evolutionary idea for IDEA reauthorization. Washington State School Psychology
Association Annual Meeting, Spokane, WA. Invited presentation.
Berninger, V. (2006, October). 3-Tier model of assessment-instruction links for math:
Addressing needs of talent and disability. Washington State School Psychology Association
Annual Meeting, Spokane, WA. Invited presentation.
Fawcett, K., Bahr, R., Silliman, E., & Berninger, V. (November, 2006). Spelling development in
young school age children: Grades 1 - 4. American Speech, Hearing, and Language
Association, ASHA, Miami.
James. J., Silliman, E., Bahr, R., & Berninger, V. (November, 2006)/; Spelling development in
more advanced spellers: Grades 5 to 9. American Speech, Hearing, and Language
Association, ASHA, Miami.
Berninger, V. (2006, September). Research on assessing and teaching language by hand.
Invited presentation to the Peel School District, Niagara on the Lake, Canada.
Berninger, V., & Richards, T. (2006, July). Invited presentation for Pre- Conference Symposium,
“Neurobiological and Experiential Dimensions of Dyslexia: Multiple Perspectives”, at
Scientific Studies of Reading meeting, Vancouver, British Columbia (organizer Maureen
Hoskyn). Understanding dyslexia within a working memory model with phonological,
orthographic, and morphological word forms, time-sensitive phonological loop, and
executive functions.
Berninger, V. (2006, June). Invited presentations for the Texas Dyslexia Institute (organized by
Brenda Taylor, State Coordinator for 20 Educational Service Centers), Dallas Texas. June
26 am: Understanding the core deficits in dyslexia: phonology, orthography, and
working memory; pm: Teaching dyslexics in the primary grades. June 27 am: Teaching
dyslexics in the upper elementary and middle school grades. pm: Understanding dyslexia
spectrum—dysgraphia, dyslexia, and language learning disability.
Berninger, V. (2006, June). Invited presentation at Washington State Summit on Dyslexia,
SeaTac, WA. Dyslexics can learn to read and write and teachers can teach them: 3
lessons from research and teaching. Presented the researcher’s perspective on teaching.
Beverly Wolf presented the teacher’s perspective on teaching.
Stanberry, L., Richards, T., & Berninger, V., Nandy, R., Aylward, E., Maravilla, K., & Cordes,
D. (2006, May). Spectral differences in language processing areas in good and dyslexic
readers. ISMRM 14th Scientific Meeting in Seattle, Washington, USA.
Berninger, V., & Richards, T. (2006, May). Structural and functional connectivity differences of
good readers and dyslexics. Invited presentation to Neurosurgery Grand Rounds,
University of Washington.
Berninger, V., Richards, T., & Winn, W. (2006, April). Invited talk for Division C Symposium.
on Combining brain imaging and instructional research: The sum is greater than the
parts but both parts have added value. American Educational Research Meeting, San
Francisco.
Winn, W., Berninger, V., & Yen Ling (2006, April). "What dyslexic children and normal readers
learned about the ocean from an interactive visual computer simulation." AERA, Division
C.
Richards, T., Aylward E., Berninger, V., Winn W., Stock, S., Wagner R., Muse, A., & Maravilla,
K. (2006, April). Differences in fMRI activation between children with and without
dyslexia during pseudoword aural repeat and visual decode. Cognitive Neuroscience
Annual Meeting, San Francisco.
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Berninger, V. (2006, April). Invited discussion of Brain Literacy for Educators and
Psychologists (by V. Berninger & T. Richards, 2002) for Reading Leadership Team.
Puget Sound Educational Service District, Renton, WA.
Berninger, V. (2006, March). Understanding dyslexia, dysgraphia, and language learning
disability within a working memory model. 16th Annual Nelson Butters’ West Coast
Neuropsychology Conference. Advances in Pediatric Neuropsychology: From Toddlers
Through School-Aged Children. San Diego, CA. Invited presentation.
Berninger, V. (2006, February). Hope across the lifespan: Diagnosing and treating dyslexia and
its changing phenotype (behavioral expression). Spring Conference of the Oregon
International Dyslexia Association, Beaverton, OR. Invited presentation.
Berninger, V. (2006, January 12). Recent findings from the UW Multidisciplinary Learning
Disabilities Center: Understanding dyslexia, dysgraphia, and language learning
disability, inattention to printed words, and the brain's response to spelling instruction.
Puget Sound Branch of the International Dyslexia Association, Shoreline Center, WA.
Invited presentation.
Berninger, V. (2005, November). Research into practice Workshops. Early intervention for
reading and writing disabilities. Differential diagnosis of dyslexia, dysgraphia, and
language learning disability. Teaching reading and writing to older dyslexics. Council of
Exceptional Children Academy. Annaheim, CA. Invited presentation.
Berninger, V. (2005, September). Making the case for the importance of writing in adolescent
and adult literacy. National Conference of State Directors. Office of Vocational and Adult
Education. Arlington, VA. Invited presentation.
APA Symposium organized by V. Berninger (2005, August). APA task force on evidence-based
interventions: Academic subdomain update. Other presenters Kimberly Eaton Hoagwood,
Edward Shapiro, Sylvia Rosenfield, and Thomas Kratochwill. Presenter for Developing
thoughtful consumers and artful implementers of evolving instructional research. APA,
Washington DC.
APA Symposium organized by V. Berninger (2005, August). Contributions of cognitive and
neuropsychological processes to response to instruction, Division 40. Other presenters
Dagmar Amtmann, Louise O’Donnell, and Steve Peverley. Presenter for Dynamic
assessment of child dyslexics’ brain response to alternative spelling treatments co-authored
with T. Richards and W. Winn. APA, Washington DC. (Abstracts for two presentations in
this symposium published in Clinical Neuropsychologist in 2005:1) Berninger, V., &
Richards, T. Dynamic Assessment of Child Dyslexics’ Brain Response to Alternative
Spelling Treatments, and 2) Amtmann, D., Abbott, R., & Berninger, V. Growth-Mixture
Modeling Identifies Classes and Predictors of Response to Instruction).
Invited Symposium organized by V. Berninger (2005, July). Teaching teachers and teaching
students: A developmental approach to prevention and treatment of dyslexia. Presenters:
Joanna Uhry, H. Lee Swanson, William Nagy, and Virginia Berninger Panelists: Hugh
Catts, Mary Thayer, Diane Sawyer. Presentation by V. Berninger, Effective treatment of
writing problems: Brain and behavioral changes. International Dyslexia Association,
Washington, DC.
Nielsen, K., Berninger, V., & Raskind, W. (2005, July). Gender differences in writing of
dyslexics in a family genetics study. International Neuroscience Society Meeting, Dublin,
Ireland.
Berninger, V., Nielsen, K., & and Abbott, R. (2005, July). Contribution of motor planning to
functional reading and writing systems. International Neuroscience Society Meeting,
Dublin, Ireland.
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Updated 9/1/13
Berninger, V., Abbott, R., & Nagy, W. (2005, April). Paths to reading comprehension in at-risk
second graders. Society for Research in Child Development, Atlanta, Georgia.
Fan, W., Graham, S. & Berninger, V. (2005, April). The structural relationship between writing
attitude and writing achievement in young children. Paper presented at the Annual Meeting
of the American Educational Research Association. Toronto
Berninger, V. (2005, March). Bridging the gap between general education and special
education in effective delivery of school psychology services: A three-tier model for
preventing and treating academic, mental health, and behavioral problems. California
Association of School Psychologists , Riverside, CA. Invited presentation.
Berninger, V., Dunn, A., & Alper, T. (2005, March). How to implement the three tier model for
preventing and treating reading and writing problems in elementary schools serving diverse
populations; perspectives of researchers, school psychologists in the field, and trainers.
California Association of School Psychologists. Riverside, CA. Invited presentation.
Berninger, V. (2004, November). Nature-nurture interactions in learning language by ear,
mouth, eye, and hand. American Speech-Language and Hearing Association (ASHA).
Philadelphia, PA. Invited presentation.
Berninger, V. (2004, November 11, 2004). Nature-nurture interactions in reading and writing.
Harvard Medical School Learning & Brain Conference, Cambridge, MA. Invited
presentation.
Berninger, V., Nielsen, K., Altemeier, L., Eschen, K. (2004, November). Hallmark deficits in
developmental dyslexia: Reconciling the phonological core and working memory deficits in
dyslexia. Annual Meeting of the National Academy of Neuropsychology, Seattle, WA.
Berninger, V., Nielsen, K., Eschen, K., & Altemeier, L. (2004, November). Research supported
brain-based assessment of dyslexia in children and adults. Annual Meeting of the National
Academy of Neuropsychology, Seattle, WA.
Chenault, B., Thomson, J., Abbott, R., & Berninger, V. (2004, November). Effects of prior
attention training on child dyslexics' response to composition instruction. Annual Meeting
of the National Academy of Neuropsychology, Seattle, WA.
Berninger, V. (with Steve Davis, Northshore Schools). (2004, October). Research supported
assessment-intervention links. Annual Meeting of the Washington State Association of
School Psychologists. Semiahmoo, WA. Invited presentation.
Raskind, W., Igo, R., Chapman, N., Thomson, J., Matsushita, Z., Brkanac, Z., Holzman, T.,
Brown, M., Berninger, V., & Wijsman, E. (2004, October). A novel locus on chromsome 2
for speed of phonological decoding. American Society of Genetics Annual Meeting,
Toronto.
Brkanac Z, Chapman NH, Igo RP, Thomson JB, Matsushita M, Holzman T, Berninger VM,
Wijsman EM, Raskind WH. (2004, October). Whole genome linkage analysis of working
memory component phenotypes of dyslexia. Presented at the World Congress of Psychiatric
Genetics in Dublin, Ireland.
Brkanac Z, Chapman NH, Igo RP, Thomson JB, Matsushita M, Holzman T, Berninger VM,
Wijsman EM, Raskind WH. (2004, October). Genome scan of working memory component
phenotypes of dyslexia. Presented at the ASHG meeting in Toronto, Canada.
Igo, R., Chapman, N., Thomson, J., Matsushita, M., Brkanac, T., Holzman, T., Brown, M.,
Berninger, V., Raskind, W., Wijsman, E. (2004, October). A locus of chromosome 13
efficiency of real-word reading reveals complexities in ascertainment and genetic model
selection. American Society of Genetics Annual Meeting, Toronto.
Richards, T., & Berninger, V. (2004, October). Brain and literacy research: Imaging the
thinking brain. Indianapolis, IN. Invited presentation.
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Berninger, V. (2004, October 2). Biological and educational links to reading and writing.
Invited presentation for the Michigan Branch of the International Dyslexia Association,
Anne Arbor, MI. Invited presentation.
Berninger, V. (2004, September). Training school psychologists for the real, explicit, authentic,
evidence based whole language reading and writing instruction. Los Angeles Unified
School District, Los Angeles, CA. Invited presentation.
Berninger, V. (2004, September). Training teachers for the real, explicit, authentic, evidence
based whole language reading and writing instruction. Los Angeles Unified School
District, Los Angeles, CA. Invited presentation.
Berninger, V., & Dunn, A. (2004, September). The contribution of general and special
education administrators in creating educational evolution: Meeting the literacy learning
needs of all students. Presentation to Assistant Superintendents, Special Education,
Educational Services, Instructional Support Services, Directors and Coordinators of Special
Education and Curriculum and Instruction, and SELPA Directors, Los Angeles County
Office of Education. Los Angeles, CA. Invited presentation.
Berninger, V. (2004, August). Research-supported instructional protocols for increasing
reading and writing achievement and assessing response to early intervention. In
Symposium organized by Stephen Peverly, “Evolution of curriculum-based measurement
(CBM) to instruction-based assessment (IBA): Rethinking identification and prevention of
learning disability.” American Psychological Association, Hawai’i.
Berninger, V. (2004, June). Advances in assessment: Thinking outside the box in assessing
students with learning problems. Invited presentation for school psychologists,
psychometrists, and speech and language pathologists in Educational Service District 4,
Texas. Houston.
Stanberry, L., Cordes, D., Richards, T., Nandy, R., Aylward, E., & Berninger, V. (2004, June).
Comparing functional connectivity in normal and dyslexic readers with cluster analysis
using a continuous phonological task. In Clinical Science Focus Session on fMRI of
Language and Cognition, 12th Scientific Meeting, International Society for Magnetic
Resonance in Medicine, Kyoto, Japan
Stanberry LI, D. Cordes, T. Richards, R. R. Nandy, E. Aylward, V. W. Berninger (2004, June),
Assessing functional differences in phonological processing in normal and dyslexic
subjects, 10th Annual Meeting of the Organization for Human Brain Mapping, Budapest,
Hungary
Stanberry LI, D. Cordes, T. Richards, R. R. Nandy, E. Aylward, V. W. Berninger (2004, June),
Observed differences between normal and dyslexic subjects in clusters functionally
correlated, 10th Annual Meeting of the Organization for Human Brain Mapping, Budapest,
Hungary
Gel, Y., Nandy, R., Cordes, D., Richards, T., & Berninger, V. (2003, June). Spatial analysis of
structural MR data using a geostatistical method: Empirical variogram approach.
Presented at 12th Scientific Meeting, International Society for Magnetic Resonance in
Medicine, Kyoto, Japan.
Nandy, R., Cordes, D., Berninger, V., Richards, T., Aylward, E., Stanberry, L., Richards, A., &
Maravilla, K. (2003). An fMRI approach to the diagnosis of dyslexia using CCA and a
phoneme matching task. 10th Annual Meeting of the Organization for Human Brain
Mapping, Budapest, Hungary
Berninger, V. (2004, May). Research update for helping all children become readers and
writers. 4th Annual ASHA Convention Merging Science with Service. Arizona Assocation
for Speech Hearing and Language. Tucson, AZ. Invited presentation.
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Nagy, W., Berninger, V., & Abbott, R. (2004, April). Morphological Awareness and Literacy in
Grades 4-9. American Educational Research Asssociation, San Diego.
Berninger, V. (2004, March). Brain-based assessment and intervention. British Dyslexia
Association, University of Warwick, Warwick, England. Organizer, Dr. Angela Fawcett.
Invited presentation.
Berninger, V. (2004, March). Three-tier model for assessing, preventing, and treating reading
and writing problems. American School London, London England. Organizer, Dr. Ted
Alper, Dept. of School Psychology, American School London and California State
University, Hayward, CA. Invited presentation.
Berninger, V. (2004, March). Research on assessing and teaching language by hand. In
Conference on Research into Developmental Coordination Disorder: Special Session on
Handwriting, Lady Margaret Hall, Oxford, England. Organizer, Dr. Anna Barnett, Dept. of
Experimental Psychology, University of Oxford. Invited presentation.
Aylward, E., Raskind, W., Richards, T., Berninger, V., & Eden, E. (2004, February). Genetic,
neurological, and instructional influences in the reading brain. American Association for
the Advancement of Science. Seattle, WA.
Berninger, V. (2003, February). Update on University of Washington Multidisciplinary
Research Center. Puget Sound Branch of International Dyslexia Association. Invited
presentation.
Berninger, V., & Aylward, E. (2003, November). Effects of phonological and morphological
treatment on behavior and brain activation. In Imaging the Brain: A New Tool for
Overcoming Dyslexia (Organized by Sally and Bennett Shaywitz). International Dyslexia
Society, San Diego. Invited presentation.
Berninger, V. (2003, November). Reconciling the phonological core deficit and working
memory deficit theories of dyslexia: Phenotype and brain imaging evidence. In“Temporal
Coordination of Orthographic, Phonological, and Morphological Word Forms and Other
Levels of Language in Working Memory of the Reading Brain: Developmental and
Instructional Perspectives on The Real Whole Language” (Organized by Virginia W.
Berninger and Maryanne Wolf) International Dyslexia Society, San Diego.
Aylward, E., & Berninger, V. (2003, October). Functional MRI studies of dyslexia and good
reading in children. Pacific Northwest Neuropsychological Society. Seattle, WA. Invited
presentation.
Berninger, V. (2003, October). Research-based, three-tier model of assessment-intervention
links for preventing and treating reading and writing disabilities. Invited pre-meeting
workshop at the 25th anniversary meeting of the Council for Learning Disabilities.
Bellevue, WA.
Berninger, V. (2003, October). Differentiating dyslexia, dysgraphia, and language learning
disability. In invited NICHD symposium at the 25th anniversary meeting of the Council for
Learning Disabilities. Bellevue, WA.
Berninger, V., Chin, C., & Shimada, S. (2003, October). Effective reading and writing
assessment and instruction: Brain- and Multicultural evidence for research into practice.
25th anniversary meeting of the Council for Learning Disabilities. Bellevue, WA.
Leonard, T., Chiarello, C., Eckert, M., Mahoney, B., Kuldau, J., Berninger, V., Richards, T.,
Eden, G., Bussing, R. (2003, November). Regulation of cerebral asymmetry. Society of
Neuroscience.
Leonard, C., Eckert, M., Lombardino, L., Eden, G., Berninger, V., & Richards, T. (2003).
Broca’s area volume predicts processing speed (RAN) in two independent samples.
Bangor-Wales Conference.
44
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Chapman, N., Igo, R., Raskind, W., Thomson, J., Berninger, V., & Wijsman, E. (2003,
November). Issues encountered in analyses confirming previous reports of linkage for
dyslexia phenotypes. American Society of Genetics Annual Meeting, Los Angeles. Am J
Genet 73 (supplement): abstract 1791.
Berninger, V. (2003, August). Nature-nurture interactions in developmental dyslexia: Creating
an educationally relevant neuroscience. UCDAVIS M.I.N.D. Institute. The Summer
Institute on Neurodevelopmental Disorders. Sacramento, CA.
Berninger, V. (2003, August). Research-supported assessment-intervention links for preventing
and treating reading and writing disabilities. UCDAVIS M.I.N.D. Institute. The Summer
Institute on Neurodevelopmental Disorders. Sacramento, CA.
Berninger, V. (2003, August). How research knowledge can prepare special education
administrators for the reauthorization of IDEA. 2003 Office of the Superintendent of
Instruction/Washington Association of School Administrators (OSPI/WASA) Special
Education Workshop—Instructional Best Practices Strand. SeaTac, WA.
Grimme, A., Richards, T., Aylward , E., Berninger, V., Nagy, W., Richards, A., and Field, K.
(2003, July). Effects of instructional treatment on fMRI brain function during a spelling
task in children with dyslexia. International Association of Cognitive Education and
Psychology, Seattle, WA.
Richards, A., Aylward, E., Richards, T., Berninger, V., Nagy, W., Field, K., and Grimme, A.
(2003, July). Correlation between fMRI activation in Right Inferior Frontal Lobe and
performance on the Word Attack achievement test in dyslexics. International Association
of Cognitive Education and Psychology, Seattle, WA.
Field, K., Aylward, E., Richards, T., Berninger, V., Nagy, W., Grimme, A., and Richards, A..
(2003, July). Patterns of fMRI brain activation during specific reading and language tasks
in normal readers and children with dyslexia. International Association of Cognitive
Education and Psychology, Seattle, WA.
Berninger, V. (2003, July). Helping every child become a reader and writer: A three-tier
model of assessment-intervention links. American Association of Speech and Language
Pathologists (ASHA) Annual School Conference, ASHA Schools 2003. Annaheim, CA.
Berninger, V. (2003, May). Three-tier model of assessment-intervention links for dyslexia,
dysgraphia, and language learning disability. Child and Adolescent Neuropsychiatry:
Critical issues and psychopharmacologic updates. Children’s Hospital Outreach, Shoreline
Conference Center, Shoreline, WA.
Aylward, E., Richards, T., Berninger, V., Nagy, B., Field, K., Grimme, A., Richards, A.,
Thomson, J., & Cramer, S. (2003, June). Instructional treatment associated with changes
in brain activation in children with dyslexia. Human Brain Mapping, New York.
Richards, T., Aylward, E., Richards, A., Grimme, A., Field, K., & Berninger, V. (2003, June).
Comparison of fMRI language activation maps between warped and unwarped spatial
maps. Human Brain Mapping, New York.
Berninger, V. (2003, January). Brain literacy for school psychologists. Texas Association of
School Psychologists, Arlington, TX.
Berninger, V. (2002, December). Nature-nurture interactions in dyslexia. Presentation to child
psychiatry fellows, University of Washington.
Chapman, R., Igo, R., Thomson, J., Raskind, W., Berninger, V., & Wijsman, E. (2002, October).
Linkage and segregation analysis of phenotypic subtypes of dyslexia. American Society of
Human Genetics, Baltimore.
Berninger, V. (2002, October). Update on UW brain imaging research on dyslexia. Annual
meeting of the Puget Sound Branch of the International Dyslexia Association. Seattle, WA.
45
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Eckert, M., Leonard, T., Richards, T., Aylward, E., Thomson, J., & Berninger, V. (2002,
November). Neuroanatomical subtyping of dyslexia. Society for Neuroscience Annual
Meeting, Orlando, FL.
Berninger, V., Nagy, W., Carlisle, J., Aylward, E., Richards, T., Thomson, J., Hoffer, D., Abbott,
S., & Johnson, C. (2002, June). Added value of morphology treatment for dyslexics in
grades 4 to 6: Behavioral and brain evidence. National Dyslexia Research Foundation
Meeting in Hawaii.
Berninger, V. (2002, March). Quality instructional designs in middle childhood and adolescent
literacy. Adolescent Literacy Conference, NIH/ASHA/AFT. Washington, D.C.
Berninger, V. (2002, February). Understanding nature-nurture interactions in dyslexia:
Integrating brain imaging, family genetics, and treatment research. First Annual Katherine
Butler Symposium on Child Language. Innovations in Research and Practice. San Jose,
CA.
Berninger, V., Fulton, C., & Abbott, R. (2001, December). Second-grade reading clubs and
fourth-grade writing clubs: Empirical evaluation of extended learning for students at-risk
for passing WASL. Washington Educational Research Association. Sea Tac, WA.
Berninger, V. (2001, November). Nature-nurture interactions in literacy development and
instruction. American Association of Speech, Language, and Hearing (ASHA). New
Orleans. Invited presentation.
Berninger, V. (2001, November). Emerging writing skills during preschool and early
schooling. University of Louisville Early Childhood Conference, Louisville, KY. Invited
presentation.
Berninger, V., & Todd, R. (2001, October). Teaching changes the brain: A replication and
extension study. Annual Meeting of the International Dyslexia Association, Albuquerque,
New Mexico. Invited Presentation.
Berninger, V., & Smith, D. (2001, August). Research into assessment and intervention practice.
PAL and WIAT II. American Psychological Association, San Francisco.
Berninger, V. (2001, June). A simple story for the simple view of reading instruction. Society
for the Scientific Study of Reading. Boulder, CO.
Berninger, V. (2001, April). The Write Stuff: Research-supported assessment and treatment of
written language disorders. In the Mayo Clinic Dana Child Development and Learning
Disorders Program (MCDCDLDP) Annual Symposium. Rochester, MN. Invited
Presentation.
Berninger, V. (2001, April). Inferring causality from effects versus causing effects: Are
controlled and design experiments contradictory or complementary? American Educational
Research Association, Seattle, WA.
Berninger, V. (2001, March). Understanding functional reading and writing systems for
effective assessment and instructional practices. Federal Way School District Inservice.
Raskind, W., & Berninger, V. (2001, February). Multidisciplinary approach to genetics
research. Learning Disabilities Association, New York City.
Berninger, V. (2000, December). Neurosurgery grand rounds chaired by Richard Winn.
Harborview Medical Center, Seattle, WA.
Berninger, V. (November, 2000). Early intervention for reading and writing disablities:
Lessons from the University of Washington Learning Disabilities Center. International
Dyslexia Association, Washington DC. Invited presentation.
Berninger, V., Richards, T., Corina, D., & Abbott, R. (November, 2000). Implications of brain
imaging research for the “lexia” in dyslexia. International Dyslexia Association,
Washington DC. Invited presentation.
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Berninger, V. (2000, November). The University of Washington Multidisciplinary Learning
Disabilities Research Center: Family genetics, brain imaging, and treatment studies in
dyslexia. Invited address in Program on “Why My Brain Gets in the Way of My Learning”.
Washington State Branch of the International Dyslexia Association, Redmond, WA.
Berninger, V. (2000, November). Creating functional reading and writing systems in a
Jabberwocky environment. National Reading Conference, Scottsdale, AZ. Invited.
Berninger, V. (October, 2000). Creating a Jabberwocky environment for phonological,
orthographic, and morphological awareness. Council for Learning Disabilities, Austin,
TX. Invited.
Berninger, V., & Richards, T. (2000, July). The learning brain: Making connections.
University of Washington Summer Conference. Invited.
Berninger, V. (2000, June). Mechanisms underlying timing and fluency: Efficiency,
automaticity, coordination, and morphological awareness. National Dyslexia Research
Foundation Meeting, Crete. Invited presentation.
Richards, T., Corina, D., Serafini, S., Steury, K., Echelard, D., Dager, S., Marro, K., Maravilla,
K, Abbott, R., Berninger, V. (2000, June). Functional MRI and functional MR
spectroscopic imaging of dyslexia. Human Brain Mapping 2000, San Antonio conference.
Berninger, V. (2000, May). Invited address and workshop on “Research-supported assessmentintervention links and psychologist-teacher partnerships”, Los Angeles Unified District
School Psychologists, Los Angeles, CA.
Berninger, V., (2000, April). Phoneme, genes, pixels, and bytes: The reading brain. Science
and Technology Roundtable. Ranier Club, Seattle, WA. Invited.
Berninger, V. (2000, April). Graphemes, phonemes, morphemes, genes, and pixels:
Implications of phenotyping, brain imaging, and treatment research for functional language
systems. Northwestern Conference on Brain Imaging and Treatment, Chicago. Invited.
Berninger, V. (2000, March). Invited address, 3-tier model for using PAL Test Battery and
Intervention Guides. Invited participant in symposium on Future of Cognitive Assessment.
California Association of School Psychologists, Monterey, CA.
Busse, J., Thomson, J., Abbott, R., & Berninger, V. (1999, August). Cognitive processes
related to dual disability in reading and calculation. American Psychological Association,
Boston.
Berninger, V. (1999, August). Working with families: Creating win-win situations. Office of
the Superintendent of Public Education/ Washington State Administrator’s Association.
Special Education Administrators Workshop. Wenatchee, WA. Invited.
Richards, T., & Berninger, V. (1999, July). The learning brain: PEPSI Update. Making
Connections: Celebrating the Decade of the Brain. University of Washington, Seattle,
WA. Invited.
Berninger, V., Richards, T., Corina, D., Serafini, S., & Abbott, R. (1999, April). Treatmentrelated changes in chemical activation of dyslexic brains during phonological and lexical
access tasks. Society for the Scientific Study of Reading, Montreal. Invited.
Berninger, V., Abbott, R., Thomson, J., & Raskind, W. (1999, April). Phenotype for reading
and writing disability: A life span approach. Society for the Scientific Study of Reading,
Montreal.
Berninger, V., Abbott, R., & Stage, S. (1999, April). Educational and biological factors in
preventing and treating dyslexia. Society for Research in Child Development,
Alburquerque, NM. Invited.
Berninger, V. (1999, April). Planning, implementing, and treating writing disabilities. National
Association of School Psychologists, Las Vegas.
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Berninger, V. (1999, April). Planning, implementing, and treating reading disabilities.
National Association of School Psychologists, Las Vegas.
Serafini, S., Steury, K., Floyd, B., Corina, D., Richards, T., Dager, S., Posse, S., Hayes, C., &
Berninger, V. (1999, April). Comparison of MR Spectroscopy and functional MRI during
language processing in children. Cognitive Neuroscience, Washington, D.C.
Raskind, W. H., Hsu, L., Berninger, V., & Wijsman, E. (1998, October). Family aggregation of
phenotypic subtypes in dyslexia. American Journal of Human Genetics, 63, Supplement.
Abstract 1255, p. A 218. Denver.
Berninger, V., & Raskind, W. (1999, January). Biological and educational links to dyslexia:
Implications for educational programming. Presentation to the Mt. Vernon School District.
Invited.
Berninger, V. (1998, November). Aiming instruction at ALL levels of Language: The All
method. International Dyslexia Association, San Francisco. Invited.
Berninger, V. (1998, November). Planning, implementing, and evaluating interventions for
students with reading and writing disabilities. WSASP and BCASP Fall Conference,
Vancouver, British Columbia. Invited.
Berninger, V. (1998, October). Biological and educational links to dyslexia. Seattle Branch of
the International Dyslexia Association. Invited.
Berninger, V., & Richards, T. (1998, July). The learning brain: PEPSI update. Making
Connections Summer Institute. Celebrating the Decade of the Brain. Seattle, WA. Invited.
Berninger, V. (1998, February). Spelling is harder to remediate than word recognition. Pacific
Coast Resarch Conference, San Diego.
Berninger, V. (1998, March). Myths and realities of writing and reading disabilities. Learning
Disabilities Assocation. Washington, D.C. Invited.
Berninger, V. (1998, April). Implications of the University of Washington research program on
writing disabilities for writing instruction. Council for Exceptional Children, Minneapolis,
MN. Invited.
Berninger, V., & Abbott, R. (1998, April). Spelling is not a simple inverse of word recognition.
Society for the Scientific Study of Reading. San Diego.
S. Serafini, D. P. Corina, T. L. Richards, A. Heide, S. Dager, S. Posse, C. E. Hayes, V. Berninger
(1998). Functional MR spectroscopy as a tool to investigate language processing.
Cognitive Neuroscience.
Berninger, V., & Richards, T. (1997, July). PEPSI and Peering Inside the Learning Brain.
Making Connections Summer Institute. Celebrating the Decade of the Brain. Seattle, WA.
Invited.
Graham, S., Berninger, V., Abbott, R., Abbott, S., & Whitaker, D. (1997, March). The role of
mechanics in composing of elementary school students: A new methodological approach.
American Educational Research Association, Chicago.
Berninger, V., Raskind, W., Dager, S., Richards, T., Corina, D., Abbott, R., & McCutchen, D.
(1997, March). Treatment of reading and writing disabilities: A multidisciplinary
approach. Annual meeting of the Learning Disabilities Association, Chicago. Invited.
Corina, D. P.,Craft, S., Serafini, S., Richards, T., Dager, S., Posse, S., Hayes, C., & Berninger, V.
(1997, March). A functional MR spectroscopy study of language processing. Cognitive
Neuroscience Society, Boston, MA.
Berninger, V. (1996, October). Prereferral interventions for problems in written expression.
Washington State Association of School Psychologists, Fall Conference, Ocean Shores,
WA. Invited.
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Berninger, V. (1996, April). Identification of learning disabilities in very young children. A
Regional Conference on Learning Disabilities and Attention Deficit Disorder: Their Impact
on Programs and Services, SeaTac, WA. Invited.
Berninger, V. (1996, April). Discussant, Basic processing across orthographies: Similarities
and differences, American Educational Research Association, New York.
Berninger, V., & Abbott, R. (1996, April). Individual differences in response to year-long
reading tutorial: Growth curve analyses of word recognition, spelling, and phonological
and orthographic coding. American Educational Research Association, New York.
Abbott, S., Reed, E., Abbott, R., & Berninger,V. (1996, April). Outcome of year-long balanced
reading/writing tutorial: A design experiment. American Educational Research
Association, New York.
Robinson, N., Abbott, R., Berninger, V., & Busse, J. (1996, April). Development of abilities in
young, math-talented children: A two-year longitudinal study. American Educational
Research Association, New York.
Berninger, V. (1996, March). Assessment and intervention for writing problems in primary
grade students, Morning Workshop; Assessment and intervention for writing problems in
intermediate grade students, Afternoon Workshop. Cross-Currents Conference in Special
Education. Vancouver, British Columbia. Invited.
Berninger, V. (1995, September). Update on current research and practical management of
learning disabilities. Invited keynote address, Pediatric Ophthalmology for the Primary
Care Provider. Casey Eye Institute at the Oregon Health Sciences University, Portland,
Oregon.
Berninger, V. (1995, July). Linking assessment and intervention for writing and reading
disabilities in children. Invited Half-day workshop at the University of British Columbia
Conference on Problems in School-Age Children, Vancouver, British Columbia.
Berninger, V. (1995, March). Assessment-treatment links for writing disabilities. Invited
Morning and Afternoon Workshops at the National Association of School Psychologists,
Chicago.
Berninger, V. (1995, April). Organizer, Interactive symposium. Orthography: Definitional,
Conceptual, and Methodological Issues. American Educational Research Association, San
Francisco.
Berninger, V., & Abbott, R. (1995, April). Growth curve analysis of individual and group
response to treatment of orthographic and phonological deficits in reading and writing
disabilities. In Symposium, Orthographic and Phonological Processes: Implications for
reading and writing interventions. Organized by Barbara Foorman, American Educational
Research Association, San Francisco.
Berninger, V., Abbott, S., Greep, K., Hooven, C., Reed, L., & Abbott, R. (1995, April). Single,
double, and triple deficits in impaired readers at the end of first grade: Individual
differences in learner characteristics and response to intervention. American Educational
Research Association, San Francisco.
Robinson, N., Abbott, R., & Berninger, V., Busse, J. (1995, March). Identification and
correlates of precocious mathematical ability in young children. Society for Research in
Child Development, Indianapolis.
Berninger, V., Abbott, R., Sylvester, L., & Whitaker, D. (1995, April). Applying growth curve
analysis in identifying and predicting treatment responding in tutorials for writing
disabilities. Society for Research in Child Development, Indianapolis.
Berninger, V. (1994, October). Directed reading and writing activities: Aiming intervention to
all relevant components of working brain systems. Life Span Development Conference,
Carbondale, Illinois. Invited speaker.
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Robinson, N., Berninger, V., Abbott, R., & Mukhopadhyay, S. (1994, November). Advanced
mathematical ability in young children. National Association for Gifted Children, Salt Lake
City, Utah.
Berninger, V., Abbott, R., & Hart, T. (1994, April). Application of growth curve analysis to
instructional research in reading: Analyzing results for individuals and groups. Society for
the Scientific Study of Reading, New Orleans.
Berninger, V., Abbott, R., & Alsdorf, B. (1994, April). Codes and constructive processes in
sentence comprehension. American Educational Research Association, New Orleans.
Berninger, V., & Whitaker, D. (1994, April). Intraindividual differences in planning,
translating, and revising. American Educational Research Association, New Orleans.
Berninger, V., Whitaker, D., & Sylvester, L. (1994, March). Assessment of writing skills in
regular and special education students. National Association of School Psychologists,
Seattle, WA.
Whitaker, D., Sylvester, L., & Berninger, V. (1994, March). Instructional interventions for
preventing and remediating writing disabilities. National Association of School
Psychologists, Seattle, WA.
Berninger, V. (1993, November). Treatment of reading and writing disabilities: Implications for
brain-behavior relationships. University of Southern Illinois, Carbondale. Invited.
Berninger, V. (1993, March). Independent contributions of orthographic coding, phonological
coding, and working memory to reading. Society for Research in Child Development, New
Orleans.
Berninger, V., & Swanson, H.L. (1993, March). Modifying Hayes and Flower’s model of skilled
writing to explain developing writing. Society for Research in Child Development, New
Orleans.
Abbott, R., & Berninger, V. (1993, April). Structural equation modeling of relationships among
developmental skills and writing skills in the intermediate grades. American Educational
Research Association, Atlanta, Georgia.
Swanson, H.L., & Berninger, V. (1993, April). Individual differences in children’s working
memory and fluent writing. American Educational Research Association, Atlanta, Georgia.
Berninger, V. (1992, October). Invited speaker, half-day workshop on theory-based assessment
of beginning and developing writing skills at Conference 92: Implications, Applications,
and Ramifications. Jointly sponsored by the Canadian Association of School Psychologists
and the British Columbia Association of School Psychologists. Vancouver, British
Columbia.
Berninger, V. (1992, August). Organizer of symposium, Contributions of developmental
neuropsychology to understanding normal and disabled learning. Presenter, Educational
implications of the structural and functional development of the brain. American
Psychological Association, Washington, D.C.
Berninger, V. (1992, August). Organizer of symposium, Interdisciplinary conceptual
frameworks for assessment and remediation of writing disabilities. Presenter, Constraints
on learning to write: A developmental neuropsychological approach. American
Psychological Association, Washington, D.C.
Berninger, V. (1992, April). Developmental neuropsychology. In Symposium, “Putting
educational relevance in biological context: Implications of brain research for learning and
teaching”. American Educational Research Association, San Francisco.
Berninger, V. (1992, April). Discussant, Paper session on individual differences in children’s
reading and writing skills. American Educational Research Association, San Francisco.
50
Updated 9/1/13
Berninger, V., & Abbott, R. (1992, April). Redefining learning disabilities: Moving beyond
aptitude-achievement discrepancies to failure to respond to theory-based, short-term
treatment. NICHD Measurement Conference on Learning Disabilities. (Invited.)
Berninger, V., & Abbott, R. (1992, April). Multiple connections model of reading: Crossvalidation and extension to spelling. American Educational Research Association, San
Francisco.
Traweek, D., Cartwright, A., & Berninger, V. (1992, April). Effects of integrated readingwriting instruction vs. direct instruction in phonics on achievement outcome and
orthographic-phonological processes. American Educational Research Association, San
Francisco.
Rutberg, J., Fuller, F., & Berninger, V. (1992, April). Fluency and finger function:
Developmental constraints and gender differences in writing acquisition. American
Educational Research Association, San Francisco.
Berninger, V. (1992, February). Organizer of Symposium on Writing Ability and Process:
Developmental and Individual Differences. Presenter, Developmental and individual
differences in planning, translating, and revising, co-authored with Swanson, H.L., &
Whitaker, D. International Association for Cognitive Education, Riverside, California.
Swanson, H.L., & Berninger, V. (1992, February). Working capacity differences among writers.
International Association of Cognitive Education, Riverside, CA.
Hart, T., & Berninger, V. (1991, October). From research to clinical assessment of reading and
writing disorders: The unit of analysis problem. NATO Advanced Study Institute on
Differential Diagnosis and Treatments of Reading and Writing Disorders at Chateau de
Bonas, France.
Berninger, V., Yates, C., Cartwright, A., Rutberg, J., Remy, E., & Abbott, R. (1991, April).
Lower-level processes related to component writing skills in beginning writing. Society for
Research in Child Development, Seattle, WA.
Abbott, R., Berninger, V. (1991, April). Structural equation modeling of relationships among
verbal intelligence, oral language, reading, and beginning writing. Society for Research in
Child Development, Seattle, WA.
Berninger, V., & Yates, C. (1991, April). Multiple orthographic codes in literacy acquisition.
American Educational Research Association, Chicago, IL.
Berninger, V. (1991, April). A developmental neuropsychological perspective. In Symposium
on The implications of cognitive theories of how the nervous system functions for research
and practice in education. American Educational Research Association, Chicago, IL.
Berninger, V. & Schwartz, T. (1990, November). Invited address, Developmental
neuropsychology for counselors. Western Association of Counselor Education Society
Conference, Seattle, WA.
Berninger, V., & Traweek, D. (1990, October). Early intervention in reading with "at risk"
children. Washington Association of School Psychologists' 1990 Fall Conference, Seattle,
WA.
Berninger, V., & Traweek, D. (1990, September). Remediation of orthographic coding deficits,
phonological coding deficits, and dysfunctions in orthographic-phonological connections in
reading disabled children. 16th Rodin Remediation Conference, Boulder, CO.
Berninger, V. (1990, August). Organizer of Symposium, Creating a cognitive science informed
by neuroscience for educational psychology. Presenter, with Dean Traweek: Educational
intervention for neuropsychological subtypes of reading disabilities. American
Psychological Association, Boston.
Berninger, V., & Abbott, R. (1990, August). Ecological fallacy in reading research. American
Psychological Association, Boston.
51
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Shurtleff, H., Abbott, R., Townes, B., & Berninger, V. (1990, August). Structural equation
modeling of neurodevelopmental, intelligence, and academic factors. American
Psychological Association. Also, abstract in The Clinical Neuropsychologist.
Berninger, V., & Thompson, M. (1990, August). Adapting a family systems interdisciplinary
model for school psychology training programs. Trainers of School Psychology meeting,
Boston.
Berninger, V. (1990, April). Organizer of symposium: Bridging the gap between
developmental, neuropsychological, and cognitive approaches to reading. Presenter:
Multiple connection model of reading acquisition: Application of neuro-systems theory to
assessment and intervention. American Educational Research Association, Boston.
Berninger, V., & Lester, K. (1990, April). Development of orthographic codes. American
Educational Research Association, Boston.
Berninger, V. (1989, October). Writing disabilities: Assessment and intervention. Washington
Association of School Psychologists, Seattle.
Berninger, V. (1989, March). Sentence superiority effect: Evidence for interactive processes
between the sentence and lexical-selection levels of processing. American Educational
Research Association, San Francisco.
Berninger, V. (1989, March). Educational applications of neuropsychology. American
Educational Research Association, San Francisco.
Project I: Berninger, V., Thompson, P., Polly, D., & Mateer, C. Using evoked potentials to
validate the multiple connections model of reading acquisition.
Project II: Sohlberg, M., & Berninger, V. Application of the multiple connections model
for remediating acquired deep dyslexia in a head-injured male adolescent.
Project III: Alsdorf, B., Shurtleff, H., & Berninger, V. Treatment of neuropsychological
disorder in a preschooler with precocious puberty.
Project IV: Lester, K., & Berninger, V. Written reproduction and selective reminding
techniques for improving sight vocabularies.
Alsdorf, B., Berninger, V., & Thompson, M. (1989, March). Survey of perceived training needs:
Focus on handicapped birth to five. National Association of School Psychologists, Boston.
Berninger, V., Mizokawa, D., & Bragg, R. (1989, April). Assessment of components of the
writing process. Society for Research in Child Development, Kansas City, MO.
Thalberg, S., & Berninger, V. (1989, April). Washington State school psychologists' attitudes
toward dual certification in school psychology and counseling. Annual meeting of the
Washington Association of School Psychologists, Yakima.
Berninger, V. (1988, November). Invited presentation, Recent trends in the neuropsychology of
language. Washington Association of Educators of Speakers of Other Languages.
Berninger, V., & Sohlberg, M. (1988, May). Application of the multiple connections model of
reading to acquired dyslexia. Paper presented at the meeting of the Pacific Northwest
Neuropsychology Society, Seattle.
Berninger, V., Abbott, R., & Shurtleff, H. (1988, April). Developmental changes in visual,
linguistic, and reading covariance structures. Poster session, American Educational
Research Association, New Orleans.
Berninger, V. (1988, April). Use of oral language profiles in preventing reading disabilities.
Paper presented at the Joint Washington-Oregon-Idaho Best Practices in School Psychology
Conference, Bellevue, Washington.
Berninger, V. (1987, March). Implications of society of mind theory for brain/mind
development. Paper presented at the University of Washington Computer Fair, Seattle.
52
Updated 9/1/13
DeBruyn, I., Smith, R., & Berninger, V. (1985, April). Visual and linguistic correlates of
beginning reading. Paper presented at the annual meeting of the National Association of
School Psychologists, Las Vegas.
Berninger, V. (1985, February). Teaching to all levels of language development in beginning
reading. Inservice Program, Norwood Public Schools, Norwood, MA.
McCarty, S., Bancroft-Melinkas, C., & Berninger, V. (1984, October). A modified WAIS-R for
severely disabled adults. Poster session, American Academy of Physical Medicine and
Rehabilitation/American Congress of Rehabilitation Medicine, Boston.
Berninger, V. (1984, May). Assessment and intervention for the nonvocal, nonwriting student.
A workshop on new approaches to understanding the student with severe special needs.
Presentation to the Association of Massachusetts School Psychologists, Mansfield,
Massachusetts.
Berninger, G. (1983, April). Psychoeducational assessment in augmentative communication.
Paper presented at Pediatrics, a Clinical Perspective, Harvard School of Public Health,
Boston.
Colwell, S., Berninger, G., & Levine, M. (1982, May). Patterns and diagnostic findings among
children referred for learning problems. Paper presented at the annual meeting of the
Ambulatory Pediatrics Association, Washington, D.C.
Berninger, G. (1982, March). Intervention based on learning profiles. Paper presented at the
Harvard Medical School Continuing Education Conference, Boston.
Berninger, G. (1982, March). Describing learning profiles. Paper presented at the Harvard
Medical School Continuing Education Conference, Boston.
Garvey, C., & Berninger, G. (1979, March). Timing and turn-taking in children's conversations.
Paper presented at the biennial meeting of the Society of Research in Child Development,
San Francisco.
Berninger, V. (1981). Cognitive representation of person stereotypes. Ph.D. Dissertation, The
Johns Hopkins University. Dissertation Abstracts International 42(3), 81-200009.
SLIDE PRESENTATION AND OTHER MEDIA PRODUCTS
Clark, T., Blackman, J., & Berninger, G. (1981). Assessment of cognitive function in young
children (up to three years of age). Developmental Consultation Program Slide/Text Series
on Infant-Toddler Development Assessment.
SOFTWARE DEVELOPMENT
Berninger, V. (1982). Word bank and memory for visual units of varying size.
Berninger, V., & Winn, W. (2004). (Clownware and Talking Hands)
Tanimoto, S., Thompson, R., Berninger, V., & Nagy, W. (2012). Letters in MotionTM, Words in
MotionTM, Minds in MotionTM copyrighted computerized instruction; and Beers, S.,
Berninger, V., & Nagy, W. On-Line Writing Processes and Products copyrighted and
yoked to the computerized instruction.
53
Updated 9/1/13
SCHOLARSHIP: TEACHING
TEACHING EXPERIENCE AT UNIVERSITY OF WASHINGTON
2013
EDPSY 591
EDPSY 577
EDPSY 472
EDPSY 522
EDPSY 471
2012
EDPSY 591
EDPSY 577
EDPSY 472
EDPSY 522
EDPSY 589
EDPSY 471
2011
EDPSY 591
EDPSY 589
EDPSY 577
EDPSY 581
EDPSY 471
EDPSY 581
2010
EDPSY 591
EDPSY 589
EDPSY 577
EDPSY 471
Methods of Educational Research (Winter) 3 credits
Neuropsychology of Learning and Behavior (Winter) Focus
on developmental and learning disabilities and other clinical
disorders that are brain and genetic based. 5 credits
Brain Based Reading, Writing, and Math Instruction
for Undergraduates in Education Minor and Early Childhood
(Spring) 5 credits
Brain Based Reading, Writing, and Math Instruction
for Graduate Students and Educational Professionals (Spring) 5 credits
Educational Neuropsychology (Autumn) Focus on normal brain
development and applications of brain to early childhood, middle
childhood, adolescence and education 5 credits
Methods of Educational Research (Winter) 3 credits
Neuropsychology of Learning and Behavior (Winter) Focus
on developmental and learning disabilities and other clinical
disorders that are brain and genetic based. 5 credits
Brain Based Reading, Writing, and Math Instruction
for Undergraduates in Education Minor and Early Childhood
(Spring) 5 credits
Brain Based Reading, Writing, and Math Instruction
for Graduate Students and Educational Professionals (Spring) 5 credits
Advanced Seminar in Neuroconstructivism (Spring) 3 credits
Educational Neuropsychology (Autumn) Focus on normal brain
development and applications of brain to early childhood, middle
childhood, adolescence and education 5 credits
Methods of Educational Research (Winter)
Scholarly Writing in Education and Psychology (Winter)
Neuropsychology of Learning and Behavior (Spring) Focus
on developmental and learning disabilities and other clinical
disorders school psychologists and special educators serve.
Advanced Seminar on Social Cognitive Neuroscience. (Spring).
Educational Neuropsychology (Autumn) Focus on normal
brain development and applications of brain to early childhood,
and education
Advanced Seminar on Psychology of Math. (Autumn co-taught
with Liz Sanders).
Methods of Educational Research (Winter)
Scholarly Writing in Education and Psychology (Winter)
Neuropsychology of Learning and Behavior (Spring) Focus
on developmental and learning disabilities and other clinical
disorders school psychologists and special educators serve.
Educational Neuropsychology (Autumn) Focus on normal
brain development and applications of brain to early childhood,
and education
54
Updated 9/1/13
2009
EDPSY 591
EDPSY 589
EDPSY 577
EDPSY 471
2008
EDPSY 549
EDPSY 577
EDPSY 507
2007
EDPSY 578
2006
2005
2004
2003
2002
2001
1999
1998
Methods of Educational Research (Winter)
Scholarly Writing in Education and Psychology (Winter)
Neuropsychology of Learning and Behavior (Spring) Focus
on developmental and learning disabilities and other clinical
disorders.
Educational Neuropsychology (Autumn) Focus on normal
brain development, early childhood, and education
Seminar in Methods of Consultation (Winter)
Neuropsychology of Learning and Behavior (Spring)
Reading, Writing, and Arithmetic:
Educational Assessment, Consultation, and Intervention (Autumn)
Educational Application of Neuropsychology: Assessment and
Treatment (An Advanced Clinical Practicum, Meets Biopsychology
Bases of Behavior Requirement in Ph.D. program) (Winter)
Neuropsychology of Learning and Behavior (Spring)
Educational Assessment, Consultation, and Intervention (Autumn)
Neuropsychology of Learning and Behavior (Spring)
Case Study Supervision for Third Year Premasters Interns (Spring)
Case Study Supervision for Third Year Premasters Interns (Winter)
Educational Assessment, Consultation, and Intervention (Autumn)
Neuropsychology of Learning and Behavior (Spring)
Case Study Supervision for Third Year Premasters Interns (Spring)
Case Study Supervision for Third Year Premasters Interns (Winter)
Case Study Supervision for Third Year Premasters Interns (Autumn)
Educational Assessment, Consultation, and Intervention (Autumn)
Neuropsychology of Learning and Behavior (Spring)
Case Study Supervision for Third Year Premasters Interns (Spring)
Case Study Supervision for Third Year Premasters Interns
EDPSY 577
ED PSY 507
ED PSY 577
ED PSY 566
ED PSY 566
ED PSY 507
ED PSY 577
ED PSY 566
ED PSY 566
ED PSY 566
ED PSY 507
ED PSY 577
ED PSY 566
ED PSY 566
(Autumn)
ED PSY 507 Educational Assessment, Consultation, and Intervention, Mentoring
Faculty and Co-Instructor (Autumn)
ED PSY 566 Case Study Supervision for Third Year Premasters Interns (Winter,
Spring, and Autumn)
ED PSY 471
Neuropsychology of Learning and Behavior (Spring)
ED PSY 566
Case Study Supervision for Third Year Premasters Interns (Winter,
Spring, and Autumn)
ED PSY 566 Case Study Supervision for Third Year Premasters Interns (Autumn)
ED PSY 570 Educational Assessment and Consultation: Reading, Writing, and
Math (Autumn)
ED PSY 570 Introduction to School Psychology (Autumn)
2-week Summer Institute for Regular Second and Third Grade
Teachers and Special Educators sponsored by the Learning
Disabilities Center.
ED PSY 570 Educational Assessment and Consultation: Reading, Writing, and
Math (Autumn)
ED PSY 570, Introduction to School Psychology (Autumn)
2-week Summer Institute for Regular Second and Third Grade
Teachers and Special Educators sponsored by the Learning Disabilities
Center.
55
Updated 9/1/13
1997
1996
1995
1994
1993
1992
1991
1990
1989
ED PSY 570, Introduction to School Psychology (Autumn)
2-week Summer Institute for Regular First and Second Grade Teachers and Special
Educators sponsored by the Learning Disabilities Center.
EDPSY 564, Practicum in Assessment and Consultation (Winter);
2-week Summer Institute for Kindergarten and Special Education Teachers
sponsored by the Learning Disabilities Center;
EDPSY 570 Introduction to School Psychology (Autumn).
EDPSY 549, Consultation (Winter);
EDPSY 568, Ethics and Law for Psychologists and Counselors (Winter);
EDPSY 573, Preschool Assessment (Spring);
EDPSY 471, Neuropsychology of Learning and Behavior (Spring);
EDPSY 570, Introduction to School Psychology (Autumn).
EDPSY 564, Practicum in Assessment and Consultation (Winter);
EDPSY 549, Consultation (Winter);
EDPSY 471, Neuropsychology of Learning and Behavior (Spring);
EDPSY 570, Introduction to School Psychology (Autumn);
EDPSY 566 Case Study for Interns (Autumn).
EDPSY 507, Diagnosis of Reading, Writing, and Arithmetic Disabilities (Winter;
Autumn);
EDPSY 564, Practicum (Spring);
EDPSY 566, Case Study (Spring).
EDPSY 507, Diagnosis of Reading, Writing, and Arithmetic Disabilities (Winter,
Spring).
EDPSY 507, Diagnosis of Reading, Writing, and Arithmetic Disabilities (Winter)
EDPSY 581, Research Seminar on Psychoeducational Consultation (Spring);
EDPSY 471, Neuropsychology of School Learning and Behavior (Autumn);
Psychological Assessment of Preschoolers (Autumn).
EDPSY 540, Individual Testing (Spring);
EDPSY 581, Social Skills (Spring);
EDPSY 471, Evaluation of Neuropsychological Research on Reading and Learning
Disorders (Autumn);
EDPSY 581, Psychological Assessment of Preschoolers (Autumn);
EDSPE 520, interdisciplinary Family Seminar (Winter, Spring, Autumn, grantrelated team teaching).
EDPSY 540, Individual Testing (winter);
EDPSY 569, Seminar on Counseling/School Psychology Research (winter, team
teaching);
EDPSY 407, Teaching the Gifted (spring);
EDPSY 471, Evaluation of Neuropsychological Research on Reading and Learning
Disorders (summer);
EDPSY 522, Remedial Reading Clinic (summer);
EDPSY 571, Educational Applications of Neuropsychology (autumn);
EDPSY 510, Interdisciplinary Preschool Assessment (autumn);
EDSPE 520, Interdisciplinary Family Seminar (winter, spring, autumn, grant-related
team teaching).
56
Updated 9/1/13
1988
1987
EDPSY 540, Individual Testing (winter, spring);
EDPSY 566, Case Study Seminar (winter);
EDSPE 520, Interdisciplinary Family Seminar (winter, spring, autumn, grant-related
team teaching);
EDPSY 507, Diagnosis of Reading Disabilities (summer);
EDPSY 471, Evaluation of Neuropsychological Research on Reading and Learning
Disorders (summer);
EDPSY 571, Educational Applications of Neuropsychology: Assessment and
Intervention (autumn);
EDPSY 510, Interdisciplinary Preschool Assessment (autumn), University of
Washington.
EDPSY 540, Individual Testing (winter, spring);
EDPSY 566, Case Study Seminar (winter);
EDPSY 499, Evaluation of Neuropsychological Research on Reading and Learning
Disorders (summer);
EDPSY 510, Educational Applications of Neuropsychology: Assessment and
Intervention (autumn); Independent study, Interdisciplinary Preschool Assessment
(autumn);
EDSPE 520, Interdisciplinary Family Seminar (autumn, grant-related team
teaching), University of Washington.
TEACHING EXPERIENCE PRIOR TO UNIVERSITY OF WASHINGTON
1985
Research Methods in Experimental Psychology, Wellesley College, Wellesley,
Massachusetts, spring semester.
1980-82
Postgraduate education in child development for health professionals, funded by the
Bureau of Education for Handicapped, Children's Hospital, Boston, Massachusetts.
Didactic seminars on learning disabilities, developmental disabilities, and
psychoeducational assessment; supervision of clinical observations; planning and
administrative responsibilities.
1978-80
Instructor, Introduction to Psychology, Essex Community College, Essex, Maryland,
fall semester.
1978-80
Teaching Assistant in Analysis of Psychological Data, Introduction to Psychology,
Nonverbal Communication, Analysis of Variance, and Developmental Psychology;
Instructor, Role of Questions in Language Development, The Johns Hopkins
University.
1975-76
Reading Resource Teacher, Baltimore, Maryland.
1972-75
Learning Disabilities Resource Teacher, Frederick, Maryland.
1967-72
Elementary classroom, Philadelphia Public Schools, Pennsylvania, BaldwinWhitehall Public Schools, Pennsylvania.
57
Updated 9/1/13
WORK WITH GRADUATE STUDENTS
Masters Advisees
Past:Sylvia Abbott, Nicole Able-Allston, Catherine Amos, Amy Augsburger, Kristin Begay,
Jessica Bierhaus, Rebecca Bowen, Allison Brooks, Rebecca Brooksher, Annie Rueda Brown,
Julie Busse, Billie Butterfield, Ana Cartwright, Kendall Clements, Susanna Cotton, Jennifer
Crane, Susan Dorn, James Dyckman, Elaine Eriks, Kate Eschen, Ginger Ferguson, Alison
Forman, Colleen Friedrich, Lindsey Gallagher, Rhonda Gardner, Julie Gibson, Kari Gonzalez,
Megan Grskovic, Sara Hellwege, Diana Hoffer, Marta Hollsinger, Carole Hooven, Susanne
Johnson Cox, Julia Kim, Stephanie King, Zenia Lemos, Margaret McShane, Margaret O’Malley
May, Stacy Olgier, Nancy Parle, Amy Parlin, Elizabeth Reed, Elizabeth Rice, Miranda Richman,
Laura Rogan, Judith Rusinko, Shannon Russell, Judith Rutberg, Eric Samuelson, Susan Sidman,
Leihua Sylvester, Melyssa Teague, Sherri Tilstra, Debbie Ulrich, Sylvia Valdez Fernandez,
Karin Vermeulen, Judith Wirth, Cheryl Yates, Dori Zook.
Current: Peter Wallis, Matthew Davidson
R & I Committees current
Hyeyoon Park, 2012
Jenni Warmouth, 2012
Teixeira Clark, 2013
Supervisory Committee for Masters Degree
Matthew Henley, 2010
Masters in Fine Arts in Dance
Sylvia Valdez Fernandez, 2011
(Chair)
M.Ed., Multicultural math teaching to narrow
achievement gap and increase access to higher ed
Whitney Griffin, 2013 (Chair)
M.Ed., Educational Issues in Student Athletes
with Specific Learning Disabilities and/or
Concussions
Terry Mickail, 2013
M.Ed., Measurement Issues in Defining SLDs
58
Updated 9/1/13
Ph.D., Doctoral Advisees/Dissertations Chaired
Hillary Shurtleff (April, 1990)
Luria’s Neurodevelopmental Changes in
Relation to Intelligence and Academic
Achievement in Kindergarten and First
Grade.
Licensed psychologist; neuropsychologist,
Neurology, Seattle Children’s Hospital
Russell Bragg (June, 1990)
Comparison of Autonomy in Families With
and Without Traumatic Brain Injured
Adolescents.
Licensed psychologist specializing in
families with handicapped children, Olympia
Mental Health Services
Dean Traweek (June, 1993)
Teacher and Learner Variables in Early
Literacy Instruction: Treatment, Evaluation
and Ethnographic Studies
research assistant, 1989-90 TA, EdPsy 304;
1990-91, clinical laboratory assistant, 199192; Recipient 1992 Student Research Award,
Division C, AERA; intern, Olympia Mental
Health, 1993-93. School Psychologist,
Seattle Public Schools 1993-; Instructor,
UW, 1994-96; 1998-2005 school
psychologist, Edmonds Schools, and private
practice; 2005-, school psychologist, MA.
Terry Hart (December, 1993)
Comparison of Coding and Phonics
Training versus Three Explicit Word
Recognition Strategies.
school psychologist, Mercer Island Public
Schools; adjunct professor, University of
Washington
Dianne Whitaker (October, 1994)
How School Psychology Trainees Learn to
Communicate through the Psychological
Report.
research assistant, 1991-1992; clinical training
laboratory assistant, 1992-93; instructor,
school psychology program, UW, 1993-94;
Assistant Professor, University of Tennessee,
1994–99, school psychologist, Port Angeles,
WA, 1999-
Barbara Alsdorf (August, 1997)
Relationship between Word Finding and
Component Reading Skills in Developing
Readers.
school psychologist, Vashon Island Public
Schools; neuropsychologist, Fred Hutchinson
Cancer Center; retired
Frances Fuller (November, 1995)
Development of Topic-Comment
Algorithms and Text Structures in Written
Compositions of Students in Grades One
through Nine.
school psychologist, Edmonds Schools,
Mukilteo Schools
Linda Ward (October, 1995)
Developmental Output Failure:
Identification in the Middle School Years.
school psychologist, Shoreline Public Schools;
Edmonds Public Schools; retired
59
Updated 9/1/13
Judith Rutberg (June, 1998)
Comparison of Academic and of Combined
Neurodevelopmental and Academic
Intervention for Handwriting Disabilities.
research assistant, 1989-1990, clinical trainee,
Family Interdisciplinary Grant, 1990-1991.
Seattle Children’s Hospital, 1993-99; adjunct
professor, University of Washington; private
practice Bainbridge Island
Cheryl Yates (May, 1996)
Screening for Math Abilities and
Disabilities in First and Second Graders.
research assistant, 1989-1991, school psych
intern, 1991-1992; school psychologist,
Bellevue Public Schools, 1992-99; 1999-2009
psychologist, Seattle Children’s Hospital
Leihua Sylvester (June, 2000)
Facilitating Social-Emotional Competence:
Effects of a Social and Emotional Learning
Program and Corresponding Teaching
Practices in Schools.
Winner of the Gordon C. Lee Dissertation
Award, 2000-2001
research assistant, 1993-98, Committee for
Children; school psychologist Shoreline
Schools, 1996-97; 1998-99, APPIC internship;
research postdoctoral fellow, Committee for
Children; licensed psychologist and adjunct
instructor, UW; research scientist Committee
for Children 2000-2005; school psychologist
Lake Washington, 2005-2007, Bellevue
Schools, 2007-
Sylvia Abbott (May, 1998) The Effect of
Phonological Training and Structural
Analysis Training on the Reading
Achievement of Intermediate Grade Poor
Readers
RA, summer reading tutorial, 1995; writing
interventions, 1995-97; LD Center, 1997-98,
summer 1998; school psychologist, Mukilteo
Schools, 1998-2010.
Carole Hooven (December, 2002)
Developmental Outcomes of Marital and
Parenting Variables for Children with
Conduct Problems. Awarded the Naomi
Nieves Best Dissertation Award.
Clinical Lab Teaching Assistant, 1994-96;
Research Assistant, Carolyn Webster-Stratton,
1996-99; Professional Staff, School of
Nursing, and Healthy Children Project 1999-
Allison Brooks (December, 2002)
Neuropsychological Processes Related to
Persisting Reversal Errors in Dyslexia and
Dysgraphia. Awarded the Naomi Nieves
Best Dissertation Award.
RA, Writing Interventions, 1995-98, LD
Center, 1998-, predoc internship, 20012002;2003-postdoctoral fellowship in
epidemiological research on fetal alchohol
syndrome; clinical and faculty position, Clinic
Director, Autism Center Tacoma
University of Washington, Tacoma and Seattle.
Belle Chenault (May, 2004)
Effects of Prior Attention Training and A
Composition Curriculum with Attention
Bridges for Students with Dyslexia and/or
Dysgraphia Naomi Nieves Best Dissertation
Award
School Psychologist, Bellevue Schools;
Internship, Children’s Hospital, Seattle, 20022003; postdoc, CHDD, 2003-2004; UW;
private practice, psychoeducational assessment
and counseling, 2005-.
60
Updated 9/1/13
Leah Altemier (November 1, 2006)
The Contribution of Executive Functions to
Reading and Writing Outcomes in Typically
Developing Readers and Writers and in
Children and Adults with Dyslexia
Research Assistant, Project 1, LD Center,
2003-; program evaluator, Northshore-UW
partnership for research into practice; R & I,
fall 2004; predoc internship, 2005-2006,
Children’s Hospital, UW Autism Clinic, and
Fred Provenzano. 2006-UW Tacoma Autism
Clinic and private practice.
Noelia Garcia (December 3, 2007)
Phonological, Orthographic, and
Morphological Contributions to the Spelling
Development of Good, Average, and Poor
Spellers
Research Assistant, Literacy Trek, 2001-.
School Psychology Intern, 2003-2004; School
Psychologist, Seattle Schools, 2004-; R & I,
spring 2005; Teaching Assistant, 2005-2006;
Predoc Intern, Autism Center, 2006-2009;
School Psychologist, Seattle Public Schools,
2009-.to present
Nicole Alston-Abel (May 29, 2009)
Longitudinal Trends in Relationships among
Home Literacy Practices, Children’s SelfRegulation, and Literacy Achievement
Outcomes
Research Assistant, Literacy Trek, 2004-2005,
2007-2008; Intern, 2005-2006, Renton Schools;
School Psychologist Kent, 2006-8; Predoctoral
Internship 2008-2009, Federal Way Schools,
Atlantic Street Mental Health Center. School
Psychologist, Federal Way, 2008-.
Sylvia Valdez Fernandez
Learning Sciences, 2010—2012, M.Ed., -on
leave
Matthew Henley (May 17, 2013)
Perception of Movement Qualities
Associated with Expertise in Dance
Ph.D., Learning Sciences, 201
Prospective Candidate, December, 2011
Instructor, Dance Courses, passed R & I, spring,
2012, and generals, 2012, Ph.D, spring 2013;
Graduate Student Speaker at COE graduation;
2013, Visiting Assistant Professor for the Dance
Department, Texas Women’s University,
Denton, TX—teaches creative studio and theory
undergraduate and graduate courses, faculty,
summer Ph.D. Program in Dance
R and I paper in press in Research in Dance
Education, “Is perception of dance affected by
physical movement training and experience?”
Jasmin Niedo
Learning Sciences, 2010—Rachel Royston
Scholarship, 2010-to present, Prospective
Candidate, 2012-, R & I, Spring, 2012
RA UW LDC Project 1, 2012, 2013
Zac Alstad
Learning Sciences, 2011—TA Psychology
Department; RA UW LDC, Project 1 2012,
2013, Passed R & I, autumn, 2012
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Whitney Griffin
Roxana Del Campo
Learning Sciences, 2011- Tutor | Student
Athlete Academic Services, RA UW LDC,
Project 1, 2012, 2013, passed R and I, autumn,
2012
Learning Sciences, 2011- Gates Scholar
RA UW LDC, Project 1, 2012, 2013, passed R
and I, February 1, 2013
Kerri Molczyk Wingert
Learning Sciences, 2012-, RA UW LDC,
Project 1, 2013
Priya Pugh
Co-Advise with Professor Megan Bang
Learning Sciences, 2012-, RA UW LDC,
Project 1, 2012, 2013
Replacement Chair, Doctoral Dissertation (final stages only)
Dennis J. Williams (October, 1989)
A Process-specific Training Program in the
Treatment of Attention Deficits in Children.
Linda Peters (October, 1990)
Recovery from Bulimia: The Woman’s
View.
neuropsychologist, Good Samaritan Hospital
Ph.D. Supervisory Committees
Glenn Johnson
Liselotte Marie Svensson
Kathleen Buckley
Jean Atcheson,
Ken Winkes
Linelle Milatchkov
Clarissa Parnell
Arthur Lewy
Sean Conday Draine
Cynthia Goins
Deborah Hill
Virginia Curulla
Dissertation Title (Reading Committee)
Kathleen Lester
Michelle Buchanan
Susan Naidu
Cynthia Durday
counseling psychology intern, Group Health;
private practice, eating disorders
Aggression replacement training in the
community for adult learning disabled offenders.
Effects of cognitive processing deficits in
social cognition and behavior.
The home play of toddlers with disabilities and
typically developing toddlers.
The effect of one early intervention program
on the language, auditory, and speech
performance of young hearing-impaired
children.
Family structure and its effect on family
process and problem behaviors in adolescents.
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Julie Osterling
Miriam Hirschstein
Dagmar Amtmann
Chia-En Teng (Daniel)
Yen-Ling Lee
Kari Gunvaldson Swanson
Doug Klinman
Early identification of infants with autism
and infants with global developmental delay.
Community at its heart: A model of
relationships between teachers’ beginning-ofyear practices and student social perceptions
and behaviors.
Comparison of approaches to modeling
individual differences in growth
A theory-based evaluation of student learning
using computer-based programming
environment for image processing
The development of technological pedagogical
content knowledge for science learning with a 3-dimensional interactive computer simulation.
Learnable interfaces: Leveraging navigation by
design.
August 2012-general exam passed, Learning
Sciences and Human Development
Emma Elliott
Danny O’Rourke
June 2012 general exam passed, psychology
Daniel Helseth
February 13, 2013 general exam passed, music
Hyeyoon Park
R and I, Fall, 2012, Generals June 11, 2013
Man Sum (Ivy) Chung
Michael Gilbert
human centered design and engineering
Jennie Warmouth
R and I, 2012, general exam, 2013
Grant-Related Research Mentoring (79) (78 graduate students/1 advanced undergraduate student in
grant-supported research assistant positions) Judith Rutberg, Dean Traweek, Cheryl Yates, Ana
Cartwright, Dianne Whitaker, Leihua Sylvester, Sylvia Abbott, Carole Hooven, Karin Greep, Zenia
Lemos, Stacy Olgier, Dori Zook, Rebecca Brooksher Pirie, Allison Brooks, Gerald Curtin, Jill
Minnich, Kristin Begay, Christine Byrd Cole, Stephanie King, Annie Rueda Brown, Julie Busse,
Susanna Cotton, Elizabeth Reed, Laura Rogan, Jennifer Cude, Susan Dorn, Kate Eschen, Teresa
Quiroga, Julie Gibson, James Rodriguez, Jared Taylor, Belle Chenault, Kari Gonzalez, Sara
Hellwege, Diana Hoffer, Karin Vermeulen, Amy Parlin, Leah Altemeier, Heather Murphy, Adrian
Cunard, Laura Gould, Jennifer Norton, Susannah Eaton Westhaggen, Sandra Hiramatsu, Annie
Boyd, Nicole Garcia, Marci Anderson, Marta Holsinger, Cindy Lin, Dan Lovitt, Pamela Trivedi,
Nicole Alston-Abel, Margaret McShane, Shannon Russell, Amy Augsburger, Jennifer Feldman,
Erin Olson, Lily Iteld, Anne Richards, Kate Field, Amy Parsons, Sandra Serafini, Larissa Stanberry,
Robert Igo, Maggie O’Malley May, Christine Mielenz, Kelly Reinhard, Kelly Nielsen, Morgan
Poster, Yen Ling Lee, Jasmin Jones, Elaine Hruby, Roxana Del Campo, Whitney Griffin, Zachary
Alstad, Priya Pugh, Kerri Wingert, Jenni Warmouth, Terri Mickail.
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SCHOLARSHIP: SERVICE
NATIONAL AND INTERNATIONAL SERVICE TO THE PROFESSION
Global Participation in the Writing Research Community
Member of the Scientific Committee of WRAB II, which has sponsored the formation of the
International Society for the Advancement of Writing Research (ISAWR)
Accepted invitation from Dr. Lucile Chanquoy to participate in COST (Cooperation in the Field
of Science and Technology) Project, a European network on writing involving
cooperation in science and technology, 2008-1012. I participate as a non-COST country
member in this European "COST" project, organized by Dr. Denis Alamargot, in order to
federate researchers in 13 European countries, including Belgium, France, Germany, the
Netherlands, Sweden, United-Kingdom and others, around the question of writing.
Participated in a three-hour COST meeting, November 12, 2008 in Poitiers, France.
COST website is http://www.cost.esf.org/index.php?id=233&action_number=IS0703
International Review
Scientific Advisory Board for Writing Research across the Borders III 2014
Review for Oxford Bibliographies, 2013
Board of SIG Writing Conference Program, February March 2012
University of Padua, Italy Ricerca Scientifica, September 2011
Austrian Science Fund (FWF) Imaging proposal. 2009
Scientific Advisory Board for Writing Research across the Borders II 2009
National Review
NIH Review, April, 2013 (Program Project), June, 2013 (Fogarty International Brain Grants)
Spencer Foundation, June, 2013
NSF Review October, 2012
Reviewer for Improving Adolescent and Adult Literacy Instruction: Options for Practice and
Research Commissioned by the National Academies, Alan Lesgold and Melissa Welch-Ross
(Eds.) (2011). National Research Council of the National Academies Division of Behavioral and
Social Sciences and Education. Committee on Learning Sciences: Foundations and Applications
to Adult and Adolescent Literacy. Washington, DC.: National Academies Press.
http://www.nap.edu
NSF Review November 2010, March 2011, October 2011
NIH Review for Program Project
Reviewer for NIH Fogarty International Brain Disorder Program designed to build research
capacity in developing countries in the areas of neuroscience, mental health, neurology,
and child development. November 2010
Reviewer for NIDCD Clinical Research Center Grant (P50) May 10 and June 17, 2010
Reviewer for NIDCD Clinical Research Center Grant (P50), January 27, 2009
External Reviewer, Ph.D., Dissertation Plan, University of Haifa (by Hedva Meiri, Local and
global processing of visual stimuli among compensated readers: A new perspective)
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Journals and Review of Research
Associate Editor, Journal of Learning Disabilities, 2005-present
Member, Editorial Board, Written Language and Literacy, 2011-present
Member, Editorial Board, Annals of Dyslexia, 2011-present
Member, Editorial Board, Journal of Applied School Psychology (official publication of the
American Academy of School Psychology), 2008-present
Member, Editorial Board, Journal of Psychoeducational Assessment, 2008-present
Member, Editorial Board, Learning Disabilities Research and Practice (LDRP), 2001-present.
Member, Editorial Board, School Psychology Quarterly, 1998-2010.
Member, Editorial Board, Learning Disability Quarterly, 1991-.
Member, Editorial Board, Journal of Learning Disabilities, 1999-2005, now Associate Editor.
Consulting Editor, Editorial Board, Journal of Educational Psychology, 1994-2002
Member, Editorial Board, Learning and Individual Differences, 1991-2006.
Member, Editorial Board, School Psychology Review (official publication of National
Association of School Psychologists), 1995-2001.
Member, Editorial Board, Issues in Education, 1999-2003.
Member Editorial Board, Contemporary Educational Psychology, 2000-2003
Adjunct Reviewer for these journals in addition to ones on which serve on editorial board:
Neuroimage, 2010, 2013
Biological Psychiatry, 2013
Frontiers of Psychology, 2013
Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Elementary School Journal, 2013
Cognitive and Behavioral Neurology, 2012, 2013
Memory and Cognition, 2012
Trends in Neuroscience and Education, 2012
American Journal of Medical Genetics Part B: Neuropsychiatric Genetics, 2012
Journal of Educational Psychology, 1990-2002, 2010, 2011, 2012, 2013
Cognition and Instruction, 2012
Applied Cognitive Psychology, 2012
Written Communication, 2012
Discourse Processes, 2012
Reading and Writing. An International Journal, 1993- present
Education Research International (ERI), 2012
Brain and Language, 2011
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European Journal of Neuroscience, 2011
Learning and Individual Differences, 2011, 2012
Psychonomic Bulletin and Review, 2011
Journal of Clinical and Experimental Neuropsychology, 2011
Journal of Speech, Language, and Hearing Research, 2011
Annals of Dyslexia 2009, 2011, 2012
Science, 2010
American Education Research Journal-Teaching, Learning, and Human Development, 2010
Applied Psycholinguistics, 2010
Journal of Research on Educational Effectiveness, 2010
Educational Psychology Review, 2010
British Journal of Developmental Psychology, 2010
Scientific Studies in Reading, Scientific Studies in Reading 1995, 2008, 2009, 2010, 2012
Reading Research Quarterly, 2010
Journal of Experimental Child Psychology (1987, 1988, 1990, 1991, 2002, 2004, 2006,
2009, 2010)
Written Language and Literacy (2009)
Journal of Writing Research (2009, 2010, 2012, 2013)
Language, Speech, Hearing Services in Schools, 2008, 2009
Developmental Neuropsychology (1994-present)
Pediatrics, 2008
Journal of Child Psychology and Psychiatry, 2008
American Educational Research Journal—Teaching, Learning, and Human
Development (AERJ-TLHD), 2008
American Educational Research Journal (1992, 1995, 1999, 2004, 2007)
Behavioral Brain Research, 2006, 2008
Journal of Behavioral Education, 2008
Journal of Applied Developmental Psychology, 2008
Scandinavian Journal of Psychology, 2008
Cerebral Cortex, 2007, 2008
Cognitive Development, 2006
Neuropsychology, 2004
Developmental Science, 2006
Journal of Child Psychology and Psychiatry, 2006
European Review of Applied Psychology, 2006
Child Development, 2004
Experimental Journal of Psychology: Applied (2001)
European Journal of Social Psychology (1985);
Augmentative and Alternative Communication (1986, 1991)
Perceptual and Motor Skills (1986, 2010)
School Psychology Quarterly (1990)
Developmental Psychology (1992, 1994, 1997, 2006)
School Psychology Review (1993-2000)
Journal of School Psychology (1994-96)
Educational Psychology Review (1994, 1995, 1997)
Review of Research in Education (1994, 1999)
Journal of Learning Disabilities (1996)
Journal of Reading Behavior (1994)
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Other
Invited Participant in SSSP Survey in 2011 on Most Important Past, Present, and Future Findings
in School Psychology. Research activities posted on SSSP website for mentoring next
generation of researchers in school psychology.
Member of the Advisory Board for Florida State Learning Disabilities Center, 2006-2007.
Consultant to Stephen Hooper, Ph.D., Professor, University of North Carolina, Chapel Hill, for
his grant from the Institute of Educational Science (IES) on writing development and
instruction, 2006-2007.
Consultant to Donald Deschler’s funded IES training grant for the preparation of special
education professionals in the area of writing, 2010- Graduate student contact doctoral
fellow Caroline (Carrie) Mark [email protected] Conducted interactive phone
conference May 5, 2010.
Invited Mentor for Michael Woodin, Ph.D., Assistant Professor of School Psychology, Miami
University, Ohio.
External Review for Ph.D. Dissertation on Accelerated Reading, Sigalit Brande, University of
Haifa, Israel.
Grant Review for International Dyslexia Association, 2007, 2008.
Membership Committee for Society for Scientific Study of School Psychology 2006External Review for defense of a Doctor of Philosophy Thesis, Children’s Use of the Spell
Checker during the Composing Process, by Lauren Figueredo, Applied Developmental
Psychology, University of Alberta, August 11, 2006.
APA Division 16 Senior Scientist Committee, 2006Reviewer, National Institute of Educational Science (IES), for five RFAs in Special Education,
October 23-25, 2005.
Member of School Psychology Task Force on Empirically Based Treatment Sponsored by
Division 16 of the American Psychological Association (2000-to 2007), Co-chaired
Academic Interventions focus group with Ed Shapiro. Also worked with Sylvia Rosenfield
and others on continuation to look at implementation issues for evidence-based academic
interventions, preparing for conference and book, organized APA symposium on this topic.
Society for the Study of School Psychology Catalyst Scholar for Mentoring Junior Faculty in
School Psychology (August 17, 2005 at the American Psychological Association annual
meeting, Washington, DC).
External Review of a Doctor of Philosophy Thesis, Graduate School of Education, University of
Queensland, Australia, “Automaticity of the Transcription Process in the Production of
Written Text” by Dian Jones December, 2004.
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Invited Participant, Conference On Building Usable Knowledge in Mind, Brain, and Education
at the Harvard Graduate School of Education, October 7-8, 2004. Cambridge, MA.
Reviewer, NICHD, Math Centers, 2003.
Reviewer, NICHD, Family Literacy Grants, 2002.
Member Scientific Advisory Board, National Dyslexia Research Foundation, 2002-.
Reviewer, proposals for SRCD 2003 meeting, 2002.
Planning Group, Adolescent Literacy Workshop, National Institute of Child Health and Human
Development, March, 2002.
Grant Reviewer, 2001-2002, applications from the National Research Organizations in Israel and
Great Britain
Member Review Panel, Interagency Research Institute Awards, National Science Foundation,
July 17-19, 2000.
National Advisory Panel, Interdisciplinary Center for Research on Early Childhood Issues and
Initiatives on the Development of Language, Cognitive, and Reading Skills in 3 to 5 year
old children. School of Education, University of Louisville, 2000-.
Advisory Board, Fordham Project on Literacy Instruction funded by the Ennis Cosby
Foundation, 2000-.
Consultant, Spanish ESL Reading Project at the University of Texas, Austin
Member of Review Panel for National Reading Excellence Act, May and June, 1999, US
Department of Education, Washington, DC.
Committee for Review of Society for the Study of School Psychology (SSSP)’s General Purpose
Awards, 1999.
Consultant, NSF Education Research Initiative Workshop, September 8-10, 1998, Arlington,
VA.
Participant, Progress and Promise in Reading Intervention Research--What We Think We
Know--What We Need to Know--What We Need to Do, September 22, 1998, NIH,
Rockville, MD.
Consultant, NICHD Special Review, May 7, 1997
Member, Human Development and Aging Study Section (3), Division of Research Grants,
National Institutes of Health, 1995-1999.
Member, Study Section for Review of Field-Initiated Grant Applications, National Institute of
Disability and Rehabilitation Research, May 27-29, 1987.
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Consultant, Special Review Committee and Two Site Visits for Multidisciplinary Research
Center on Learning Disabilities, National Institute of Child Health and Human
Development, July 16-18, 19-21 and August 17, 1990.
Consultant, Special Review Committee on Learning Disabilities, National Institute of Child
Health and Human Development, July 29-30, 1991.
Consultant, Special Review Committee on Learning Disabilities, National Institute of Child
Health and Human Development, February 28, 1992.
Consultant, Special Review Committee on Learning Disabilities, National Institute of Child
Health and Human Development, December 1 and 2, 1992.
Consultant, Special Review of Center Grant, National Institute of Child Health and Human
Development, August 15, 1994.
Reviewer, Social Sciences and Humanities Research Council of Canada, 1993-.
Consultant, Enable Ability Project funded by Robert Wood Johnson Foundation, Center for
Development and Learning, University of North Carolina at Chapel Hill, August 10, 1992.
Member, National Center on Adult Literacy Editorial Review Board, 1996
Consultant, Psychological Corporation, 1995-2001.
Consultant, American Guidance Services, Inc., 1996.
Book Reviewer, Allyn & Bacon, Brown & Benchmarch, Blackwell Publisher, Westview Press,
Clinical Psychology Publishing Company
Review Panel on Educational Issues: Intelligence, Learning or Language Disabilities, Reading,
Writing, Mathematics for 1989 meeting of the Society for Research in Child Development.
Review Panel on Educational Issues for 1991 meeting of the Society for Research in Child
Development.
Review Panel on Educational Issues for 1993 meeting of the Society for Research in Child
Development.
Review Panel on Educational Issues for 2003 meeting of the Society for Research in Child
Development.
Reviewer for Division C for 1992 and 1996 meetings of the American Educational Research
Association.
STATE SERVICE
Washington State Connecting IDEAs Project (CIP)--School-University Partnership with the
Northshore School District, 2003-2004, to implement three-tier model (especially tier-one
for early intervention), Fall, 2003 and Winter and Spring, 2004. Trainings, On-going
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consultations, Evaluations, Dissemination, and Supervising of Intern in Program
Evaluation.
Consultation, WA Higher Education/OSPI Reading Partnership, November 15 and December 14,
2005.
COMMUNITY SERVICE (Local, State, and Regional)
Workshop, Auburn Public Schools, Integrating assessment and instruction to overcome writing
difficulties. June 9, 2008.
Workshop, Lake Washington Public Schools, Prevention, problem-solving, and differential
diagnosis and treatment: A three tier model for school psychologists. May 21, 2008.
Consultation, Occupational Therapists, Renton Schools. Designing Tier 1 early intervention in
handwriting and evaluating its effectiveness. October 12, 2007.
Workshop, Problem solving solutions, preventing, and treating learning disabilities in reading,
writing, and math: From research to school practice. Renton Schools. August 29, 2007
Workshop repeated three times in one-hour breakout sessions: Combining RTI with Diagnostic
Assessment and Treatment. Mukilteo Schools, September 1, 2006.
Two Workshops on “Assessment and Treatment of Dyslexia and Language Learning Disability”
and on “Assessment and Treatment of Dysgraphia”, UW Outreach, June 22-23, 2006.
Consultation to the Los Angeles Unified School District, February 14-15, 2006.
Consultation to the Tumwater and nearby school districts at the University of Washington,
February 6. 2006.
UW Collaborative Partnership with Dr. Mark Jewell (P.I.), Chief Academic Officer, Federal
Way Public Schools, in preparing “Striving Readers Proposal Application” (CFDA No.
84.371A), Accelerated Literacy Learning (ALL) Program.
Consultation to OSPI SLD committee, November, 2006.
Workshop on “Early Intervention for Students with Dyslexia, Dysgraphia, and Language
Learning Disability” (August 8, 2005) and on “Assessment and Treatment of Children with
Dyslexia, Dysgraphia, and Language Learning Disability” (August 9, 2005), UW Outreach.
Workshop on Training Attention and Writing in Students with Dyslexia (with Belle Chenault).
St. Luke Elementary, Shoreline, WA, January, 2005.
Teaching the Teachers Summer Institute for Teachers of Children in John Muir and Finding
Luna Summer Programs Sponsored by the University of Washington Multidisciplinary
Learning Disabilities Center, August, 2004.
Workshop on Getting Reading for the Reauthorization of IDEA: The Three Tier Model for
Assessment-Intervention Links. UBET, August, 2003.
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Workshop on Assessment-Intervention Links for Learning Disabilities: Research Update.
UBET, July, 2003.
Workshop on 3-Tier Model of Assessment-Intervention Links, Everett School District, June,
2003.
Workshop on 3 Assessment-Intervention Tiers for Dyslexia, Dysgraphia, and Language
Learning Disability, Renton School District, May, 2003.
Workshop on 3-Tier Model and Changing Role of School Psychologist, Seattle Schools School
Psychologists, May, 2003.
Workshop on 3-Tier Model, January, 2003, Northshore School Psychologists.
Workshop on 3-Tier Model, January, 2003, Shoreline School Psychologists.
UW Outreach Workshops:
spring 2008
1 day PAL II Assessment-Intervention Links for Reading, Writing, and
Math
summer 2003 1 day, Assessment-Intervention Links for Reading and Writing
summer 2002
2 days, Scientifically Supported Instructional Practice
summer 2001
2 days, PAL Assessment-Intervention Links, 2 days, Brain Literacy
Consultation, winter 2002, Edmonds Schools, about 3-tier model.
Consultation, spring, 2002, Los Angeles Unified School District, about K-1, early intervention.
Workshop, August, 2002, Clover Park School District about 3-tier model and PAL assessmentintervention links.
Workshop, August, 2002, Vashon Island School District about 3-tier model and preventing and
treating reading and writing disabilities.
Workshop on Brain Literacy. Shoreline inservice, October 8, 1999.
Workshop on early intervention for reading and writing. Shoreline kindergarten teachers,
February 2, 1999.
Workshop on early intervention for reading and writing. Northshore primary grade teachers,
January 30, 1999.
Workshop on Interventions for Learning Disabilities, Hamlin Robinson School, Seattle, WA,
October, 1997.
Workshops on Interventions for Spelling in Seven Schools in Shoreline, Mercer Island, and
Archdiocese Schools, June, 1997.
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Workshop on Intervention and Assessment of Writing and Reading Problems, Seattle Public
Schools, August 27-28, 1996.
Workshops on Interventions for Handwriting Problems in Ten Schools in the Shoreline, Mercer
Island, Bellevue, Issaquah, and Archdiocese Schools, June, 1996.
Workshop on Assessment and Intervention for Writing Problems, Issaquah Public Schools, May
1, 1995.
Workshop on Assessment and Intervention for Writing Problems, Mercer Island Public Schools,
March 8, 1995.
Workshop on Assessment and Intervention for Writing Problems, Bellevue Public Schools,
March 10, 1995.
Member of Advisory Board for project on the relationship between learning disabilities and
welfare, sponsored by the Washington State Department of Social and Health Services,
Division of Employment and Social Services, 1994-.
Consultation, Mercer Island Public Schools, January 18, 1994.
Consultation, Olympia Public Schools, December 14, 1993.
Presentation to Parents in the Specific Learning Disabilities Association, Shoreline Public
Schools, April 22, 1993.
Workshop on Preventing Reading Disabilities, Seattle Public Schools, March 9, 1993.
Workshop on Preventing Writing Disabilities, Seattle Public Schools, March 11, 1993
Consultant, Seattle Public Schools, Alternatives to IQ Tests in Early Identification of Learning
Disabilities, November 1992, January 1993.
Consultant, Madrona Elementary School and Leschi Elementary Schools, Seattle Public Schools,
Evaluation of Innovative Integrated Reading-Writing Instruction, 1991-1992.
Consultant, Madrona, Seattle Public Schools, Comparison of Integrated Reading-Writing
Instruction and Traditional Instructional Approaches in Beginning Reading and Writing,
1990-1991.
Workshop on Normal Variation in Reading Acquisition for Teachers in Shoreline Public
Schools, May 30, 1992.
Workshop on Normal Variation in Writing Acquisition for Teachers in Shoreline Public Schools,
May 9, 1991.
Neuropsychology of Reading and Writing Disabilities: Clinical and Research Issues.
Presentation for Learning Disabilities Team, Seattle Children's Hospital, June, 1990.
Workshop on Assessing and Remediating Writing Disabilities for School Psychologists in
Seattle Public Schools, December, 1989.
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Participation in Accelerated Pupil Progress Task Force, Seattle Public Schools, 1989.
Consultation to Richland, WA Public Schools, Alternatives to Retention, May, 1989.
Issues in Psychological Assessment. Inservice training workshop. Experimental Education Unit,
University of Washington, June, 1989.
Prevention of Reading Disabilities through Classroom-Based Monitoring and Intervention
Programs. Summer Academy for Principals in the Selah and West Valley School Districts,
sponsored by Policy, Governance and Administration, University of Washington, August,
1988.
Psychological Assessment of Hearing and Hearing-Impaired Preschoolers. An inservice
training workshop: The interdisciplinary, family systems approach to serving young
learning-impaired children and their families. Experimental Education Unit, University of
Washington, June 1988.
Schools for the 21st Century (Consortium)--consultation to Shoreline Public Schools, June 1988.
Workshop on the Stanford Binet, 4th ed., Shoreline Public Schools, November 1987.
UNIVERSITY OF WASHINGTON SERVICE
2002- to present Coordinator Learning Disabilities Research, CHDD
2007-2013
University Faculty Council on Student Affairs
2006
Review for Royalty Grant Applications
2005
Review for Royalty Grant Applications
1997-98
Internal Advisory Board, Autism Center
1995
Promotion Committee, Kathleen Noble
1993-96
Faculty Council on Student Affairs
1992-94
Reviewer for Royalty Fund, University of Washington.
1991
Search Committee, Director of the Counseling Center
1990
Search Committee, two positions, Counseling Center
1989
Search Committee, two positions, Counseling Center
1989-91
Chair, Counseling Center Advisory Committee
1988-90
Faculty Senate
1988-1990
Member of the Small Grants Review Committee of the Alcohol and Drug Abuse
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Institute, University of Washington
1989
Review Committee for the Center for the Study of Capable Youth
1989-
Consultation to Disabled Students' Services
1988
Review of Gatzert Child Welfare Fellowship Applications
1987-89
Counseling Center Advisory Committee, University of Washington
UW COLLEGE OF EDUCATION SERVICE
2010-2013 College of Education Faculty Council (Educational Psychology Representative)
2011-2013 Chair, Awards Committee, College of Education
2011-2013 College of Education Diversity Committee (Faculty Council)
2007-2009
College of Education Diversity Committee
2006-2007
Council of Graduate Studies (COGS-R)
2001-2006
Director of School Psychology Internship Training for a NASP-approved
premasters program and APA-approved doctoral program. Assist 2nd year
students in finding internships, supervise and visit premasters internship sites, and
assist predoctoral students in finding internships.
2006
College Committee, Gordon C. Lee Dissertation Award Committee (alternate)
2007
College Committee, Gordon C. Lee Dissertation Award Committee (regular
member)
1993-2000
Coordinator of NASP-approved masters program in school psychology and of
APA-accredited and NASP-approved doctoral program in school psychology;
wrote 1995 and 2000 APA self-study and 1998-99 NASP folio review and
fulfilled many responsibilities for the day to day operations of this professional
development program organized around a scientific-practitioner model.
1990-92
Faculty Development and Scholarship Committee (Chair, 1991-92)
1989-
Chair, Branch Campus Graduate Degree Committee
1987-89
Member, Personnel and Elections Committee
1988-89
Human Subjects Review
1994-95
Chair, School Psychology Search
1991
Search Committee for School Psychology Position in Educational Psychology
1989-90
Search Committee for Early Childhood Special Education
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1988-89
Search Committee for School Psychology Position in Education Psychology
1988
School Psychology Task Force
1988
Search Committee for One-Year Appointment in Special Education
1987 &
1988-89
Search Committee for Reading Position in Curriculum and Instruction
PROFESSIONAL ORGANIZATION MEMBERSHIPS
American Psychological Association (student affiliate, 1978; member 1982 to present)
Society for the Scientific Study of School Psychology (elected 1994-to present)
American Association for Advancement of Science, 1987 to present
Past memberships in organizations I still support but use the dues instead to support charitable
causes for children globally: Society for Research in Child Development, 1986 to 2010;
National Association of School Psychologists, 1987 to 1999, 2007-to 2011; Society for the
Scientific Study of Reading (Charter member, 1994 to 2009); International Dyslexia
Association, 1998 to 2011; New York Academy of Sciences, 1987 to 2005; American
Educational Research Association, 1987 to 1998. (Psychophysiology and Education
Special Interest Group; Division C--Learning and Instruction); Washington State
Psychological Association 2006-2009
MUSEUM MEMBERSHIPS
Charter Member of the National Museum of the Indian and ongoing membership. Family of my
father Oscar Wise is listed on wall. (Lenni Lenape, Delaware Tribe, on his maternal side).
Maternal grandmother who grew up in hills of West Virginia was mixed Cherokee-Dutch.
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