Virginia (Ginger) Wise Berninger
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Updated 3/5/12 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
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- 1994- Research Affiliate (1994-present) and Coordinator Research Area on Learning Disabilities (2000-present), Eunice Kennedy Shriver Intellectual and Developmental Disabilities Research Center (IDDRC), University of Washington. 2011- Member, 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 1987- Psychologist, 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
1 Updated 3/5/12 Training, Developmental Evaluation Clinic (a University Affiliated Program), 1982-83.
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).
2 Updated 3/5/12
Recognition for Professional Activities
Fellow, American Psychological Association, 1995-
Fellow, Society for the Scientific Study of School Psychology, 1994-
Sylvia 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).
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.
Consultation on Currently Funded Grants: Consultant on Grant "Development, automatization and self-regulation of cognitive processes in writing" awarded to Rui Alexandre Alves by Portugal National Science Foundation; budgeting will probably begin 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. Plans to visit during 2011. Grant Awards 1984-to Present: Principal Investigator, Defining and Treating Specific Written Language Learning Disabilities. NIH P50 Center for Multidisciplinary Learning Disabilities Research. December 15, 2011 to November 30, 2016. $8,092,341. Also Principal Investigator, Project 1, Defining Learning Disabilities by Profiles and RTI, Administrative
3 Updated 3/5/12 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- 12/10/09. 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, 1992- 1994, 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, 1987- 1988, University of Washington Graduate School Research Fund. $9,249.
Educational Psychology Representative. A preservice interdisciplinary model: Birth to five- year-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).
Principal Investigator, Validation of a Modification of the Wechsler Adult Intelligence Scale- Revised (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.
4 Updated 3/5/12 NIMH predoctoral training fellowship, 1978-1980.
Listings (Selected) 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
What are the different kinds of cognitive representations and operations and how are they represented in the brain/mind? How are they accessed or generated in unconsciousness or implicit memory and brought into consciousness in working memory? What are ideas? How are they planned, generated, or constructed? How are they translated into language-based and non-language based thinking? What is the role of working memory in language learning and math learning?
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 seizures. CURRENT RESEARCH AND PROFESSIONAL INTERESTS (selected) 1. In Typical Writing Development, Idea Generation and Translation of Cognitive Representations into Levels of Language; Comparison of Written Expression by Pen and by Keyboard; Global and Local Translation Strategies in Writing Narrative and Expository Genre; Interrelationships of Writing, Reading, Listening, and Speaking. 2. Linking diagnostic assessment and instructional treatment at three tiers (prevention, problem-solving 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 instructional treatments based on assessment, using multi- 5 Updated 3/5/12 modal assessment to monitor progress in response to instruction; and problem-solving instructional modifications when warranted. 3. Interactions of individual learner differences (biological and culture), teaching, and curriculum (developmental stepping stones) and instructional tools in the Learning Triangle and their application to assessment, and instruction for Reading, Writing, and Math. 4. Cross-disciplinary interdisciplinary frameworks for evidence-based diagnosis of developmental and learning disorders. 5. Posted on website for Learning Sciences Program: summative and formative longitudinal assessment of writing grades 1 to 7; multicultural math, multicultural literacy, idea expression via written language and other modes and mechanisms (e.g., art, dance, and music), learning and developmental differences and processes in learning reading, writing, and math, how the mind is constructed through interactions with the social and physical worlds, and other topics related to brain, education, and technology SCHOLARSHIP: PUBLICATIONS REFEREED JOURNAL ARTICLES
Bahr, R., Silliman, E., Dow, M., & Berninger, V. (in press). Linguistic pattern analysis of misspellings of typically developing writers in grades 1 to 9. Journal Speech, Language, and Hearing Research. Silliman, E., & Berninger, V. (2011). Cross-disciplinary dialogue about the nature of oral and written language problems in the context of developmental, academic, and phenotypic profiles. Topics in Language Disorders, 31, 6-23. Berninger, V., Lee, Y., Abbott, R. & Breznitz, Z. (2011). Teaching children with dyslexia to spell in reading-writers’ workshop. Annals of Dyslexia. DOI: 10.1007/s11881-011-0054-0 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. 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.
6 Updated 3/5/12 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, 151- 182. 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/s10936- 009-9130-6 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 7 Updated 3/5/12 sequential-finger movement activation differentiating good and poor writers. Journal of Clinical and Experimental Neuropsychology, 29, 1-17. To link to this Article: DOI: 10.1080/13803390902780201 URL: http://dx.doi.org/10.1080/13803390902780201 Richards, T., Berninger, V., Winn, W., Swanson, H.L., Stock, P., Liang, O., & Abbott, R. (2009). Differences in fMRI activation between children with and without spelling disability on 2-back/0-back working memory contrast. Journal of Writing Research, 1(2), 93-123. Journal of Writing Research. Download the pdf from year 2 volumes of this open access peer reviewed journal at the at the JOWR-website. Berninger, V., Richards, T., Stock, P., Abbott, R., Trivedi, P., Altemeier, L., & Hayes, J. R. (2009). fMRI activation related to nature of ideas generated and differences between good and poor writers during idea generation. British Journal of Educational Psychology Monograph Series II, 6, 77-93. Richards, T., Berninger, V. & Fayol, M. (2009). FMRI activation differences between 11- year- old good and poor spellers’ access in working memory to temporary and long-term orthographic representations. Journal of Neurolinguistics, 22, 327-353. doi:10.1016/j.jneuroling.2008.11.002 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. 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
8 Updated 3/5/12 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., Anderson- Youngstrom, M., Murphy, H., Lovitt, D., Trivedi, P., Jones, J., Amtmann, D., & Nagy, W. (2008). Tier 3 specialized writing instruction for students with dyslexia. . Reading and Writing. An Interdisciplinary Journal, 21, 95-129. Printed Springer On Line. May 15, 2007. 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, 781- 797. 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, 547- 589. Stanberry L., Richards, T, Berninger, V., Nandy, R., Aylward, E., Maravilla, K., & Stock, P., Cordes, D. (2006). Low frequency signal changes reflect differences in functional connectivity between good readers and dyslexics during continuous phoneme mapping.
9 Updated 3/5/12 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. 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.
10 Updated 3/5/12 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 manual- based 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. 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), 482- 494. 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
11 Updated 3/5/12 PEPSI): Comparison of dyslexic and normal reading children and effects of treatment on brain lactate levels during language tasks. American Journal of Neuroradiology. 23, 1678- 1685. 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. 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. 12 Updated 3/5/12 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, 117- 135. 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. 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.
13 Updated 3/5/12 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. 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
14 Updated 3/5/12 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. 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 15 Updated 3/5/12 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. 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). Lower- level 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, 323- 338. 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. 16 Updated 3/5/12 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. 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. Berninger, V., & De Soto, C. (1985). Cognitive representation of personal stereotypes. European Journal of Social Psychology, 15, 189-211. (Dissertation Research) 17 Updated 3/5/12 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.
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 assessment data and linking assessment results to instructional interventions. In all PAL Reading and Writing Diagnostic Kits and PAL II Math Diagnostic Kits.
18 Updated 3/5/12 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.) (2011). Past, present, and future contributions of cognitive writing research to cognitive psychology. New York: Psychology Press/Taylor Francis Group. Fayol, M., Alamargot, D., & Berninger, V. (Eds.) (2012). Translation of thought to written text while composing: Advancing theory, knowledge, methods, and applications. New York: Psychology Press/Taylor Francis Group. Arfé, B., Dockrell, J., & Berninger, V. (Eds.) (nearing final submission). Writing development and instruction in children with hearing, speech, and language disorders. NY: Oxford University Press. Chapters due Sept, 2011. Book manuscript due April, 2012. Each chapter 3,500 words McCardle, P., & Berninger, V. (Eds.) (book proposal stage). Evidence-based model for paying the educational debt and eliminating the achievement gap for Native Americans. Berninger, V., (book proposal stage). Meeting educational standards: An interdisciplinary roadmap (Roadmap). American Psychological Association. BOOK CHAPTERS Berninger, V., & Swanson, H. L. (revised manuscript submitted) Diagnosing and treating specific learning disabilities in reference to the brain’s working memory system. Chapter 16 In H. Lee Swanson, Karen Harris, & Steve Graham (Eds). Handbook of Learning Disabilities (2nd ed). New York: Guilford. Berninger, V., & Dunn, M. (in press). 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 Elsevier/ Academic Press. Hayes, J.R., & Berninger, V. (submitted). Cognitive processes in writing: A framework. In Arfé, B., Dockrell, J., & Berninger, V. (Eds.) (in progress). Writing development and instruction in children with hearing, speech, and language disorders. NY: Oxford University Press. 3,500 words 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 19 Updated 3/5/12 applications. Psychology Press/Taylor Francis Group/Routledge. Berninger, V., Rijlaarsdam, G., & Fayol, M. (2012). Mapping research questions about translation to methods, measures, and models. In M. Fayol, D. Alamargot, & Berninger, V. (Eds.). Translation of thought to written text while composing: Advancing theory, knowledge, methods, and applications. Psychology Press/Taylor Francis Group/Routledge. Berninger, V., & 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., & 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. (2011). The writing brain: Coordinating sensory/motor, language, and cognitive systems in working memory architecture. In V. Berninger (Ed.). Past, present, and future contributions of cognitive writing research to cognitive psychology). New York: Psychology Press. Fayol, M., Alamargot, D., & Berninger, V. (in press). From cave writers to elite scribes to professional writers to universal writers translation is fundamental to writing. In M. Fayol, D. Alamargot, & Berninger, V. (Eds.). Translation of thought to written text while composing: Advancing theory, knowledge, methods, and applications. Psychology Press/Taylor Francis Group/Routledge. Berninger, V., Fayol, M., & Alamargot, D. (in press). Learning to spell words with the pattern analyzer, oracle, scribe, and silent orthographer. In M. Fayol, D. Alamargot, & Berninger, V. (Eds.). Translation of thought to written text while composing: Advancing theory, knowledge, methods, and applications. Psychology Press/Taylor Francis Group/Routledge. Berninger, V. (2012). Understanding reading research from different sociocultural historical contexts.. In J.S. Carlson, & J. R. Levin (Eds.) Instructional strategies for improving students' learning (pp. 79-86). Charlotte, NC: Information Age Publishing. Berninger, V. (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, 20 Updated 3/5/12 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. 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. 21 Updated 3/5/12 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. 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. 22 Updated 3/5/12 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. 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.
23 Updated 3/5/12 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. 225- 253). 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. 529- 555). 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. 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 aptitude- achievement 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. 24 Updated 3/5/12 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 Website: http://www.interdys.org Click on Fact Sheets What is Dysgraphia?
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 25 Updated 3/5/12 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. 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 26 Updated 3/5/12 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. In press, Manuscripts submitted for production. 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, 163- 179. 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. 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. 27 Updated 3/5/12 SpringerLink
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. (unpublished manuscript) Combining functional MRI and functional MR spectroscopic imaging to understand the lexical deficit in dyslexia.
29 Updated 3/5/12 Lemos, Z., Valdez-Fernandez, S. & Berninger, V. (unpublished manuscript). Helping secondary students overcome learning difficulties in reading, writing, and math: A multiple perspectives approach.
MANUSCRIPTS SUBMITTED FOR PUBLICATION 1. Berninger, V. (submitted). Principals helping students reach common core writing standards: Translating research into 21st Century teaching practices, K to 8. Principal. National Association of Elementary School Principals’ flagship magazine. Invited. MANUSCRIPTS IN PREPARATION 1. Niedo, J., & Berninger, V. (in preparation). Linking assessment findings for oral and written language to instructional interventions In J. Mascolo, D. Flanagan, and V. Alfonso (Eds.) Essentials of planning, selecting and tailoring intervention: Addressing the needs of the unique learner. New York: Wiley. 2. Niedo, J., Lee, Y., Breznitz, Z., & Berninger, V. (in preparation). Effects of and predictors of response to instruction for computerized silent reading comprehension fluency training. Results of a study funded by the Binational Science Foundation (Israel and US). 2. Eckert, M., Berninger, V., & Richards, T. (in preparation). Spelling dependent parietal morphology findings in children with dysgraphia. 3. Berninger, V. (in preparation). D. Molfese (Ed). A tribute to Reid Lyon's contributions. Baltimore: Paul H. Brookes.
UW Extension Courses Under Development 1. Educating Educators to Work with Parents Ginger Ferguson, Beverly Wolf, Virginia Berninger 2. Differentiating Instruction in the General Education Classroom: What Works for Whom Jasmin Niedo Jones and Virginia Berninger
GRANT APPLICATIONS 1. PI: Michael Dunn; Co-PI: Virginia Berninger; Statisticians: Robert Abbott and Robert Horner RFA Topic/Goal: Reading, Writing, and Language Development, Goal 2 (CFDA 84.324A) Title: Developing Innovative Ways to Teach Text Composing to Low Achieving Writers in Grades 1 to 3: What Works for Whom Unfunded.
CONSULTANT OR ADVISORY BOARD MEMBER ON GRANTS 1. Consultant for NIH application, 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 30 Updated 3/5/12 modeling classifications of reading profiles for subjects in this project, meet with research team at the start of the project to discuss classifications, discuss ongoing progress, and meet at end of the first year to discuss preliminary results and manuscript preparation. 2. Advisory Board, Investigating the Impact of Classroom Instruction and Literacy Skills on Writing Achievement in First Grade PI David Coker Co-PIs, Charles MacArthur and Elizabeth Farley-Ripple. IES. 3. Consultant, “Development, Automatization and Self-Regulation of Cognitive Processes in Writing. PI., Rui Alves. Funded by the National Portuguese Science Foundation (Fundação para a Ciência e a Tecnologia).FCT PTDC/PSI-PCO/110708/2009. 4. Consultant for submitted grant applications in Italy (University of Padua and University of Florence for National Handwriting Project in Italy)
ABSTRACTS AND PRESENTATIONS Berninger, V. (July 11-13, 2012). EARLI Writing SIG meeting, Porto, Portugal. Symposium due January 13, 2012. Berninger, V. (June 22, 2 to 5 pm). Treatment-relevant differential diagnosis of specific learning disabilities affecting written language (SLD-WL): Dysgraphia, dyslexia, and oral and written language disability (OWL LD). American Academy of Clinical Neuropsychology Annual Meeting, Seattle, WA. Invited. Berninger, V. (2012, April). Discussant for “Twice exceptional: Insight into paradoxical learners through neurological and neuropsychological investigation.” Annual meeting of the American Association for Educational Research. Vancover, 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 31 Updated 3/5/12 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 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 5, 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.
32 Updated 3/5/12 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 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, 33 Updated 3/5/12 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. 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,
34 Updated 3/5/12 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 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: Assessment- intervention 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,
35 Updated 3/5/12 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 3- tier 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. 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
36 Updated 3/5/12 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. 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. 37 Updated 3/5/12 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. 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. 116th 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
38 Updated 3/5/12 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. 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
39 Updated 3/5/12 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. 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
40 Updated 3/5/12 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 Peverley, “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. 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.
41 Updated 3/5/12 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.
42 Updated 3/5/12 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).
43 Updated 3/5/12 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. 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.
44 Updated 3/5/12 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. 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 assessment- intervention 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
45 Updated 3/5/12 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). Treatment- related 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. 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.
46 Updated 3/5/12 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. 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.
47 Updated 3/5/12 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. 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
48 Updated 3/5/12 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. 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: Cross- validation and extension to spelling. American Educational Research Association, San Francisco. Traweek, D., Cartwright, A., & Berninger, V. (1992, April). Effects of integrated reading- writing 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
49 Updated 3/5/12 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. 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
50 Updated 3/5/12 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. 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.
51 Updated 3/5/12 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)
52 Updated 3/5/12 SCHOLARSHIP: TEACHING
TEACHING EXPERIENCE AT UNIVERSITY OF WASHINGTON
2012 EDPSY 591 Methods of Educational Research (Winter) 3 credits EDPSY 577 Neuropsychology of Learning and Behavior (Winter) Focus on developmental and learning disabilities and other clinical disorders that are brain and genetic based. 5 credits EDPSY 472 Brain Based Reading, Writing, and Math Instruction for Undergraduates in Education Minor and Early Childhood (Spring) 5 credits EDPSY 522 Brain Based Reading, Writing, and Math Instruction for Graduate Students and Educational Professionals (Spring) 5 credits EDPSY 471 Educational Neuropsychology (Autumn) Focus on normal brain development and applications of brain to early childhood, middle childhood, adolescence and education 5 credits EDPSY 581 Advanced Seminar on math. (Autumn co-taught with Liz Sanders).3 credits
2011 EDPSY 591 Methods of Educational Research (Winter) EDPSY 589 Scholarly Writing in Education and Psychology (Winter) EDPSY 577 Neuropsychology of Learning and Behavior (Spring) Focus on developmental and learning disabilities and other clinical disorders school psychologists and special educators serve. EDPSY 581 Advanced Seminar on Social Cognitive Neuroscience. (Spring). EDPSY 471 Educational Neuropsychology (Autumn) Focus on normal brain development and applications of brain to early childhood, and education EDPSY 581 Advanced Seminar on Psychology of Math. (Autumn co-taught with Liz Sanders).
2010 EDPSY 591 Methods of Educational Research (Winter) EDPSY 589 Scholarly Writing in Education and Psychology (Winter) EDPSY 577 Neuropsychology of Learning and Behavior (Spring) Focus on developmental and learning disabilities and other clinical disorders school psychologists and special educators serve. EDPSY 471 Educational Neuropsychology (Autumn) Focus on normal brain development and applications of brain to early childhood, and education
2009 EDPSY 591 Methods of Educational Research (Winter) EDPSY 589 Scholarly Writing in Education and Psychology (Winter) EDPSY 577 Neuropsychology of Learning and Behavior (Spring) Focus on developmental and learning disabilities and other clinical disorders. EDPSY 471 Educational Neuropsychology (Autumn) Focus on normal 53 Updated 3/5/12 brain development, early childhood, and education
2008 EDPSY 549 Seminar in Methods of Consultation (Winter) EDPSY 577 Neuropsychology of Learning and Behavior (Spring) EDPSY 507 Reading, Writing, and Arithmetic: Educational Assessment, Consultation, and Intervention (Autumn)
2007 EDPSY 578 Educational Application of Neuropsychology: Assessment and Treatment (An Advanced Clinical Practicum, Meets Biopsychology Bases of Behavior Requirement in Ph.D. program) (Winter) EDPSY 577 Neuropsychology of Learning and Behavior (Spring) ED PSY 507 Educational Assessment, Consultation, and Intervention (Autumn)
2006 ED PSY 577 Neuropsychology of Learning and Behavior (Spring) ED PSY 566 Case Study Supervision for Third Year Premasters Interns (Spring) ED PSY 566 Case Study Supervision for Third Year Premasters Interns (Winter) ED PSY 507 Educational Assessment, Consultation, and Intervention (Autumn)
2005 ED PSY 577 Neuropsychology of Learning and Behavior (Spring) ED PSY 566 Case Study Supervision for Third Year Premasters Interns (Spring) ED PSY 566 Case Study Supervision for Third Year Premasters Interns (Winter) ED PSY 566 Case Study Supervision for Third Year Premasters Interns (Autumn) ED PSY 507 Educational Assessment, Consultation, and Intervention (Autumn)
2004 ED PSY 577 Neuropsychology of Learning and Behavior (Spring) ED PSY 566 Case Study Supervision for Third Year Premasters Interns (Spring) ED PSY 566 Case Study Supervision for Third Year Premasters Interns (Autumn) ED PSY 507 Educational Assessment, Consultation, and Intervention, Mentoring Faculty and Co-Instructor (Autumn)
2003 ED PSY 566 Case Study Supervision for Third Year Premasters Interns (Winter, Spring, and Autumn) ED PSY 471 Neuropsychology of Learning and Behavior (Spring)
2002 ED PSY 566 Case Study Supervision for Third Year Premasters Interns (Winter, Spring, and Autumn)
2001 ED PSY 566 Case Study Supervision for Third Year Premasters Interns (Autumn)
1999 ED PSY 570 Educational Assessment and Consultation: Reading, Writing, and Math (Autumn)
54 Updated 3/5/12 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.
1998 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.
1997 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.
1996 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).
1995 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).
1994 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).
1993 EDPSY 507, Diagnosis of Reading, Writing, and Arithmetic Disabilities (Winter; Autumn); EDPSY 564, Practicum (Spring); EDPSY 566, Case Study (Spring).
1992 EDPSY 507, Diagnosis of Reading, Writing, and Arithmetic Disabilities (Winter, Spring).
55 Updated 3/5/12
1991 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).
1990 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, grant- related team teaching). 1989 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).
1988 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.
1987 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);
56 Updated 3/5/12 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, Baldwin- Whitehall Public Schools, Pennsylvania.
57 Updated 3/5/12 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. Supervisory Committee for Masters Degree Matthew Henley, 2010 Masters in Fine Arts in Dance Sylvia Valdez Fernandez, 2011 M.Ed., Multicultural math teaching to (Chair) narrow achievement gap and increase access to higher ed Doctoral Advisees/Dissertations Chaired
Hillary Shurtleff (April, 1990) Licensed psychologist; neuropsychologist, Luria’s Neurodevelopmental Changes in Neurology, Seattle Children’s Hospital Relation to Intelligence and Academic Achievement in Kindergarten and First Grade.
Russell Bragg (June, 1990) Licensed psychologist specializing in families Comparison of Autonomy in Families With with handicapped children, Olympia Mental and Without Traumatic Brain Injured Health Services Adolescents.
Dean Traweek (June, 1993) research assistant, 1989-90 teaching-assistant, Teacher and Learner Variables in Early EdPsy 304; 1990-91, clinical Literacy Instruction: Treatment, Evaluation laboratory assistant, 1991-92; Recipient 1992 and Ethnographic Studies Student Research Award, Division C, AERA; intern, Olympia Mental Health, 1993-93. School Psychologist, Seattle Public Schools 1993-; Instructor, University of Washington, 1994-96; 1998-2005 school psychologist, Edmonds Schools, and private practice; 2005-, school psychologist, MA.
58 Updated 3/5/12 Terry Hart (December, 1993) school psychologist, Mercer Island Public Comparison of Coding and Phonics Schools; adjunct professor, University of Training versus Three Explicit Word Washington Recognition Strategies.
Dianne Whitaker (October, 1994) research assistant, 1991-1992; clinical training How School Psychology Trainees Learn to laboratory assistant, 1992-93; instructor, Communicate through the Psychological school psychology program, UW, 1993-94; Report. Assistant Professor, University of Tennessee, 1994–99, school psychologist, Port Angeles, WA, 1999-
Barbara Alsdorf (August, 1997) school psychologist, Vashon Island Public Relationship between Word Finding and Schools; neuropsychologist, Fred Hutchinson Component Reading Skills in Developing Cancer Center; retired Readers.
Frances Fuller (November, 1995) school psychologist, Edmonds Schools, Development of Topic-Comment Mukilteo Schools Algorithms and Text Structures in Written Compositions of Students in Grades One through Nine.
Linda Ward (October, 1995) school psychologist, Shoreline Public Schools; Developmental Output Failure: Edmonds Public Schools; retired Identification in the Middle School Years.
Judith Rutberg (June, 1998) research assistant, 1989-1990, clinical trainee, Comparison of Academic and of Combined Family Interdisciplinary Grant, 1990-1991. Neurodevelopmental and Academic Seattle Children’s Hospital, 1993-99; adjunct Intervention for Handwriting Disabilities. professor, University of Washington; private practice Bainbridge Island
Cheryl Yates (May, 1996) research assistant, 1989-1991, school psych Screening for Math Abilities and intern, 1991-1992; school psychologist, Disabilities in First and Second Graders. Bellevue Public Schools, 1992-99; 1999-2009 psychologist, Seattle Children’s Hospital
Leihua Sylvester (June, 2000) research assistant, 1993-98, Committee for Facilitating Social-Emotional Competence: Children; school psychologist Shoreline Effects of a Social and Emotional Learning Schools, 1996-97; 1998-99, APPIC internship; Program and Corresponding Teaching research postdoctoral fellow, Committee for Practices in Schools. Children; licensed psychologist and adjunct Winner of the Gordon C. Lee Dissertation instructor, UW; research scientist Committee
59 Updated 3/5/12 Award, 2000-2001 for Children 2000-2005; school psychologist Lake Washington, 2005-2007, Bellevue Schools, 2007-
Sylvia Abbott (May, 1998) The Effect of RA, summer reading tutorial, 1995; writing Phonological Training and Structural interventions, 1995-97; LD Center, 1997-98, Analysis Training on the Reading summer 1998; school psychologist, Mukilteo Achievement of Intermediate Grade Poor Schools, 1998-2010. Readers Carole Hooven (December, 2002) Clinical Lab Teaching Assistant, 1994-96; Developmental Outcomes of Marital and Research Assistant, Carolyn Webster-Stratton, Parenting Variables for Children with Conduct 1996-99; Professional Staff, School of Problems. Awarded the Naomi Nieves Best Nursing, and Healthy Children Project 1999- Dissertation Award.
Allison Brooks (December, 2002) RA, Writing Interventions, 1995-98, LD Neuropsychological Processes Related to Center, 1998-, predoc internship, 2001- Persisting Reversal Errors in Dyslexia and 2002;2003-postdoctoral fellowship in Dysgraphia. Awarded the Naomi Nieves Best epidemiological research on fetal alchohol Dissertation Award. syndrome; clinical and faculty position, Clinic Director, Autism Center Tacoma University of Washington, Tacoma and Seattle.
Belle Chenault (2004, May) School Psychologist, Bellevue Schools; Effects of Prior Attention Training and A Internship, Children’s Hospital, Seattle, 2002- Composition Curriculum with Attention 2003; postdoc, CHDD, 2003-2004; UW; Bridges for Students with Dyslexia and/or private practice, psychoeducational assessment Dysgraphia and counseling, 2005-. Naomi Nieves Best Dissertation Award
Leah Altemier (November 1, 2006) Research Assistant, Project 1, LD Center, The Contribution of Executive Functions to 2003-; program evaluator, Northshore-UW Reading and Writing Outcomes in Typically partnership for research into practice; R & I, Developing Readers and Writers and in fall 2004; predoc internship, 2005-2006, Children and Adults with Dyslexia Children’s Hospital, UW Autism Clinic, and Fred Provenzano. 2006-UW Tacoma Autism Clinic and private practice.
Noelia Garcia (December 3, 2007) Research Assistant, Literacy Trek, 2001-. Phonological, Orthographic, and School Psychology Intern, 2003-2004; School Morphological Contributions to the Spelling Psychologist, Seattle Schools, 2004-; R & I, Development of Good, Average, and Poor spring 2005; Teaching Assistant, 2005-2006; Spellers Predoc Intern, Autism Center, 2006-2009; School Psychologist, Seattle Public Schools,
60 Updated 3/5/12 2009-.to present
Nicole Alston-Abel (May 29, 2009) Research Assistant, Literacy Trek, 2004-2005, Longitudinal Trends in Relationships among 2007-2008; Intern, 2005-2006, Renton Home Literacy Practices, Children’s Self- Schools; School Psychologist Kent, 2006-8; Regulation, and Literacy Achievement Federal Way, 2008-; R & I, spring 2007; Ph.C., Outcomes 2007; Predoctoral Internship 2008-2009, Federal Way Schools, Atlantic Street Mental Health Center. School Psychologist, Federal Way; School Psychologist, Federal Way Schools.
Sylvia Valdez Fernandez Learning Sciences, 2010—
Jasmin Niedo Learning Sciences, 2010—Rachel Royston Scholarship, 2010-to present
Matthew Henley Ph.D., Learning Sciences, 2010— Prospective Candidate, December, 2011 Instructor, Dance Courses
Zac Alstad Learning Sciences, 2011—TA Psychology Department
Whitney Griffin Learning Sciences, 2011- Tutor | Student Athlete Academic Services
Roxana Del Campo Learning Sciences, 2011- Gates Scholar
Replacement Chair, Doctoral Dissertation (final stages only)
Dennis J. Williams (October, 1989) neuropsychologist, Good Samaritan Hospital A Process-specific Training Program in the Treatment of Attention Deficits in Children. Linda Peters (October, 1990) counseling psychology intern, Group Health; Recovery from Bulimia: The Woman’s private practice, eating disorders View.
Ph.D. Supervisory Committees Dissertation Title Glenn Johnson Daniel J. O'Rourke Liselotte Marie Svensson Kathleen Buckley Jean Atcheson,
61 Updated 3/5/12 Ken Winkes Linelle Milatchkov Clarissa Parnell Arthur Lewy Sean Conday Draine Cynthia Goins Deborah Hill Virginia Curulla Aggression replacement training in the community for adult learning disabled offenders. Kathleen Lester Effects of cognitive processing deficits in social cognition and behavior. Michelle Buchanan The home play of toddlers with disabilities and typically developing toddlers. Susan Naidu The effect of one early intervention program on the language, auditory, and speech performance of young hearing-impaired children.
Cynthia Durday Family structure and its effect on family process and problem behaviors in adolescents. Julie Osterling Early identification of infants with autism and infants with global developmental delay. Miriam Hirschstein Community at its heart: A model of relationships between teachers’ beginning-of- year practices and student social perceptions and behaviors. Dagmar Amtmann Comparison of approaches to modeling individual differences in growth Chia-En Teng (Daniel) A theory-based evaluation of student learning using computer-based programming environment for image processing Yen-Ling Lee The development of technological pedagogical content knowledge for science learning with a 3--dimensional interactive computer simulation Kari Gunvaldson Swanson Learnable interfaces: Leveraging navigation by design. Doug Klinman
Ian Clark Formative assessment: Assessment is for self- regulated learning
Grant-Related Research Mentoring (72) (71 graduate students/1 advanced undergraduate
62 Updated 3/5/12 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, and Elaine Hruby.
SCHOLARSHIP: SERVICE
NATIONAL AND INTERNATIONAL SERVICE TO THE PROFESSION
International Review 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 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 63 Updated 3/5/12 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
Global Participation in the Writing Research Community Received and 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. 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 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) 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.
64 Updated 3/5/12 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:
American Journal of Medical Genetics Part B: Neuropsychiatric Genetics, 2012 Journal of Educational Psychology, 1990-2002, 2010, 2011 Cognition and Instruction 2012 Written Communication 2012 Brain and Language, 2011 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 Science, 2010 American Education Research Journal-Teaching, Learning, and Human Development, 2010 Neuroimage, 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) Language, Speech, Hearing Services in Schools, 2008, 2009 Reading and Writing: An Interdisciplinary Journal (1993-present) 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 65 Updated 3/5/12 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) Other Invited Participant in SSSR Survey in 2011 on Most Important Past, Present, and Future Findings 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 2006- External 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, 2006- Reviewer, National Institute of Educational Science (IES), for five RFAs in Special Education, October 23-25, 2005.
66 Updated 3/5/12 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. 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. 67 Updated 3/5/12 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.
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 68 Updated 3/5/12 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 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. 69 Updated 3/5/12 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.
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. 70 Updated 3/5/12 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 assessment- intervention 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.
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. 71 Updated 3/5/12 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.
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
72 Updated 3/5/12 2007-2013 University Faculty Council on Student Affairs
2006 Review for Royalty Grant Applications
2005 Review for Royalty Grant Applications
2002- Coordinator Learning Disabilities Research, CHDD
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 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- College of Education Faculty Council (Educational Psychology Representative)
2011-2012 Chair, Awards Committee, College of Education
2011- College of Education Diversity Committee (Faculty Council)
2007-2009 College of Education Diversity Committee
2006-2007 Council of Graduate Studies (COGS-R)
73 Updated 3/5/12 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
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 & Search Committee for Reading Position in Curriculum and Instruction 1988-89
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
74 Updated 3/5/12 International Dyslexia Association, 1998 to 2011
Past memberships: 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); 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. Family of my father Oscar Wise is listed on wall.
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