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Contributions of Morphology Beyond Phonology to Literacy Outcomes of Upper Elementary and Middle-School Students

Journal of educational psychology, 2006-02, Vol.98 (1), p.134-147

2006

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Growth in Phonological, Orthographic, and Morphological Awareness in Grades 1 to 6

Journal of psycholinguistic research, 2010-04, Vol.39 (2), p.141-163

2010

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Longitudinal Relationships of Levels of Language in Writing and Between Writing and Reading in Grades 1 to 7

Journal of educational psychology, 2010-05, Vol.102 (2), p.281-298

2010

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Common Brain Structure Findings Across Children with Varied Reading Disability Profiles

Scientific reports, 2017-07, Vol.7 (1), p.6009-10, Article 6009

2017

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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, 2010-08, Vol.102 (3), p.635-651

2010

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Brain's functional network clustering coefficient changes in response to instruction (RTI) in students with and without reading disabilities: Multi-leveled reading brain's RTI

Cogent psychology, 2018, Vol.5 (1), p.1424680

2018

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Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4–9

Computers and education, 2015-02, Vol.81, p.154-168

2015

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Derivational Morphology Bridges Phonology and Orthography: Insights into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers

Language, speech & hearing services in schools, 2020-07, Vol.51 (3), p.640-654

2020

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Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation

Reading & writing, 2011-02, Vol.24 (2), p.151-182

2011

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Differential diagnosis of dysgraphia, dyslexia, and OWL LD: behavioral and neuroimaging evidence

Reading & writing, 2015-10, Vol.28 (8), p.1119-1153

2015

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Executive functions for reading and writing in typical literacy development and dyslexia

Journal of clinical and experimental neuropsychology, 2008-07, Vol.30 (5), p.588-606

2008

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Taking the Long View on Writing Development

Research in the teaching of English, 2017-02, Vol.51 (3), p.351-360

2017

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Coordinating Transcription and Text Generation in Working Memory during Composing: Automatic and Constructive Processes

Learning disability quarterly, 1999-05, Vol.22 (2), p.99-112

Berninger, Virginia W.

1999

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Linguistic Pattern Analysis of Misspellings of Typically Developing Writers in Grades 1-9

Journal of speech, language, and hearing research, 2012-12, Vol.55 (6), p.1587-1599

2012

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Relationships between Home Literacy Practices and School Achievement: Implications for Consultation and Home-School Collaboration

Journal of educational and psychological consultation, 2018-01, Vol.28 (2), p.164-189

2018

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Effective beginning handwriting instruction: multi-modal, consistent format for 2 years, and linked to spelling and composing

Reading & writing, 2017-02, Vol.30 (2), p.299-317

2017

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Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9

Journal of learning disabilities, 2018-03, Vol.51 (2), p.137-157

2018

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Writing problems in developmental dyslexia: Under-recognized and under-treated

Journal of school psychology, 2008-02, Vol.46 (1), p.1-21

2008

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Treatment of Handwriting Problems in Beginning Writers: Transfer From Handwriting to Composition

Journal of educational psychology, 1997-12, Vol.89 (4), p.652-666

1997

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Case Studies Comparing Learning Profiles and Response to Instruction in Autism Spectrum Disorder and Oral and Written Language Learning Disability at Transition to High School

Topics in language disorders, 2019-04, Vol.39 (2), p.128-154

2019

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Computerized writing and reading instruction for students in grades 4-9 with specific learning disabilities affecting written language

Journal of computer assisted learning, 2015-12, Vol.31 (6), p.671-689

2015

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Comparison of Pen and Keyboard Transcription Modes in Children with and without Learning Disabilities

Learning disability quarterly, 2009-08, Vol.32 (3), p.123-141

2009

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Gray Matter Features of Reading Disability: A Combined Meta-Analytic and Direct Analysis Approach(1,2,3,4)

eNeuro, 2016-01, Vol.3 (1), p.ENEURO.0103-15.2015

2016

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A Multidisciplinary Approach to Understanding Developmental Dyslexia Within Working-Memory Architecture: Genotypes, Phenotypes, Brain, and Instruction

Developmental neuropsychology, 2008-01, Vol.33 (6), p.707-744

2008

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Evidence-Based Diagnosis and Treatment for Specific Learning Disabilities Involving Impairments in Written and/or Oral Language

Journal of learning disabilities, 2011-03, Vol.44 (2), p.167-183

2011

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Contributions of Morphology Beyond Phonology to Literacy Outcomes of Upper Elementary and Middle-School Students

Growth in Phonological, Orthographic, and Morphological Awareness in Grades 1 to 6

Longitudinal Relationships of Levels of Language in Writing and Between Writing and Reading in Grades 1 to 7

Common Brain Structure Findings Across Children with Varied Reading Disability Profiles

Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related Yet Unique Language Systems in Grades 1, 3, 5, and 7

Brain's functional network clustering coefficient changes in response to instruction (RTI) in students with and without reading disabilities: Multi-leveled reading brain's RTI

Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4–9

Derivational Morphology Bridges Phonology and Orthography: Insights into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers

Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation

Differential diagnosis of dysgraphia, dyslexia, and OWL LD: behavioral and neuroimaging evidence

Executive functions for reading and writing in typical literacy development and dyslexia

Taking the Long View on Writing Development

Coordinating Transcription and Text Generation in Working Memory during Composing: Automatic and Constructive Processes

Linguistic Pattern Analysis of Misspellings of Typically Developing Writers in Grades 1-9

Relationships between Home Literacy Practices and School Achievement: Implications for Consultation and Home-School Collaboration

Effective beginning handwriting instruction: multi-modal, consistent format for 2 years, and linked to spelling and composing

Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9

Writing problems in developmental dyslexia: Under-recognized and under-treated

Treatment of Handwriting Problems in Beginning Writers: Transfer From Handwriting to Composition

Case Studies Comparing Learning Profiles and Response to Instruction in Autism Spectrum Disorder and Oral and Written Language Learning Disability at Transition to High School

Computerized writing and reading instruction for students in grades 4-9 with specific learning disabilities affecting written language

Comparison of Pen and Keyboard Transcription Modes in Children with and without Learning Disabilities

Gray Matter Features of Reading Disability: A Combined Meta-Analytic and Direct Analysis Approach(1,2,3,4)

A Multidisciplinary Approach to Understanding Developmental Dyslexia Within Working-Memory Architecture: Genotypes, Phenotypes, Brain, and Instruction

Evidence-Based Diagnosis and Treatment for Specific Learning Disabilities Involving Impairments in Written and/or Oral Language

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