Papers by Virginia Berninger
International Journal of School & Educational Psychology, 2018
Two studies were conducted of students with and without persisting Specific Learning Disabilities... more Two studies were conducted of students with and without persisting Specific Learning Disabilities (SLDs-WL) in Grades 4 to 9 (M = 11 years, 11 months) that supported the hypotheses that CELF 4 parent ratings for listening (language by ear), speaking (language by mouth), reading (language by eye), and writing (language by hand) were correlated with both (a) normed, standardized behavioral measures of listening, speaking, reading, and writing achievement (Study 1, 94 boys and 61 girls); and (b) fMRI connectivity or DTI white matter integrity involving brain regions for primary motor functions or motor planning and control, or motor timing in a subsample of right handers who did not wear metal (Study 2, 28 boys and 16 girls). Results of these assessment studies, which have implications for planning instruction for three SLDs-WL (dysgraphia, dyslexia, and oral and written language learning disability [OWL LD]), show that more than multisensory instruction is relevant. Language by ear, by mouth, by eye, and by hand, as well as motor planning, control, and output skills and motor timing should also be considered. Research is also reviewed that supports other processes beyond multisensory input alone that should also be considered for students with SLDs-WL Keywords language by ear; language by mouth; language by eye; language by hand; literacy learning The International Dyslexia Association (IDA) recommends multisensory instruction for teaching students with dyslexia. Such training emphasizes these sensory processes: auditory
Cogent psychology, 2018
In students in grades 4 to 9 (22 males, 20 females), two reading disability groups-dyslexia ( = 2... more In students in grades 4 to 9 (22 males, 20 females), two reading disability groups-dyslexia ( = 20) or oral and written language learning disability (OWL LD) ( = 6)-were compared to each other and two kinds of control groups-typical readers ( = 6) or dysgraphia ( = 10) on word reading/spelling skills and fMRI imaging before and after completing 18 computerized reading lessons. Mixed ANOVAs showed significant time effects on repeated measures within participants and between groups effects on three behavioral markers of reading disabilities-word reading/spelling: All groups improved on the three behavioral measures, but those without disabilities remained higher than those with reading disabilities. On fMRI reading tasks, analyzed for graph theory derived clustering coefficients within a neural network involved in cognitive control functions, on a task the time × group interaction was significant in right medial cingulate; on a task the time × group interaction was significant in left...
Journal of Learning Disabilities, 2017
Sequential regression was used to evaluate whether language-related working memory components uni... more Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 ( N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling (dyslexia, n = 60), or oral and written language (oral and written language learning disabilities, n = 18). That is, SLDs are defined on the basis of cascading level of language impairment (subword, word, and syntax/text). A five-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word-form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block 4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and...
Pratiques, 2016
Centre de recherche sur les médiations (CREM)
International Journal of Educational Methodology, 2017
Three methodological approaches were applied to understand the role of interest and self-efficacy... more Three methodological approaches were applied to understand the role of interest and self-efficacy in reading and/or writing in students without and with persisting specific learning disabilities (SLDs) in literacy. For each approach students in grades 4 to 9 completed a survey in which they rated 10 reading items and 10 writing items on a Scale 1 to 5; all items were the same but domain varied. The first approach applied Principal Component Analysis with Varimax Rotation to a sample that varied in specific kinds of literacy achievement. The second approach applied bidirectional multiple regressions in a sample of students with diagnosed SLDs-WL to (a) predict literacy achievement from ratings on interest and self-efficacy survey items; and (b) predict ratings on interest and self-efficacy survey items from literacy achievement. The third approach correlated ratings on the surveys with BOLD activation on an fMRI word reading/spelling task in a brain region associated with approach/av...
Scientific Reports, 2017
Dyslexia is a developmental disorder in reading that exhibits varied patterns of expression acros... more Dyslexia is a developmental disorder in reading that exhibits varied patterns of expression across children. Here we examined the degree to which different kinds of reading disabilities (defined as profiles or patterns of reading problems) contribute to brain morphology results in Jacobian determinant images that represent local brain shape and volume. A matched-pair brain morphometry approach was used to control for confounding from brain size and research site effects in this retrospective multi-site study of 134 children from eight different research sites. Parietal operculum, corona radiata, and internal capsule differences between cases and controls were consistently observed across children with evidence of classic dyslexia, specific comprehension deficit, and language learning disability. Thus, there can be common brain morphology findings across children with quite varied reading disability profiles that we hypothesize compound the developmental difficulties of children with...
Journal of Writing Research, 2017
This study explored the effects of transcription on translation products and processes of adolesc... more This study explored the effects of transcription on translation products and processes of adolescent students in grades 4 to 9 with and without persisting specific language disabilities in written language (SLDs-WL). To operationalize transcription ability (handwriting and spelling) and transcription mode (by pen on digital tablet or by standard US keyboard), diagnostic groups contrasting in patterns of transcription ability were compared while composing autobiographical (personal) narratives by handwriting or by keyboarding: Typically developing students (n=15), students with dyslexia (impaired word reading and spelling, n=20), and students with dysgraphia (impaired handwriting, n=19). They were compared on seven outcomes: total words composed, total composing time, words per minute, percent of spelling errors, average length of pauses, average number of pauses per minute, and average length of language bursts. They were also compared on automaticity of transcription modes-writing the alphabet from memory by handwriting or keyboarding (they could look at keys). Mixed ANOVAs yielded main effects for diagnostic group on percent of spelling errors,, words per minute, and length of language burst. Main effects for transcription modes were found for automaticity of writing modes, total words composed, words per minute, and length of language bursts; there were no significant interactions. Regardless of mode, the dyslexia group had more spelling errors, showed a slower rate of composing, and produced shorter language bursts than the typical group. The total number of words, total time composing, words composed per minute, and pauses per minute were greater for keyboarding than handwriting, but length of language bursts was greater for handwriting. Implications of these results for conceptual models of composing and educational assessment practices are discussed. This article is published under Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported license.
Journal of Psychoeducational Assessment, 2017
Parents completed the Behavior Assessment System for Children, Second Edition: Parent Rating Scal... more Parents completed the Behavior Assessment System for Children, Second Edition: Parent Rating Scale (BASC2 PRS) while their children (94 boys, 61 girls; M = 11 years 11 months) were given tests. Evidence-based profiles of multiple test scores and history (emergence and persistence) were used to assign to groups without specific learning disabilities in written language (SLDs-WL; n = 42 control) or with SLDs-WL ( n = 29 dysgraphia, n = 65 dyslexia, or n = 19 oral and written language learning disability [OWL LD]). Parent ratings fell in the clinical or at-risk ranges for some individuals in all groups, but mean BASC2 PRS ratings showed nine significant main effects for group ( n = 4): Behavioral Symptoms Index, Internalizing Problems Composite, Adaptive Skills Composite, two Clinical Scales (Atypicality and Attention Problems), and four Adaptive Scales (Adaptability, Activities of Daily Living, Leadership, and Functional Communication). Each SLDs-WL group differed significantly from t...
Developmental Neuropsychology, 2017
Thirteen students with and twelve students without spelling disabilities judged whether sentences... more Thirteen students with and twelve students without spelling disabilities judged whether sentences (1/3 all correct spellings, 1/3 with homonym foil, 1/3 with morpheme foil) were meaningful while event-related potentials (ERPs) were measured with EGI Geodesic EEG System 300 (128-channel hydro-cell nets). For N400, Rapid Automatic Switching (RAS) correlated with comprehending sentences with homonym foils in control group but with morpheme foils in SLD group. For P600, dictated spelling correlated with comprehending sentences with morpheme foils in the control group but solving anagrams with homonym foils in the SLD group. Educational significance and neuropsychological significance of these contrasting results are discussed. Much research on literacy has focused on learning to read single words-real words or pseudowords (pronounceable but without meaning)-orally with accuracy and fluency (Strecker, Roser, & Martinez, 1998). However, beginning in the upper elementary school grades (4 and above in US schools) most reading instruction and written assignments require silent reading for texts across the content areas of the curriculum. Relatively little research attention has focused on the role of written word spelling in silent reading comprehension. Yet, word-specific spelling (a specific sequence of written letters corresponding to a specific spoken word with associated morphology and semantics),which is impaired in dysgraphia and dyslexia (Berninger, Richards, & Abbott, 2015), may affect silent reading comprehension as well as written composition. It is also the case that research on specific learning disabilities (SLDs) has tended to focus on reading disabilities even though not all SLDs involve reading disabilities (Silliman &
Journal of Systems and Integrative Neuroscience, 2017
While eye movements were recorded and brains scanned, 29 children with and without specific learn... more While eye movements were recorded and brains scanned, 29 children with and without specific learning disabilities (SLDs) decided if sentences they read (half with only correctly spelled words and half with homonym foils) were meaningful. Significant main effects were found for diagnostic groups (non-SLD control, dysgraphia control, and dyslexia) in total fixation (dwell) time, total number of fixations, and total regressions in during saccades; the dyslexia group had longer and more fixations and made more regressions in during saccades than either control group. The dyslexia group also differed from both control groups in (a) fractional anisotropy in left optic radiation and (b) silent word reading fluency on a task in which surrounding letters can be distracting, consistent with Rayner's selective attention dyslexia model. Different profiles for non-SLD control, dysgraphia, and dyslexia groups were identified in correlations between total fixation time, total number of fixations, regressions in during saccades, magnitude of gray matter connectivity during the fMRI sentence reading comprehension from left occipital temporal cortex seed with right BA44 and from left inferior frontal gyrus with right inferior frontoccipital fasciculus, and normed word-specific spelling and silent word reading fluency measures. The dysgraphia group was more likely than the non-SLD control or dyslexia groups to show negative correlations between eye movement outcomes and sentences containing incorrect homonym foils. Findings are discussed in reference to a systems approach in future sentence reading comprehension research that integrates eye movement, brain, and literacy measures. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Trends in Neuroscience and Education, 2016
Seven children with dyslexia and/or dysgraphia (2 girls, 5 boys, M=11 years) completed fMRI conne... more Seven children with dyslexia and/or dysgraphia (2 girls, 5 boys, M=11 years) completed fMRI connectivity scans before and after twelve weekly computerized lessons in strategies for reading source material, taking notes, and writing summaries by touch typing or groovy pencils. During brain scanning they completed two reading comprehension tasks-one involving single sentences and one involving multiple sentences. From before to after intervention, fMRI connectivity magnitude changed significantly during sentence level reading comprehension (from right angular gyrus→right Broca's) and during text level reading comprehension (from right angular gyrus→cingulate). Proportions of ideas units in children's writing compared to idea units in source texts did not differ across combinations of reading-writing tasks and modes. Yet, for handwriting/notes, correlations insignificant before the lessons became significant after the strategy instruction between proportion of idea units and brain connectivity at all levels of language in reading comprehension (word-, sentence-, and text) during scanning; but for handwriting/summaries, touch typing/notes, and touch typing/summaries changes in those correlations from insignificant to significant after strategy instruction occurred only at text level reading comprehension during scanning. Thus, handwriting during note-taking may benefit all levels of language during reading comprehension, whereas all other combinations of modes and writing tasks in this exploratory study appear to benefit only the text level of reading comprehension. Neurological and educational significance of the interdisciplinary research findings for integrating reading and writing and future research directions are discussed.
Cortex, 2016
Bilateral Perisylvian Syndrome (BPS) often presents with epilepsy and significant behavioral impa... more Bilateral Perisylvian Syndrome (BPS) often presents with epilepsy and significant behavioral impairments that can include mental retardation, dysarthria, delayed speech development, and delayed fine motor development (Graff-Radford et al., 1986; Kuzniecky et al., 1993). While a small subset of BPS cases have been described as having relatively isolated language delays (Leventer et al., 2010), BPS is not expected in children with dyslexia. As part of a Medical University of South Carolina IRB approved multi-site study involving retrospective and de-identified dyslexia data, we unexpectedly identified a 14.05 year old male with evidence of BPS whose father had been diagnosed with dyslexia and dysgraphia. This child had been recruited for a neuroimaging study on dyslexia from a school specializing in educating children with dyslexia. The T1-weighted MRI scan from this child demonstrated a highly unusual perisylvian sulcal/gyral patterning that is a defining feature of BPS (Figure 1). BPS cases exhibit bilateral dysgenesis of the Sylvian fissure and surrounding gyri, which appears to occur because of a limited or absent arcuate fasciculus (Kilinc et al., 2015). This BPS case also had a relatively enlarged atrium of the lateral ventricle that is consistent with the BPS anatomical presentation and reduction of parietal white matter (Graff-Radford et al., 1986; Kilinc et al., 2015; Toldo et al, 2011). An automated analysis of SPM8 segmented T1-weighted MRI scans was used to determine the degree to which the BPS native space white matter image (rigidly aligned and nonnormalized) exhibited gross morphological dis-similarity to white matter images from age and gender matched cases. This image covariance approach provided an average similarity measure for the BPS case and images from 10 control and 19 reading disabled cases across 7 research sites who were selected from 172 males enrolled in reading disability studies, had
Journal of computer assisted learning, 2015
Computer scientists and educational researchers evaluated effectiveness of computerized instructi... more Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4 to 9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability (OWL LD), students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, colored arrow cues with full contours who wrote letters on lines added to iPAD screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth, and hand) close in time resulted in sig...
NeuroImage. Clinical, 2015
Based on comprehensive testing and educational history, children in grades 4-9 (on average 12 yea... more Based on comprehensive testing and educational history, children in grades 4-9 (on average 12 years) were diagnosed with dysgraphia (persisting handwriting impairment) or dyslexia (persisting word spelling/reading impairment) or as typical writers and readers (controls). The dysgraphia group (n = 14) and dyslexia group (n = 17) were each compared to the control group (n = 9) and to each other in separate analyses. Four brain region seed points (left occipital temporal gyrus, supramarginal gyrus, precuneus, and inferior frontal gyrus) were used in these analyses which were shown in a metaanalysis to be related to written word production on four indicators of white matter integrity and fMRI functional connectivity for four tasks (self-guided mind wandering during resting state, writing letter that follows a visually displayed letter in alphabet, writing missing letter to create a correctly spelled real word, and planning for composing after scanning on topic specified by researcher). ...
Reading and Writing, 2009
During fMRI imaging, 12 good and 8 poor writers aged 11 wrote a newly taught pseudoletter and a h... more During fMRI imaging, 12 good and 8 poor writers aged 11 wrote a newly taught pseudoletter and a highly practiced letter. Both letters were formed from the same components, but the pseudoletter had a novel configuration not corresponding to a written English letter form. On the first fMRI contrast between the newly taught pseudoletter and highly practiced letter, based on a group map, good and poor writers significantly activated many common regions; but the poor writers showed spatially more extensive brain activation than did the good writers. The additional regions of significant activation may reflect inefficiency in learning a new letter form. For the second contrast between the highly practiced and newly taught letters, individual brain activation analyses, based on exact clusters, showed that good and poor writers differed significantly in activation only in left fusiform. This individual fusiform activation correlated significantly with behavioral measures of automatic letter writing and expressive orthographic coding. Multiple regression in which both individual fusiform activation and individual orthographic coding were entered explained significant variance in written composition. Results are discussed in reference to the role of the
Magnetic Resonance Imaging, 2006
The current fMRI study investigated correlations of low-frequency signal changes in the left infe... more The current fMRI study investigated correlations of low-frequency signal changes in the left inferior frontal gyrus, right inferior frontal gyrus and cerebellum in 13 adult dyslexic and 10 normal readers to examine functional networks associated with these regions. The extent of these networks to regions associated with phonological processing (frontal gyrus, occipital gyrus, angular gyrus, inferior temporal gyrus, fusiform gyrus, supramarginal gyrus and cerebellum) was compared between good and dyslexic readers. Analysis of correlations in lowfrequency range showed that regions known to activate during an bon-offQ phoneme-mapping task exhibit synchronous signal changes when the task is administered continuously (without any boffQ periods). Results showed that three functional networks, which were defined on the basis of documented structural deficits in dyslexics and included regions associated with phonological processing, differed significantly in spatial extent between good readers and dyslexics. The methodological, theoretical and clinical significance of the findings for advancing fMRI research and knowledge of dyslexia are discussed.
Learning Disability Quarterly, 1995
Twenty-four children with writing problems were given instruction in handwriting automaticity, sp... more Twenty-four children with writing problems were given instruction in handwriting automaticity, spelling strategies, and the composing process (plan, write, review, revise) in 14 one-hour individual tutorials during the summer between third and fourth grade. Half the children (8 boys, 4 girls) received extra practice in composing, while half the children (8 boys, 4 girls) received special training in orthographic and phonological coding. Hierarchical linear modeling of growth curves was used to compare the treatment groups to a non-contact control group (10 boys, 5 girls) on a standard battery at pretest, midtest, posttest, and the two treatment groups with each other on probe measures of handwriting, spelling, and composition in each tutorial session. The treatment groups improved at a faster rate than the control group on some measures of handwriting, spelling, and composition (fluency and quality) in the standard battery, but Verbal IQ did not predict rate of improvement. Differen...
Learning Disabilities Research & Practice, 2009
An overview of research topics and findings from an interdisciplinary, programmatic line of resea... more An overview of research topics and findings from an interdisciplinary, programmatic line of research on writing over the past 25 years is presented. The cross‐sectional assessment studies (grades 1 to 9) showed which measures uniquely explained variance in handwriting, spelling, and composing and thus validated their use in assessment. These and the longitudinal studies (grades 1 to 5 and 3 to 7) contributed to knowledge of the cognitive processes of writing, within a working memory architecture that orchestrates multiple component processes in time to achieve specific writing goals, especially the translation of ideas into words, syntax, and text, and transcription (handwriting and spelling) by pen and by keyboard. Combined brain imaging and behavioral studies of writing have provided converging evidence for brain–behavior relationships for handwriting, spelling, and composing and for the role of temporally coordinated working memory, including an orthographic loop with a graphic‐m...
Learning and Individual Differences, 2014
Human traits tend to fall along normal distributions. The aim of this research was to evaluate an... more Human traits tend to fall along normal distributions. The aim of this research was to evaluate an evidence-based conceptual framework for predicting expected individual differences in reading and writing achievement outcomes for typically developing readers and writers in early and middle childhood from Verbal Reasoning with or without Working Memory Components (phonological, orthographic, and morphological word storage and processing units, phonological and orthographic loops, and rapid switching attention for cross-code integration). Verbal Reasoning (reconceptualized as Bidirectional Cognitive-Linguistic Translation) plus the Working Memory Components (reconceptualized as a language learning system) accounted for more variance than Verbal Reasoning alone, except for handwriting for which Working Memory Components alone were better predictors. Which predictors explained unique variance varied within and across reading (oral real word and pseudoword accuracy and rate, reading comprehension) and writing (handwriting, spelling, composing) skills and grade levels (second and fifth) in this longitudinal study. Educational applications are illustrated and theoretical and practical significance discussed.
Journal of School Psychology, 1988
The validity of a test battery, organized by a theoretical framework of levels of language proces... more The validity of a test battery, organized by a theoretical framework of levels of language processing and production, was evaluated at the end of kindergarten and the end of first grade. At the end of kindergarten two levels of oral language, phonemic and lexical, and at the end of first grade three levels of oral language, phonemic, lexical, and text, were correlated with word decoding and reading comprehension. At the end of first grade, the combination of phonemic and lexical skills accounted for more variance in both word decoding and reading comprehension than either phonemic or lexical skills alone. The strength of the relationship between specific levels of oral language and specific component reading skills changed after formal reading instruction was introduced. Functional relationships were found between improvement in phonemic skills or lexical skills and improvement in word decoding. Partial correlations between two levels of oral language with a third partialed out (receptive or expressive task requirements held constant) provided evidence for three se&independent levels of oral language-phonemic, lexical, and text. Because the battery has concurrent and construct validity, school psychologists can use it to monitor beginning readers in order to prevent reading disabilities due to subtle language dysfunctions. School psychologists are trained to administer tests of verbal intelligence but not to administer test batteries yielding a profile of specific oral language skills. A Verbal IQ score, based on a sampling of different kinds of intelligence all of which require language for understanding and executing task requirements (Wechsler, 1974), is not, however, a substitute for refined measurement of levels of language processing and production (Berninger & Gans, 1986a). Verbal intelligence is not a homogeneous construct (Hunt, 1983), and individ
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Papers by Virginia Berninger