Virginia W. Berninger

Developmental and Educational Psychology · 2000–2011

A researcher in the Science corpus: 17 papers; trusts 11 researchers and is trusted by 34 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 101 citations into it; #459 of 8,223 by trust here, #196 by citations
• Education — 65 citations into it; #578 of 11,309 by trust here, #260 by citations
• Statistics and Probability — 34 citations into it; #4,107 of 12,932 by trust here, #1,262 by citations
• Language and Linguistics — 18 citations into it
• Literature and Literary Theory — 5 citations into it; #931 of 2,496 by trust here, #375 by citations

Whom Virginia W. Berninger trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Steve Graham
2. J. Carlisle
3. Robert D. Abbott
4. William Nagy
5. Bruce Saddler
6. K. Stanovich
7. G. A. Troia
8. L. Green
9. J. Hayes
10. Alan Baddeley

Who trusts Virginia W. Berninger overall

1. Teresa Limpo
2. Selma Babayiğit
3. Michael J. Kieffer
4. Rui Alexandre Alves
5. Robert D. Abbott
6. William Nagy
7. Steve Graham
8. R. Stainthorp
9. Kenn Apel
10. Nonie K. Lesaux

Papers from Virginia W. Berninger's perspective

Ordered by how strongly the researchers Virginia W. Berninger trusts endorse each paper. Same corpus, a different order for every researcher.

1. Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
2. The Effects of Peer-Assisted Sentence-Combining Instruction on the Writing Performance of More and Less Skilled Young Writers.
3. Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students.
4. Language-specific tuning of visual cortex? Functional properties of the Visual Word Form Area. (Brain : a journal of neurology)
5. Speech to Print: Language Essentials for Teachers.
6. Individual fMRI activation in orthographic mapping and morpheme mapping after orthographic or morphological spelling treatment in child dyslexics
7. A Study of Effective First-Grade Literacy Instruction
8. Introduction to Response to Intervention: What, Why, and How Valid Is It?.
9. A definition of dyslexia
10. Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development (Applied Psycholinguistics)

Their papers

• Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. (2006) — 982 citations
• Phonological Awareness and Beginning Reading in Spanish-Speaking ESL First Graders: Research into Practice (2002) — 161 citations
• Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation (2011) — 111 citations
• Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010) — 211 citations
• Longitudinal Relationships of Levels of Language in Writing and between Writing and Reading in Grades 1 to 7. (2010) — 442 citations
• Comparison of Pen and Keyboard Transcription Modes in Children with and without Learning Disabilities (2009) — 157 citations
• Tier 3 specialized writing instruction for students with dyslexia (2008) — 123 citations
• The structural relationship between writing attitude and writing achievement in first and third grade students (2007) — 310 citations
• Tier 1 and Tier 2 Early Intervention for Handwriting and Composing. (2006) — 178 citations
• Individual fMRI activation in orthographic mapping and morpheme mapping after orthographic or morphological spelling treatment in child dyslexics (2006) — 98 citations
• Modeling Phonological Core Deficits Within a Working Memory Architecture in Children and Adults With Developmental Dyslexia (2006) — 164 citations
• Relationship of morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth-grade writers (2003) — 451 citations
• Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice. (2003) — 331 citations
• Teaching Spelling and Composition Alone and Together: Implications for the Simple View of Writing (2002) — 422 citations
• Which manuscript letters do primary grade children write legibly (2001) — 86 citations
• Language Phenotype for Reading and Writing Disability: A Family Approach (2001) — 146 citations
• Development of Language by Hand and Its Connections with Language by Ear, Mouth, and Eye (2000) — 236 citations