Written Language Instruction during Early and Middle Childhood

Evidence-Based Interventions for Students with Learning and Behavioral Challenges

Volumn , Issue , 2008, Pages 215-235

  Berninger, Virginia W ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79952553177     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203938546-19     Document Type: Chapter

References (101)

1. Abbott, R., and 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, 478-508.
2. Abbott, S., and Berninger, V. (1999). It’s never too late to remediate: A developmental approach to teaching word recognition. Annals of Dyslexia, 49, 223-250.
3. Abbott, S., Reed, L., Abbott, R., and Berninger, V. (1997). Year-long balanced reading/writing tutorial: A design experiment used for dynamic assessment. Learning Disability Quarterly, 20, 249-263.
4. Altemeier, L., Jones, J., Abbott, R., and 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.
5. Amtmann, D., Abbott, R., and Berninger, V. (in press). Identifying and predicting classes of response to explicit, phonological spelling instruction during independent composing. Journal of Learning Disabilities.
6. Apel, K., Wolter, J., and Masterson, J. (2006). Effects of phonotactic and orthotactic probabilities during fast mapping on 5 year-olds in learning to spell. Developmental Neuropsychology, 29, 21-42.
7. Applebee, N. (2000). Alternate models of writing development. In R. Indrisano, and J. Squire (Eds.), Perspectives on writing (pp. 90-111). Newark, DE: International Reading Association.
8. Berninger, V. (1986). Normal variation in reading acquisition. Perceptual and Motor Skills, 62, 691-716.
9. Berninger, V. (1999). Coordinating transcription and text generation in working memory during composing: Automatized and constructive processes. Learning Disability Quarterly, 22, 99-112.
10. Berninger, V. (2000a). Development of language by hand and its connections to language by ear, mouth, and eye. Topics in Language Disorders, 20, 65-84.
11. Berninger, V. (2000b). Dyslexia an invisible, treatable disorder: The story of Einstein’s Ninja Turtles. Learning Disability Quarterly, 23, 175-195.
12. Berninger, V. (2004). Understanding the graphia in dysgraphia. In D. Dewey and D. Tupper (Eds.), Developmental motor disorders: A neuropsychological perspective (pp. 328-350). New York: Guilford.
13. Berninger, V. (2006). A developmental approach to learning disabilities. In I. Siegel and A. Renninger (Eds.), Handbook of Child Psychology, Vol. IV, Child Psychology and Practice (pp. 420-452). New York: Wiley.
14. Berninger, V. (in press). Defining and differentiating dysgraphia, dyslexia, and language learning disability within a working memory model. To appear in M. Mody and E. Silliman (Eds.), Language impairment and reading disability-interactions among brain, behavior, and experience. New York: Guilford.
15. Berninger, V., Abbott, R., Abbott, S., Graham, S., and Richards, T. (2002). Writing and reading: Connections between language by hand and language by eye. Journal of Learning Disabilities, 35, 39-56.
16. Berninger, V. Abbott, R., Jones, J., Wolf, B., Gould, L., Anderson-Youngstrom, M., Shimada, S., and 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.
17. Berninger, V., Abbott, R., Thomson, J., and Raskind, W. (2001). Language phenotype for reading and writing disability: A family approach. Scientific Studies in Reading, 5, 59-105.
18. Berninger, V., Abbott, R., Thomson, J., Wagner, R., Swanson, H. L., Wijsman, E. and 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.
19. Berninger, V., Abbott, R., Vermeulen, K., and Fulton, C. (2006). Paths to reading comprehension in at-risk second grade readers. Journal of Learning Disabilities, 39, 334-351.
20. Berninger, V., Abbott, R., Whitaker, D., Sylvester, L., and Nolen, S. (1995). Integrating low-level skills and high-level skills in treatment protocols for writing disabilities. Learning Disability Quarterly, 18, 293-309.
21. Berninger, V., and Abbott, S. (2003). PAL Research-supported reading and writing lessons. San Antonio, TX: Harcourt.
22. Berninger, V., and 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.
23. Berninger, V., Cartwright, A., Yates, C., Swanson, H. L., and 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.
24. Berninger, V., Dunn, A., Lin, S., and Shimada, S. (2004). School evolution: Scientist-practitioner educators creating optimal learning environments for ALL students. Journal of Learning Disabilities, 37, 500-508.
25. Berninger, V., and 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.
26. Berninger, V., Fuller, F., and Whitaker, D. (1996). A process approach to writing development across the life span. Educational Psychology Review, 8, 193-218.
27. Berninger, V., and Hidi, S. (2006). Mark Twain’s writers’ workshop: A nature-nurture perspective in motivating students with learning disabilities to compose. In S. Hidi, and P. Boscolo (Eds.), Motivation in writing (pp. 159-179). Amsterdam: Elsevier.
28. Berninger, V., Nagy, W., Richards, T., and Raskind, W. (in press). Developmental dyslexia: A developmental neurolinguistic approach. To appear in G. Rickheit and Hans Strohner (Eds.) Communicative Competence of the Individual Handbook of Applied Linguistics (HAL). New York: de Gruyter.
29. Berninger, V., and Richards, T. (2002). Brain literacy for educators and psychologists. New York: Academic.
30. Berninger, V., and Rutberg, J. (1992). Relationship of finger function to beginning writing: Application to diagnosis of writing disabilities. Developmental Medicine and Child Neurology, 34, 155-172.
31. Berninger, V., Rutberg, J., Abbott, R., Garcia, N., Anderson-Youngstrom, M., Brooks, A., and Fulton, C. (2006). Tier 1 and Tier 2 early intervention for handwriting and composing. Journal of School Psychology, 44, 3-30.
32. Berninger, V., and Swanson, H.L. (1994). Modifying Hayes and 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.
33. Berninger, V., Vaughan, K., Abbott, R., Abbott, S., Brooks, A., Rogan, L., Reed, E., and Graham, S. (1997). Treatment of handwriting fluency problems in beginning writing: Transfer from handwriting to composition. Journal of Educational Psychology, 89, 652-666.
34. Berninger, V., Vaughan, K., Abbott, R., Begay, K., Byrd, K., Curtin, G., Minnich, J., and Graham, S. (2002). Teaching spelling and composition alone and together: Implications for the simple view of writing. Journal of Educational Psychology, 94, 291-304.
35. Berninger, V., Vaughan, K., Abbott, R., Brooks, A., Abbott, S., Reed, E., Rogan, L., and 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.
36. Berninger, V., Vaughan, K., Abbott, R., Brooks, A., Begay, K., Curtin, G., Byrd, K., and Graham, S. (2000). Language-based spelling instruction: Teaching children to make multiple connections between spoken and written words. Learning Disability Quarterly, 23, 117-135.
37. Berninger, V., and Whitaker, D. (1993). Theory-based, branching diagnosis of writing disabilities. School Psychology Review, 22, 623-642.
38. Berninger, V., Whitaker, D., Feng, Y., Swanson, H.L., and Abbott, R. (1996). Assessment of planning, translating, and revising in junior high writers. Journal of School Psychology, 34, 23-52.
39. Berninger, V., and Winn, W. (2006). Implications of advancements in brain research and technology for writing development, writing instruction, and educational evolution. In C. MacArthur, S. Graham, and J. Fitzgerald (Eds.), Handbook of Writing Research (pp. 96-114). New York: Guilford.
40. Berninger, V., Winn, W., Stock, P., Abbott, R., Eschen, K., Cindy Lin, Noelia Garcia, Marcy Anderson-Youngstrom, Heather Murphy, Lovitt, D., Trivedi, P., Jones, J., Dagmar Jones, and Nagy, W. (in press). Tier 3 specialized writing instruction for students with dyslexia. Reading and Writing. An Interdisciplinary Journal.
41. Berninger, V., Yates, C., and Lester, K. (1991). Multiple orthographic codes in acquisition of reading and writing skills. Reading and Writing. An Interdisciplinary Journal, 3, 115-149.
42. Berninger, V., Yates, C., Cartwright, A., Rutberg, J., Remy, E., and Abbott, R. (1992). Lower-level developmental skills in beginning writing. Reading and Writing. An Interdisciplinary Journal, 4, 257-280.
43. Britton, J. (1978). The composing processes and the functions of writing. In C. Cooper and D. Odell (Eds.), Research on composing: Points of departure (pp. 13-28). Urbana, IL: National Council of Teachers of English.
44. Brooks, Allison D. (2003). Neuropsychological processes related to persisting reversal errors in dyslexia and dysgraphia. Dissertation Abstracts International, 63(11-A), p. 3850.
45. Brooks, A., Vaughan, K., and Berninger, V. (1999). Tutorial interventions for writing disabilities: Comparison of transcription and text generation processes. Learning Disability Quarterly, 22, 183-191.
46. Brown, A. (1992). Design experiments. Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2, 141-178.
47. Calkins, L. (1986). The art of teaching writing. Portsmouth, NH: Heinemann.
48. Chenault, B., Thomson, J., Abbott, R., and Berninger, V. (2006). Effects of prior attention training on child dyslexics’ response to composition instruction. Developmental Neuropsychology, 29, 243-260.
49. Clay, M. (1982). Research update on learning and teaching writing: A developmental perspective. Language Arts, 59, 65-70.
50. Connelly, V., Campbell, S., MacLean, M., and Barnes, J. (2006). Contribution of lower-order skills to the written composition of college students with and without dyslexia. Developmental Neuropsychology, 29, 175-196.
51. Connor, C., Morrison, F., and Katch, L. (2004). Beyond the reading wars: Exploring the effect of child-instruction interactions on growth in early reading. Scientific Studies of Reading, 8, 305-336.
52. Englert, C. S. (1992). Writing instruction from a sociocultural perspective: The holistic dialogue, and social enterprise of writing. Journal of Learning Disabilities, 25, 153-172.
53. Englert, C.S., Raphael, T., Anderson, L., Anthony, H., and Stevens, D. (1991). Making strategies and selftalk visible: Writing instruction in regular and special education classrooms. American Educational Research Journal, 28, 337-372.
54. Gough, P., and Hillinger, M (1980). Learning to read: An unnatural act. Bulletin of the Orton Society, 30, 179-196.
55. Graham, S., Berninger, V., Abbott, R., Abbott, S., and 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.
56. Graham, S., Berninger, V., and Weintraub, N. (1998). But they use both manuscript and cursive letters-A study of the relationship of handwriting style with speed and quality. Journal of Educational Research, 91, 290-296.
57. Graham, S., Berninger, V., Weintraub, N., and Schafer, W. (1997). The development of handwriting speed and legibility in grades 1 through 9. Journal of Educational Research, 92, 42-52.
58. Graham, S., and Harris, K. (2005). Writing Better. Effective Strategies for Teaching Students with Learning Difficulties. Baltimore: Paul H. Brookes.
59. Graham, S., Harris, K., and Fink, B. (2000). Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology, 92, 620-633.
60. Graham, S., Harris, K., and Fink-Chorzempa, B. (2002). Contributions of spelling instruction to the spelling, writing, and reading of poor spellers. Journal of Educational Psychology, 94, 669-686.
61. Graham, S., Weintraub, N., and Berninger, V. (2001). Which manuscript letters do primary grade children write legibly? Journal of Educational Psychology, 93, 488-497.
62. Graves, D. (1983). Writing: Teachers and children at work. Exeter, NH: Heinemann.
63. Hart, T., Berninger, V. and 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.
64. Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy, and S. Randall (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1-27). Mahwah, NJ: Erlbaum.
65. Hayes, J. R. (2000). A new framework for understanding cognition and affect in writing. In R. Indrisano, and J. R. Squire (Eds.), Perspectives on writing (pp. 6-44). Newark, DE: International Reading Association.
66. Hayes, J., R., and Flower, L. S. (1980). Identifying the organization of writing processes. In L. W.Gregg, and E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Erlbaum.
67. Hillocks, G. (1986). Research on written composition: New directions for teaching. Urbana, IL: National Conference on Research in English.
68. Hooper, S.R., Swartz, C., Wakely, M.B., de Kruif, R.E., and Montgomery, J. (2002). Executive functions in elementary school children with and without problems in written expression. Journal of Learning Disabilities, 35(1), 57-68.
69. Hooper, S., Wakely, M., de Kruif, R., and Schwartz, C. (2006). Aptitude-treatment interactions revisited: Effect of metacognitive intervention on subtypes of written expression in elementary school students. Developmental Neurospsychology, 39, 217-242.
70. Jones, D. (2004, December). Automaticity of the transcription Process in the production of written text. Doctor of Philosophy Thesis, Graduate School of Education, University of Queensland, Australia.
71. Jones, D., and Cristensen, C. (1999). The relationship between automaticity in handwriting and students’ ability to generate written text. Journal of Educational Psychology, 91, 44-49.
72. Kellogg, R. (1994). The psychology of writing. New York: Oxford University.
73. Liberman, A. (1999). The reading researcher and the reading teacher need the right theory of speech. Scientific Studies of Reading, 3, 95-111.
74. Molfese, V., Beswick, J., Molnar, A., and Jacobi-Vessels, J. (2006). Alphabet skills in preschool: A preliminary study of letter naming and letter writing. Developmental Neuropsychology, 29, 5-19.
75. Nagy, W., Berninger, V., and 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.
76. Nagy, W., Berninger, V., Abbott, R., Vaughan, K., and 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.
77. Peverley, S. (2006). The importance of handwriting speed in adult writing. Implications for automaticity and working memory. Developmental Neuropsychology, 29, 197-216.
78. Psychological Corporation. (2003). Wechler Individual Intelligence Test for Children, 4th Edition. San Antonio, TX: Psychological Corporation.
79. Rice, J. M. (1913). Scientific management in education. New York: Hinds Noble and Eldredge.
80. Richards, T., Aylward, E., Berninger, V., Field, K., Parsons, A., Richards, A., and Nagy, W. (2006). Individual fMRI activation in orthographic mapping and morpheme mapping after orthographic or morphological spelling treatment in child dyslexics. Journal of Neurolinguistics, 19, 56-86.
81. 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.
82. Scardamalia, M., and Bereiter, C. (1983). The development of evaluative, diagnostic, and remedial capabilities in children’s composing. In M. Martlew (Ed.), The psychology of written language: Development and educational perspectives (pp. 67-95). London: Wiley.
83. Swanson, H.L., and Berninger, V. (1996a). Individual differences in children’s working memory and writing skills. Journal of Experimental Child Psychology, 63, 358-385.
84. Swanson, H.L., and 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.
85. Traweek, D., and Berninger, V. (1997). Comparison of beginning literacy programs: A lternative paths to the same learning outcome. Learning Disability Quarterly, 20, 160-168.
86. Troia, G., and Graham, S. (2002). The effectiveness of a highly explicit, teacher-directed strategy instruction routine: Changing the writing performance of students with learning disabilities. Journal of Learning Disabilities, 35, 290-305.
87. Troia, G., Graham, S., and Harris, K. (1999). Teaching students with learning disabilities to mindfully plan when writing. Exceptional Children, 65, 235-252.
88. Troia, G. A., and Maddox, M. E. (2004). Writing instruction in middle schools: Special and general education teachers share their views and voice their concerns. Exceptionality, 12, 19-37.
89. Whitaker, D., Berninger, V., Johnston, J., and 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.
90. Wijsman, E., Peterson, D., Leutennegger, A., Thomson, J., Goddard, K., Hsu, L., Berninger, V., and 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.
91. Wong, B. Y. L. (1989). Critical knowledge and skills required in effective teaching and management of individual differences in the general education classroom. Teacher Education and Special Education, 12, 161-163.
92. Wong, B. Y. L. (1994). Instructional parameters promoting transfer of learned strategies in students with learning disabilities. Learning Disability Quarterly, 17, 110-120.
93. Wong, B. Y. L. (1997). Research on genre-specific strategies for enhancing writing in adolescents with learning disabilities. Learning Disability Quarterly, 20, 140-159.
94. Wong, B. Y. L. (1998). Analyses of instrinsic and extrinsic problems in use of the scaffolding metaphor in learning disabilities intervention research: An introduction. Journal of Learning Disabilities 31, 340-343.
95. Wong, B. Y. L. (2000). Writing strategies for instruction for expository essays for adolescents with and without learning disabilities. Topics in Language Disorders, 20: 29-44.
96. Wong, B. Y. L. (2001). Pointers for literacy instruction from educational technology and research on writing instruction. The Elementary School Journal, 101, 359-369.
97. Wong, B. Y. L., Butler, D. L., Ficzere, S. A., and Kuperis, S. (1996). Teaching adolescents with learning disabilities and low achievers to plan, write, and revise opinion essays. Journal of Learning Disabilities, 29, 197-212.
98. Wong, B. Y. L., Butler, D. L., Ficzere, S. A., and Kuperis, S. (1997). Teaching adolescents with learning disabilities and low achievers to plan, write, and revise compare-and contrast-essays. Learning Disabilities Research and Practice, 12, 2-15.
99. Wong, B. Y. L., Butler, D. L., Ficzere, S. A., Kuperis, S., and Corden, M. (1994). Teaching problem learners revision skills and sensitivity to audience through two instructional modes: Student-teacher versus student-student interactive dialogues. Learning Disabilities Research and Practice, 9, 78-90.
100. Wong, B.Y. L., Wong, R., Darlington, D., and Jones, W. (1991). Interactive teaching: An effective way to teach revision skills to adolescents with learning disabilities. Learning Disabilities Research and Practice, 6, 117-127.
101. Yates, C., Berninger, V., and Abbott, R. (1994). Writing problems in intellectually gifted children. Journal for the Education of the Gifted, 18, 131-155.