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Virginia W. Berninger

Virginia W. Berninger

D-Index & Metrics

Psychology

D-Index
90
Citations
27658
World Ranking
964
National Ranking
607

Research.com Recognitions

  • 1996 - Fellow of the American Psychological Association (APA)

Overview

Virginia W. Berninger is affiliated with the University of Washington in the United States. Their research spans various fields within psychology and social sciences, focusing notably on developmental and educational psychology, education, and genetics.

The scientist's work encompasses key topics such as reading and literacy development, writing and handwriting education, genetics and neurodevelopmental disorders, child development and digital technology, language development and disorders, and innovative teaching and learning methods.

Berninger has contributed scholarly articles to several publication venues, including:

  • Language Speech and Hearing Services in Schools
  • International Journal of School & Educational Psychology
  • bioRxiv (Cold Spring Harbor Laboratory)
  • PLoS ONE

Recent publications include:

  • "Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers" (2020), Language Speech and Hearing Services in Schools
  • "The self in self-regulated writing of fourth to ninth graders with dysgraphia" (2020), International Journal of School & Educational Psychology
  • "Targeted analysis of dyslexia-associated regions on chromosomes 6, 12 and 15 in large multigenerational cohorts" (2023), bioRxiv (Cold Spring Harbor Laboratory)
  • "Targeted analysis of dyslexia-associated regions on chromosomes 6, 12 and 15 in large multigenerational cohorts" (2025), PLoS ONE

Frequent co-authors collaborating with Berninger include Nicola H. Chapman, Patrick A. Navas, Michael O. Dorschner, Michele G. Mehaffey, and Karen Wigg.

Berninger's research explores mechanisms underpinning literacy development and neurodevelopmental conditions, drawing on a multidisciplinary approach involving genetics and educational psychology.

In 1996, they were recognized as a Fellow of the American Psychological Association (APA), an affiliation reflecting their contributions to the field of psychology.

Best Publications

  • Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students.

    William E Nagy;Virginia W Berninger;Robert D. Abbott

  • Role of mechanics in composing of elementary school students: A new methodological approach.

    Steve Graham;Virginia W. Berninger;Robert D. Abbott;Sylvia P. Abbott

  • Treatment of Handwriting Problems in Beginning Writers: Transfer from Handwriting to Composition.

    Virginia W. Berninger;Katherine B. Vaughan;Robert D. Abbott;Sylvia P. Abbott

  • Longitudinal Relationships of Levels of Language in Writing and between Writing and Reading in Grades 1 to 7.

    Robert D. Abbott;Virginia W. Berninger;Michel Fayol

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

    Virginia W. Berninger;Robert D. Abbott;William Nagy;Joanne Carlisle

  • Relationship of morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth-grade writers

    William Nagy;Virginia W. Berninger;Robert D. Abbott;Katherine Vaughan

  • Teaching Spelling and Composition Alone and Together: Implications for the Simple View of Writing

    Virginia W. Berninger;Katherine Vaughan;Robert D. Abbott;Kristin Begay

  • Structural equation modeling of relationships among developmental skills and writing skills in primary- and intermediate-grade writers.

    Robert D. Abbott;Virginia W. Berninger

  • Writing and Reading Connections Between Language by Hand and Language by Eye

    Virginia W. Berninger;Robert D. Abbott;Sylvia P. Abbott;Steve Graham

  • Lower-Level Developmental Skills in Beginning Writing.

    Virginia Berninger;Cheryl Yates;Ana Cartwright;Judith Rutberg

  • Anatomical correlates of dyslexia: frontal and cerebellar findings.

    Mark A. Eckert;Christiana M. Leonard;Todd L. Richards;Elizabeth H. Aylward

  • Implications of Advancements in Brain Research and Technology for Writing Development, Writing Instruction, and Educational Evolution.

    Virginia W. Berninger;William D. Winn

  • The structural relationship between writing attitude and writing achievement in first and third grade students

    Steve Graham;Virginia Berninger;Weihua Fan

  • Development of Handwriting Speed and Legibility in Grades 1–9

    Stephen Graham;Virginia Berninger;Naomi Weintraub;William Schafer

  • COORDINATING TRANSCRIPTION AND TEXT GENERATION IN WORKING MEMORY DURING COMPOSING: AUTOMATIC AND CONSTRUCTIVE PROCESSES

    Virginia W. Berninger

  • Individual Differences in Children's Working Memory and Writing Skill

    H.Lee Swanson;Virginia W. Berninger

  • Instructional treatment associated with changes in brain activation in children with dyslexia

    Elizabeth H. Aylward;T. L. Richards;V. W. Berninger;W. E. Nagy

  • Writing problems in developmental dyslexia: under-recognized and under-treated.

    Virginia W. Berninger;Kathleen H. Nielsen;Robert D. Abbott;Ellen Wijsman

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

    Leah E Altemeier;Robert D Abbott;Virginia W Berninger

  • Early Development of Language by Hand: Composing, Reading, Listening, and Speaking Connections; Three Letter-Writing Modes; and Fast Mapping in Spelling

    Virginia W Berninger;Robert D Abbott;Janine Jones;Beverly J Wolf

Frequent Co-Authors

Robert D. Abbott
Robert D. Abbott University of Washington
Wendy H. Raskind
Wendy H. Raskind University of Washington
Ellen M. Wijsman
Ellen M. Wijsman University of Washington
Steve Graham
Steve Graham Arizona State University
Michel Fayol
Michel Fayol University of Clermont Auvergne
H. Lee Swanson
H. Lee Swanson University of New Mexico
David P. Corina
David P. Corina University of California, Davis
Nancy M. Robinson
Nancy M. Robinson University of Washington
Anna L. Barnett
Anna L. Barnett Oxford Brookes University
Julie E. Dockrell
Julie E. Dockrell University College London

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