Citations (24)
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VirginiaW. Berninger, Wendy Raskind, Todd Richards, Robert Abbott & Pat Stock. (2008) A Multidisciplinary Approach to Understanding Developmental Dyslexia Within Working-Memory Architecture: Genotypes, Phenotypes, Brain, and Instruction. Developmental Neuropsychology 33:6, pages 707-744.
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Virginia W. Berninger, Robert D. Abbott, Jennifer B. Thomson & Wendy H. Raskind. (2001) Language Phenotype for Reading and Writing Disability: A Family Approach. Scientific Studies of Reading 5:1, pages 59-106.
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Virginia W. Berninger, Robert D. Abbott, Rebecca Brooksher, Zenia Lemos, Stacy Ogier, Dori Zook & Elizabeth Mostafapour. (2000) A Connectionist Approach to Making the Predictability of English Orthography Explicit to At-Risk Beginning Readers: Evidence for Alternative, Effective Strategies. Developmental Neuropsychology 17:2, pages 241-271.
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Teresa M. Hart, Virginia M. Berninger & Robert D. Abbott. (1997) Comparison of Teaching Single or Multiple Orthographic-Phonological Connections for Word Recognition and Spelling: Implications for Instructional Consultation. School Psychology Review 26:2, pages 279-297.
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Virginia W. Berninger & Dianne Whitaker. (1993) Theory-Based Branching Diagnosis of Writing Disabilities. School Psychology Review 22:4, pages 623-642.
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Edward Greenblatt, Steve Mattis & PaulV. Trad. (1991) The ACID pattern and the freedom from distractibility factor in a child psychiatric population. Developmental Neuropsychology 7:2, pages 121-130.
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Articles from other publishers (18)
Franziska NoackLeSage, Georgia L. Shaheen, Thompson E. DavisIIIIII, Peter J. Castagna, Maysa M. Kaskas, Paige Ryan & Megan E. Lilly. (2017) Predicting Reading, Writing, and Mathematics Achievement: Do Anxiety and ADHD Symptoms Add to the Variance Explained by Working Memory and Verbal Reasoning Alone?. Current Psychology 38:3, pages 792-802.
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Elizabeth A. Sanders, Virginia W. Berninger & Robert D. Abbott. (2017) Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9. Journal of Learning Disabilities 51:2, pages 137-157.
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Ruby Dawn Lyman, Elizabeth Sanders, Robert D. Abbott & Virginia W. Berninger. (2017) Translating Interdisciplinary Research on Language Learning into Identifying Specific Learning Disabilities in Verbally Gifted and Average Children and Youth. Journal of Behavioral and Brain Science 07:06, pages 227-246.
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Virginia W. Berninger, Todd L. Richards & Robert D. Abbott. (2015) Differential diagnosis of dysgraphia, dyslexia, and OWL LD: behavioral and neuroimaging evidence. Reading and Writing 28:8, pages 1119-1153.
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Jamie M. Quinn & Richard K. Wagner. (2013) Gender Differences in Reading Impairment and in the Identification of Impaired Readers. Journal of Learning Disabilities 48:4, pages 433-445.
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Jasmin Niedo, Robert D. Abbott & Virginia W. Berninger. (2014) Predicting levels of reading and writing achievement in typically developing, english-speaking 2nd and 5th graders. Learning and Individual Differences 32, pages 54-68.
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Virginia W. Berninger & Robert D. Abbott. (2013) Differences Between Children With Dyslexia Who Are and Are Not Gifted in Verbal Reasoning. Gifted Child Quarterly 57:4, pages 223-233.
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Virginia W. Berninger, Kathleen H. Nielsen, Robert D. Abbott, Ellen Wijsman & Wendy Raskind. (2008) Gender differences in severity of writing and reading disabilities. Journal of School Psychology 46:2, pages 151-172.
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Virginia W. Berninger, Kathleen H. Nielsen, Robert D. Abbott, Ellen Wijsman & Wendy Raskind. (2008) Writing problems in developmental dyslexia: Under-recognized and under-treated. Journal of School Psychology 46:1, pages 1-21.
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Dagmar Amtmann, Robert D. Abbott & V. W. Berninger. (2006) Mixture growth models of RAN and RAS row by row: insight into the reading system at work over time. Reading and Writing 20:8, pages 785-813.
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Virginia W. Berninger. 2007. Handbook of Child Psychology. Handbook of Child Psychology.
Virginia W. Berninger. (2006) Research‐supported ideas for implementing reauthorized IDEA with intelligent professional psychological services. Psychology in the Schools 43:7, pages 781-796.
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Susan Dickerson Mayes & Susan L. Calhoun. (2006) Frequency of reading, math, and writing disabilities in children with clinical disorders. Learning and Individual Differences 16:2, pages 145-157.
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Mark A. Eckert, Christiana M. Leonard, Marko Wilke, Mathew Eckert, Todd Richards, Anne Richards & Virginia Berninger. (2005) Anatomical Signatures of Dyslexia in Children: Unique Information from Manual and Voxel Based Morphometry Brain Measures. Cortex 41:3, pages 304-315.
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Virginia W. Berninger & Louise O'Donnell. 2005. WISC-IV Clinical Use and Interpretation. WISC-IV Clinical Use and Interpretation
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Virginia W. Berninger. (2016) Dyslexia the Invisible, Treatable Disorder: the Story of Einstein's Ninja Turtles. Learning Disability Quarterly 23:3, pages 175-195.
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Sylvia P. Abbott, Elizabeth Reed, Robert D. Abbott & Virginia W. Berninger. (2016) Year-Long Balanced Reading/Writing Tutorial: A Design Experiment Used for Dynamic Assessment. Learning Disability Quarterly 20:3, pages 249-263.
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Virginia W. Berninger, Robert D. Abbott, Diane Whitaker, Leihua Sylvester & Susan B. Nolen. (2016) Integrating Low- and High-Level Skills in Instructional Protocols for Writing Disabilities. Learning Disability Quarterly 18:4, pages 293-309.
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