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International Journal of Neuroscience Volume 42, 1988 - Issue 3-4
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Original Article

A Test of the Multiple Connections Model of Reading Acquisition

Virginia W. Berninger College of Education
,
Andrew C. N. Chen Department of Psychiatry and Behavioral Sciences and Department of Psychology
&
Robert D. Abbott College of Education and Center for Instructional Development and Research, University of Washington, Seattle, WA, 98195, USA
Pages 283-295 | Received 01 Jan 1988, Published online: 07 Jul 2009

Citations (17)

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Read on this site (6)

Leketi Makalela & Pheladi Fakude. (2014) ‘Barking’ at texts in Sepedi oral reading fluency: Implications for edumetric interventions in African languages. South African Journal of African Languages 34:sup1, pages 71-78.
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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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VictorL. Willson & WilliamH. Rupley. (1993) Structural components of single word recognition: Activation of orthographic, meaning, and phonological processors. Reading Research and Instruction 32:4, pages 33-45.
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Virginia W. Berninger & Teresa M. Hart. (1992) A Developmental Neuropsychological Perspective for Reading and Writing Acquisition. Educational Psychologist 27:4, pages 415-434.
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Virginia W. Berninger & Robert D. Abbott. (1992) The Unit of Analysis and the constructive Processes of the Learner: Key Concepts for Educational Neuropsychology. Educational Psychologist 27:2, pages 223-242.
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Virginia W. Berninger. (1989) Orchestration of Multiple Codes in Developing Readers: An Alternative Model of Lexical Access. International Journal of Neuroscience 48:1-2, pages 85-104.
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Articles from other publishers (11)

Virginia W. Berninger. 2004. Dyslexia in Context. Dyslexia in Context 90 119 .
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. 1995. The Varieties of Orthographic Knowledge. The Varieties of Orthographic Knowledge 1 22 .
Virginia W. Berninger & Robert D. Abbott. 1994. The Varieties of Orthographic Knowledge. The Varieties of Orthographic Knowledge 277 319 .
Virginia W. Berninger & Teresa M. Hart. 1993. Reading Disabilities: Diagnosis and Component Processes. Reading Disabilities: Diagnosis and Component Processes 33 61 .
Che Kan Leong. (1992) Cognitive componential modelling of reading in ten- to twelve-year-old readers. Reading and Writing 4:4, pages 327-364.
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Virginia Berninger, Teresa Hart, Robert Abbott & Penelope Karovsky. (2016) Defining Reading and Writing Disabilities with and without IQ: A Flexible, Developmental Perspective. Learning Disability Quarterly 15:2, pages 103-118.
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Virginia W. Berninger, Cheryl Yates & Kathleen Lester. (1991) Multiple orthographic codes in reading and writing acquisition. Reading and Writing 3:2, pages 115-149.
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Virginia Berninger & Dean Traweek. (1991) Effects of a two-phase reading intervention on three orthographic-phonological code connections. Learning and Individual Differences 3:4, pages 323-338.
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Asghar Iran-Nejad. (2016) Active and Dynamic Self-Regulation of Learning Processes. Review of Educational Research 60:4, pages 573-602.
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Virginia W. Berninger, Robert D. Abbott & Hillary A. Shurtleff. (1990) Developmental changes in interrelationships of visible language codes, oral language codes, and reading or spelling. Learning and Individual Differences 2:1, pages 45-66.
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