Search results for author:"Virginia Berninger"
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Comparison of Pen and Keyboard Transcription Modes in Children with and without Learning Disabilities
Learning Disability Quarterly Vol. 32, No. 3 (2009) pp. 123–141
Fourth graders with learning disabilities in transcription (handwriting and spelling), LD-TD, and without LD-TD (non-LD), were compared on three writing tasks (letters, sentences, and essays), which differed by level of language, when writing by pen ...
Computerized Silent Reading Rate and Strategy Instruction for Fourth Graders at Risk in Silent Reading Rate
Learning Disability Quarterly Vol. 37, No. 2 (May 2014) pp. 100–110
Fourth graders whose silent word reading and/or sentence reading rate was, on average, two-thirds standard deviation below their oral reading of real and pseudowords and reading comprehension accuracy were randomly assigned to treatment ("n...
Topics: Learning Disabilities
Online Writing Processes in Translating Cognition into Language and Transcribing Written Language by Stylus and Keyboard in Upper Elementary and Middle School Students with Persisting Dysgraphia or Dyslexia
Learning Disabilities: A Multidisciplinary Journal Vol. 23, No. 2 (2018) pp. 70–86
Participants in this study completed an online experiment in which they wrote essays by stylus or keyboard. Three translation measures (length of language burst, length of pauses, and rate of pausing) and four transcription measures (total words,...
Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4–9
Computers & Education Vol. 81, No. 1 (February 2015) pp. 154–168
Effectiveness of iPad computerized writing instruction was evaluated for 4th–9th graders (n = 35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and...
Teaching Spelling to Children with Specific Learning Disabilities: The Mind's Ear and Eye Beat the Computer or Pencil
Learning Disability Quarterly Vol. 21, No. 2 (1998) pp. 106–22
Elementary children with only spelling (n=24) or handwriting and spelling disabilities (n=24) were randomly assigned to a pencil- or computer-response mode and taught 48 words of varying orders of sound-spelling predictabilities. The computer...
Effects of Nonverbal Problem Solving Treatment on Skills for Externalizing Visual Representation in Upper Elementary Grade Students with and without Dyslexia
William Winn; Virginia Berninger; Todd Richards; Elizabeth Aylward; Pat Stock; Yen-Ling Lee; Dan Lovitt
Journal of Educational Computing Research Vol. 34, No. 4 (2006) pp. 381–404
Two groups of twelve dyslexic children and twelve good readers attended a two-week class during the summer following their enrollment in grades 4-6. The topic was the marine environment and focused on the adventures of an orca whale that had lost...
Effective Instruction for Persisting Dyslexia in Upper Grades: Adding Hope Stories and Computer Coding to Explicit Literacy Instruction
Robert Thompson; Steve Tanimoto; Ruby Dawn Lyman; Kira Geselowitz; Kristin Kawena Begay; Kathleen Nielsen; William Nagy; Robert Abbott; Marshall Raskind; Virginia Berninger
Education and Information Technologies Vol. 23, No. 3 (2018) pp. 1043–1068
Children in grades 4 to 6 (N = 14) who despite early intervention had persisting dyslexia (impaired word reading and spelling) were assessed before and after computerized reading and writing instruction aimed at subword, word, and syntax skills...