Virginia W. Berninger

Learn More
In this study, we examined the neuroanatomy of dyslexic (14 males, four females) and control (19 males, 13 females) children in grades 4-6 from a family genetics study. The dyslexics had specific deficits in word reading relative to the population mean and verbal IQ, but did not have primary language or motor deficits. Measurements of the posterior temporal(More)
The current fMRI study investigated correlations of low-frequency signal changes in the left inferior frontal gyrus, right inferior frontal gyrus and cerebellum in 13 adult dyslexic and 10 normal readers to examine functional networks associated with these regions. The extent of these networks to regions associated with phonological processing (frontal(More)
Dyslexia is a complex learning disability with evidence for a genetic basis. Strategies that may be useful for dissecting its genetic basis include the study of component phenotypes, which may simplify the underlying genetic complexity, and use of an analytic approach that accounts for the multilocus nature of the trait to guide the investigation and(More)
To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n=12) or B (n=12) in an after-school reading-writers' workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1 treatment of(More)
Dyslexia is a common heterogeneous disorder with a significant genetic component. Multiple studies have replicated the evidence for linkage between variously defined phenotypes of dyslexia and chromosomal regions on 15q21 (DYX1) and 6p22.2 (DYX2). Based on association studies and the possibility for functional significance of several polymorphisms,(More)
Experiment 1: Hierarchical linear modeling of growth trajectories of three executive functions (inhibition; rapid automatic switching, RAS; and combined inhibition/switching) in typical readers and writers showed steady improvement of inhibition but leveling of RAS and inhibition/switching about fourth grade. In multiple regressions, RAS, entered after(More)
Dyslexia is a common, complex disorder, which is thought to have a genetic component. There have been numerous reports of linkage to several regions of the genome for dyslexia and continuous dyslexia-related phenotypes. We attempted to confirm linkage of continuous measures of (1) accuracy and efficiency of phonological decoding; and (2) accuracy of single(More)
Twenty children (Grades 4 to 6) who met research criteria for dyslexia were randomly assigned to a treatment (attention training) or contact control (reading fluency training) group during their regular language arts block at a school that had emphasized multisensory, structured language treatment for reading disability. A university team provided either(More)
This article provides an overview of (a) issues in definition and diagnosis of specific reading disabilities at the behavioral level that may occur in different constellations of developmental and phenotypic profiles (patterns); (b) rapidly expanding research on genetic heterogeneity and gene candidates for dyslexia and other reading disabilities; (c)(More)
Results are reported for a study of 2 separate processes of report writing-taking notes while reading source material and composing a report from those notes-and related individual differences in executive functions involved in integrating reading and writing during these writing activities. Third graders (n = 122) and 5th graders (n = 106; overall, 127(More)