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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 7 results
Writing Problems in Developmental Dyslexia: Under-Recognized and Under-Treated
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Berninger, Virginia W.; Nielsen, Kathleen H.; Abbott, Robert D.; Wijsman, Ellen; Raskind, Wendy – Journal of School Psychology, 2008
The International Dyslexia Association defines dyslexia as unexpected problems of neurobiological origin in accuracy and rate of oral reading of single real words, single pseudowords, or text or of written spelling. However, prior research has focused more on the reading than the spelling problems of students with dyslexia. A test battery was…
Descriptors: Letters (Correspondence), Writing (Composition), Spelling, Oral Reading
Gender Differences in Severity of Writing and Reading Disabilities
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Berninger, Virginia W.; Nielsen, Kathleen H.; Abbott, Robert D.; Wijsman, Ellen; Raskind, Wendy – Journal of School Psychology, 2008
Gender differences in mean level of reading and writing skills were examined in 122 children (80 boys and 42 girls) and 200 adults (115 fathers and 85 mothers) who showed behavioral markers of dyslexia in a family genetics study. Gender differences were found in writing and replicated prior results for typically developing children: Boys and men…
Descriptors: Reading Difficulties, Dyslexia, Genetics, Writing Skills
Tier 1 and Tier 2 Early Intervention for Handwriting and Composing
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Berninger, Virginia W.; Rutberg, Judith E.; Abbott, Robert D.; Garcia, Noelia; Anderson-Youngstrom, Marci; Brooks, Allison; Fulton, Cynthia – Journal of School Psychology, 2006
Three studies evaluated Tier 1 early intervention for handwriting at a critical period for literacy development in first grade and one study evaluated Tier 2 early intervention in the critical period between third and fourth grades for composing on high stakes tests. The results contribute to knowledge of research-supported handwriting and…
Descriptors: Early Intervention, Handwriting, Writing (Composition), Writing Instruction
Phonological Awareness and Beginning Reading in Spanish-Speaking ESL First Graders: Research into Practice.
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Quiroga, Teresa; Lemos-Britton, Zenia; Mostafapour, Elizabeth; Abbott, Robert D.; Berninger, Virginia W. – Journal of School Psychology, 2002
Two studies examined Spanish and English phonological awareness, Verbal IQ, oral language proficiency, single-word reading of Spanish-speaking English as-a-second language first graders who received all their school instruction in English. Implications of this research are discussed, especially the importance of early reading intervention and…
Descriptors: Beginning Reading, Early Intervention, English (Second Language), Grade 1
Relationship between Levels of Oral and Written Language in Beginning Readers.
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Berninger, Virginia W.; And Others – Journal of School Psychology, 1988
Examined validity of test battery, organized by theoretical framework of levels of language processing and production, at end of kindergarten and first grade. At end of kindergarten two levels of oral language (pnonemic and lexical) and at end of first grade three levels of oral language (phonemic, lexical, and text) were correlated with word…
Descriptors: Beginning Reading, Decoding (Reading), Grade 1, Kindergarten Children
Gender Differences in Orthographic, Verbal, and Compositional Fluency: Implications for Assessing Writing Disabilities in Primary Grade Children.
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Berninger, Virginia W.; Fuller, Frances – Journal of School Psychology, 1992
Administered measures of oral verbal fluency, written orthographic fluency, and written composition to 300 young children. Boys performed significantly better that girls on oral verbal fluency and girls outperformed boys on written orthographic fluency. Girls consistently outperformed boys on number of words and number of clauses produced in…
Descriptors: At Risk Persons, Primary Education, Sex Differences, Writing Ability
Theory-Based Diagnosis and Remediation of Writing Disabilities.
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Berninger, Virginia W.; And Others – Journal of School Psychology, 1991
Briefly reviews recent trends in research on writing; introduces theory-based model being developed for differential diagnosis of writing disabilities at neuropsychological, linguistic, and cognitive levels; presents cases and patterns in cases that illustrate differential diagnosis of writing disabilities at linguistic level; and suggests…
Descriptors: Disabilities, Educational Diagnosis, Elementary Secondary Education, Intervention