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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 31 1 Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers Bahr, Ruth Huntley; Silliman, Elaine R.; Berninger, Virginia W. In: Lang Speech Hear Serv Sch (2020) BASE Show details 2 Behavioral and brain evidence for language by ear, mouth, eye, and hand and motor skills in literacy learning Berninger, Virginia W.; Richards, Todd L.; Nielsen, Kathleen H.. - 2018 BASE Show details 3 Self-government of complex reading and writing brains informed by cingulo-opercular network for adaptive control and working memory components for language learning Richards, Todd L; Abbott, Robert D; Yagle, Kevin. - 2017 BASE Show details 4 Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9 Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D.. - 2017 BASE Show details 5 Brain and Behavioral Assessment of Executive Functions for Self-Regulating Levels of Language in Reading Brain Berninger, Virginia W.; Richards, Todd L.; Abbott, Robert D.. - 2017 Abstract: This brief research report examines brain-behavioral relationships specific to levels of language in the complex reading brain. The first specific aim was to examine prior findings for significant fMRI connectivity from four seeds (left precuneus, left occipital temporal, left supramarginal, left inferior frontal) for each of four levels of language—subword, word (word-specific spelling or affixed words), syntax (with and without homonym foils or affix foils), and multi-sentence text to identify significant fMRI connectivity (a) unique to the lower level of language when compared to the immediately higher adjacent level of language across subword-word, word-syntax, and syntax-text comparisons; and (b) involving a brain region associated with executive functions. The second specific aim was to correlate the magnitude of that connectivity with standard scores on tests of Focused Attention (D-K EFS Color Word Form Inhibition) and Switching Attention (Wolf & Denckla Rapid Automatic Switching). Seven correlations were significant. Focused Attention was significantly correlated with the word level (word-specific spellings of real words) fMRI task in left cingulum from left inferior frontal seed. Switching Attention was significantly correlated with the (a) subword level (grapheme-phoneme correspondence) fMRI task in left and right Cerebellum V from left supramarginal seed; (b) the word level (word-specific spelling) fMRI task in right Cerebellum V from left precuneus seed; (c) the syntax level (with and without homonym foils) fMRI task in right Cerebellum V from left precuneus seed and from left supramarginal seed; and (d) syntax level (with and without affix foils) fMRI task in right Cerebellum V from left precuneus seed. Results are discussed in reference to neuropsychological assessment of supervisory attention (focused and switching) for specific levels of language related to reading acquisition in students with and without language-related specific learning disabilities and self-regulation of the complex reading brain. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5662027/ BASE Hide details 6 Neuroanatomy of Handwriting and Related Reading and Writing Skills in Adults and Children with and without Learning Disabilities: French-American Connections Longcamp, Marieke; Richards, Todd L.; Velay, Jean-Luc. - 2017 BASE Show details 7 Neuroanatomy of Handwriting and Related Reading and Writing Skills in Adults and Children with and without Learning Disabilities: French-American Connections. Longcamp, Marieke; Richards, Todd L; Velay, Jean-Luc... In: ISSN: 0338-2389 ; EISSN: 2425-2042 ; Pratiques : linguistique, littérature, didactique ; https://hal.archives-ouvertes.fr/hal-01473700 ; Pratiques : linguistique, littérature, didactique, Centre de recherche sur les médiations (Crem) - Université de Lorraine 2016, 171-172, ⟨10.4000/pratiques.3175⟩ ; http://pratiques.revues.org/3175 (2016) BASE Show details 8 Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults Nielsen, Kathleen; Abbott, Robert; Griffin, Whitney. - 2016 BASE Show details 9 Effective Beginning Handwriting Instruction: Multi-modal, Consistent Format for 2 Years, and Linked to Spelling and Composing Wolf, Beverly; Abbott, Robert D.; Berninger, Virginia W.. - 2016 BASE Show details 10 Relationships between Presence or Absence of ADHD and fMRI Connectivity Writing Tasks in Children with Dysgraphia Richards, Todd; Abbott, Robert D.; Berninger, Virginia W.. - 2016 BASE Show details 11 Modes of Alphabet Letter Production during Middle Childhood and Adolescence: Interrelationships with Each Other and Other Writing Skills Alstad, Zachary; Sanders, Elizabeth; Abbott, Robert D.. - 2015 BASE Show details 12 Predicting Levels of Reading and Writing Achievement in Typically Developing, English-Speaking 2nd and 5th Graders Jones, Jasmin Niedo; Abbott, Robert D.; Berninger, Virginia W.. - 2014 BASE Show details 13 Levels of Phonology Related to Reading and Writing in Middle Childhood Del Campo, Roxana; Buchanan, William R.; Abbott, Robert D.. - 2014 BASE Show details 14 Teaching children with dyslexia to spell in a reading-writers’ workshop Berninger, Virginia W.; Lee, Yen-Ling; Abbott, Robert D.... In: Annals of dyslexia. - New York, NY : Springer 63 (2013) 1, 1-24 OLC Linguistik Show details 15 Differences between Children with Dyslexia Who Are and Are Not Gifted in Verbal Reasoning Berninger, Virginia W.; Abbott, Robert D.. - 2013 BASE Show details 16 Linguistic Pattern Analysis of Misspellings of Typically Developing Writers in Grades 1 to 9 Bahr, Ruth Huntley; Silliman, Elaine R.; Berninger, Virginia W.. - 2012 BASE Show details 17 Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation Berninger, Virginia W.; Nagy, William; Beers, Scott. - 2011 BASE Show details 18 Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related Yet Unique Language Systems in Grades 1, 3, 5, and 7 Berninger, Virginia W.; Abbott, Robert D.. - 2010 BASE Show details 19 Replication of CNTNAP2 association with nonword repetition and support for FOXP2 association with timed reading and motor activities in a dyslexia family sample Peter, Beate; Raskind, Wendy H.; Matsushita, Mark. - : Springer US, 2010 BASE Show details 20 fMRI activation differences between 11-year-old good and poor spellers' access in working memory to temporary and long-term orthographic representations Richards, Todd L.; Berninger, Virginia W.; Fayol, Michel In: Journal of neurolinguistics. - Orlando, Fla. : Elsevier 22 (2009) 4, 327-353 OLC Linguistik Show details Page: 1 2

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