Reviews
Nickola Nelson, Western Michigan University - September 8, 2015
“Pinpoints the neurogenetic and behavioral relationships of specific learning disabilities and language disorders and shows how to inform interventions tailored to individual needs and patterns. [Berninger’s] experience in original research and clinical practice give a unique authenticity to her contributions in the world of translational science.”
Judith Birsh, Certified Academic Language Therapist, Senior Fellow of Special Education, Relay Graduate School of Education. - August 31, 2015
“A unique resource for teaching reading, writing and math from early childhood through adolescence that knits together developmental science and instructional science for the benefit of teachers working in day-to-day classrooms with diverse populations of learners.”
Marcia Henry, Professor Emerita, San Jose State University - August 21, 2015
“This book has it all... from historical perspectives to evidence-based assessment and intervention to current research advances. A must-read for all teachers of struggling readers.”
Louisa Moats, President, Moats Associates Consulting, Inc. - August 21, 2015
“[The authors] advance an elaborated, evidence-based, and sound argument for the importance of explicit handwriting, keyboarding, spelling, and composition instruction — not only for students with dysgraphia, but for all students facing the daunting challenge of learning to write.”