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William E. Nagy
Seattle Pacific University
PsychologyNatural language processingVocabularyReading comprehensionLinguistics
77Publications
35H-index
7,374Citations
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Publications 91
Newest
#1Robert H. Thompson (UW: University of Washington)H-Index: 2
#2Steve Tanimoto (UW: University of Washington)H-Index: 4
Last. Virginia W. BerningerH-Index: 65
view all 10 authors...
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 shown in four prior studies to be effective for treating dyslexia. During the 12 two-hour sessions once a week after school they first completed HAWK Letters in Motion© for manuscript and cursive handwriting, HAWK Words in Motion© for phonological, orthog...
2 CitationsSource
#1Robert S. Thompson (UW: University of Washington)H-Index: 59
#2Steven L. Tanimoto (UW: University of Washington)H-Index: 20
Last. Virginia W. Berninger (UW: University of Washington)H-Index: 65
view all 12 authors...
ABSTRACTThis study in programmatic research on technology-supported instruction first identified, through pretesting using evidence-based criteria, students with persisting specific learning disabilities (SLDs) in written language during middle childhood (grades 4–6) and early adolescence (grades 7–9). Participants then completed computerized writing instruction and posttesting. The 12 computer lessons varied output modes (letter production by stylus alternating with hunt and peck keyboarding ve...
4 CitationsSource
#1Virginia W. Berninger (UW: University of Washington)H-Index: 65
#2Robert D. Abbott (UW: University of Washington)H-Index: 77
Last. William E. Nagy (SPU: Seattle Pacific University)H-Index: 35
view all 4 authors...
Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior attention-deficit/hyperactivity disorder (ADHD) diagnosis was correlated only with impaired handwriting. Parental ratings of inattention, but not hyperactivity, correlated...
26 CitationsSource
#1Kevin YagleH-Index: 12
#2Todd L. RichardsH-Index: 52
Last. Virginia W. BerningerH-Index: 65
view all 9 authors...
3 CitationsSource
#1Elaine R. SillimanH-Index: 14
#2Ruth Huntley BahrH-Index: 8
Last. Virginia W. BerningerH-Index: 65
view all 4 authors...
1 CitationsSource
#1Robert D. Abbott (UW: University of Washington)H-Index: 77
#2Michel Fayol (CNRS: Centre national de la recherche scientifique)H-Index: 43
Last. Virginia W. Berninger (UW: University of Washington)H-Index: 65
view all 6 authors...
Two longitudinal studies of word reading, spelling, and reading comprehension identified commonalities and differences in morphophonemic orthographies—French (Study 1, n = 1,313) or English (Study 2, n = 114) in early childhood (Grade 2)and middle childhood (Grade 5). For French and English, statistically significant concurrent relationships among these literacy skills occurred in Grades 2 and 5, and longitudinal relationships for each skill with itself from Grades 2 to 5; but concurrent relatio...
4 CitationsSource
#1Todd L. Richards (UW: University of Washington)H-Index: 52
#2Stephen T. Peverly (Columbia University)H-Index: 18
Last. Virginia W. Berninger (UW: University of Washington)H-Index: 65
view all 8 authors...
Abstract Seven children with dyslexia and/or dysgraphia (2 girls, 5 boys, M =11 years) completed fMRI connectivity scans before and after twelve weekly computerized lessons in strategies for reading source material, taking notes, and writing summaries by touch typing or groovy pencils. During brain scanning they completed two reading comprehension tasks—one involving single sentences and one involving multiple sentences. From before to after intervention, fMRI connectivity magnitude changed sign...
3 CitationsSource
#1Robert H. Thompson (UW: University of Washington)H-Index: 2
#2Steven L. Tanimoto (UW: University of Washington)H-Index: 20
Last. William E. Nagy (SPU: Seattle Pacific University)H-Index: 35
view all 4 authors...
We describe the design and a trial run of an integrated course of instruction in reading, writing, and computer programming, in order to assess potential synergies of learning them together. Twelve pre-teen students diagnosed with dyslexia each took a sequence of lessons of approximately 90 minutes each over a 3-month period. In addition to computer learning activities in handwriting, word reading, word spelling, sentence and text reading comprehension, there were coding activities using “Kokope...
2 CitationsSource
#1Robert H. Thompson (UW: University of Washington)H-Index: 2
#2Steven L. Tanimoto (UW: University of Washington)H-Index: 20
Last. William E. Nagy (SPU: Seattle Pacific University)H-Index: 35
view all 4 authors...
HAWK (Help Agent for Writing Knowledge) is a new instructional software for the essentials of writing that runs on tablets. In trials with an after-school K-12 subject group, the use of the software showed improved writing capabilities of most students. One of the activities supported by the software involves students drawing letter shapes by tracing paths through scaffolded channels. Additionally, we detail the design studies we performed prior to implementing the full software package. We focu...
1 CitationsSource
#1Todd L. RichardsH-Index: 52
#2William E. NagyH-Index: 35
Last. Virginia W. BerningerH-Index: 65
view all 4 authors...
4 CitationsSource
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