Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Writing and reading: connections between language by hand and language by eye.

Virginia W Berninger1, Robert D Abbott, Sylvia P Abbott

  • 1University of Washington Multidisciplinary Learning Disabilities Center, Writing Intervention Project, Seattle 98195-3600, USA. vwb@u.washington.edu

Journal of Learning Disabilities
|October 20, 2004
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Replication of Strategic and Interactive Writing Instruction in a Nationwide Randomized Controlled Trial.

Behavioral sciences (Basel, Switzerland)·2026
Same author

World TB Day 2025 Theme "Yes! We Can End TB: Commit, Invest, Deliver" can be made a reality through concerted global efforts to advance diagnosis, treatment and research of tuberculosis infection and disease.

International journal of infectious diseases : IJID : official publication of the International Society for Infectious Diseases·2025
Same author

Cystic Fibrosis Screening Efficacy and Seasonal Variation in California: 15-Year Comparison of IRT Cutoffs Versus Daily Percentile for First-Tier Testing.

International journal of neonatal screening·2024
Same author

Diagnostic Transitions of Cystic Fibrosis and CRMS Compared After 12 Years of Newborn Screening in California.

The Journal of pediatrics·2024
Same author

Improved detection of cystic fibrosis by the California Newborn Screening Program for all races and ethnicities.

Pediatric pulmonology·2024
Same author

Editorial: Student and teacher writing motivational beliefs.

Frontiers in psychology·2024
Same journal

Associations Between Self-Reported Literacy and Anxiety and Depressive Symptoms in Children, Adolescents, and Older Adults.

Journal of learning disabilities·2026
Same journal

Racial and Ethnic Disparities in Learning Disabilities Identification in U.S. Elementary Schools.

Journal of learning disabilities·2026
Same journal

Universal Screening of Early Numeracy Skills in Spanish-Speaking Kindergarteners.

Journal of learning disabilities·2026
Same journal

AI Chatbots and Dyslexia: How AI Chatbots Empower Students With Dyslexia to Master Arithmetic Word Problems.

Journal of learning disabilities·2026
Same journal

Instructional Decision-Making for Students With Intensive Early Writing Needs: Student Growth in Sentence-Level Curriculum-Based Measurement.

Journal of learning disabilities·2026
Same journal

Effects of Calculation and Reading Fluency Interventions Focusing on Awareness and Adaptive Use of Strategies: Supporting Children With Comorbid Fluency Problems.

Journal of learning disabilities·2026
See all related articles

Language by hand (writing) and language by eye (reading) are distinct yet interconnected systems. Research shows these systems interact predictably, influencing reading and writing development and disabilities.

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Developmental Linguistics

Background:

  • Understanding the relationship between reading and writing is crucial for educational interventions.
  • Previous research has explored connections, but a comprehensive model integrating various methodologies is needed.

Purpose of the Study:

  • To investigate the bidirectional relationships between reading and writing components in typically developing individuals.
  • To examine how language processes are orchestrated differently in reading and writing for individuals with disabilities.
  • To explore the interaction level between the language-by-hand and language-by-eye systems.
  • To evaluate the efficacy of instructional methods for reading disabilities, incorporating writing.
  • To use neuroimaging to understand residual spelling issues after decoding remediation.

Related Experiment Videos

Main Methods:

  • Multigroup structural equation modeling (SEM) for reading and writing measures.
  • SEM applied to multivariate language data in individuals with reading/writing disabilities.
  • Experimental manipulation of instructional and response modes for reading disability treatment.
  • Functional brain imaging (e.g., fMRI) to study spelling deficits.

Main Results:

  • SEM revealed specific unidirectional and bidirectional links between reading and writing components.
  • Language processes are orchestrated differently for reading versus writing goals in individuals with disabilities.
  • The language-by-hand and language-by-eye systems show specific correlation levels, indicating interaction points.
  • Instructional approaches incorporating writing show differential effectiveness in treating reading disabilities.
  • Neuroimaging identified neural correlates of residual spelling problems.

Conclusions:

  • The findings support a model where language by hand and language by eye are separate but interact predictably.
  • This research provides a multi-faceted understanding of the reading-writing connection across different populations and methodologies.