MarketHollis Scarborough
Company Profile

Hollis Scarborough

Dr Hollis Scarborough is an American psychologist and literacy expert who is a senior scientist at Haskins Laboratories in New Haven, Connecticut. She has been a leading researcher in the area of reading acquisition since 1981, and has been involved with efforts to improve US national policy on the teaching of reading.

Selected publications
• Charity, A. H., Scarborough, H. S., & Griffon, D. M. (2004). "Familiarity with "School English" in African American Children and its Relation to Early Reading Achievement", Child Development 75(5), 1340–1356. • Clements-Stephens, A. M., Materek, A. D., Eason, S. H., Scarborough, H. S., Pugh, K. R., Rimrodt, S., et al. (2012). "Neural circuitry associated with two different approaches to novel word learning", Developmental Cognitive Neuroscience, 2, Supplement 1(0), S99-S113. • Cutting, L. E., & Scarborough, H. S. (2006). "Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured", Scientific Studies of Reading, 10(3), 277–299. • Dobrich, W., & Scarborough, H. S. (1992). Phonological characteristics of words young children try to say", Journal of Child Language, 19(3), 597–616. • Fowler, A. E., & Scarborough, H. S. (1993). "Should reading disabled adults be distinguished from other adults seeking literacy instruction? A review of theory and research" (Technical Report No. 93-6). Philadelphia: University of Pennsylvania, National Center on Adult Literacy. • Leach, J. M., Scarborough, H. S., & Rescorla, L. (2003). "Late-Emerging Reading Disabilities", Journal of Educational Psychology, 95(2), 211–224. • McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). "Predicting, explaining, and preventing children's reading difficulties", Learning Disabilities Research & Practice, 16(4), 230–239. • Patton Terry, N., & Scarborough, H. S. (2011). "The Phonological Hypothesis as a valuable framework for studying the relation of dialect variation to early reading skills" in S. Brady, D. Braze & C. A. Fowler (eds.), Explaining Individual Differences in Reading: Theory and Evidence, Psychology Press. • Sabatini, J. P., Sawaki, Y., Shore, J. R., & Scarborough, H. S. (2010). "Relationships among reading skills of adults with low literacy", Journal of Learning Disabilities, 43(2), 122–138. • Scarborough, D. L., Cortese, C., & Scarborough, H. S. (1977). "Frequency and Repetition Effects in Lexical Memory", Journal of Experimental Psychology: Human Perception & Performance, 3(1), 1–17. • Scarborough, H., & Wyckoff, J. (1986). ""Mother, I'd still rather do it myself: Some further non-effects of "motherese"", Journal of Child Language, 13(2), 431–437. • Scarborough, H. S., Wyckoff, J., & Davidson, R. (1986). "A reconsideration of the relation between age and mean utterance length", Journal of Speech & Hearing Research, 29(3), 394–399. • Scarborough, H. S. (1988). "Predicting the future achievement of second graders with reading disabilities: contributions of phonemic awareness, verbal memory, rapid naming, and IQ", Annals of Dyslexia, 48, 115–136. • Scarborough, H. S. (1989). "Prediction of reading disability from familial and individual differences", Journal of Educational Psychology, 81(1), 101–108. • Scarborough, H. S. (1990). "Very early language deficits in dyslexic children", Child Development, 61(6), 1728–1743. • Scarborough, H. S. (1990). "Index of Productive Syntax", Applied Psycholinguistics, 11(1), 1–22. • Scarborough, H. S., & Dobrich, W. (1990). "Development of children with early language delay", Journal of Speech & Hearing Research, 33(1), 70–83. • Scarborough, H. S. (1991). "Very early language deficits in dyslexic children", Annual Progress in Child Psychiatry & Child Development, 204–227. • Scarborough, H. S. (1991). "Antecedents to reading disability: Preschool language development and literacy experiences of children from dyslexic families", Reading and Writing, 3(3-4), 219–233. • Scarborough, H. S. (1991). "Early syntactic development of dyslexic children", Annals of Dyslexia, 41, 207–220. • Scarborough, H. S., Dobrich, W., & Hager, M. (1991). "Preschool literacy experience and later reading achievement", Journal of Learning Disabilities, 24(8), 508–511. • Scarborough, H. S., Rescorla, L., Tager-Flusberg, H., & Fowler, A. E. (1991). "The relation of utterance length to grammatical complexity in normal and language-disordered group", Applied Psycholinguistics, 12(1), 23–45. • Scarborough, H. S., & Fichtelberg, A. (1993). "Child-directed talk in families with incidence of dyslexia", First Language, 13, 51–67. • Scarborough, H. S., & Dobrich, W. (1994). "Another look at parent-preschooler bookreading: How naked is the emperor? A response to Lonigan (1994) and Dunning, Mason, and Stewart (1994)", Developmental Review, 14(3), 340–347. • Scarborough, H. S., & Dobrich, W. (1994). "On the efficacy of reading to preschoolers", Developmental Review, 14(3), 245–302. • Scarborough, H. S. (1998). "Predicting the future achievement of second graders with reading disabilities: contributions of phonemic awareness, verbal memory, rapid naming, and IQ", Annals of dyslexia, 48, 115–136. • Scarborough, H. S. (1998). "Early identification of children at risk for reading disabilities" in B. K. Shapiro, P. J. Accardo & A. J. Capute (eds.), Specific reading disability: A view of the spectrum (pp. 75–119). Timonium, MD: York Press. • Scarborough, H. S., Ehri, L. C., Olson, R. K., & Fowler, A. E. (1998). "The fate of phonemic awareness beyond the elementary school years", Scientific Studies of Reading, 2(2), 115–142. • Scarborough, H. S. (2002). "Connecting early language and literacy to later reading (dis)abilities: Evidence, theory and practice" in S. B. Neuman & D. K. Dickinson (eds.), Handbook of early literacy research (pp. 97–110). New York: Guilford Press. • Scarborough, H. S., & Brady, S. A. (2002). "Toward a Common Terminology for Talking About Speech and Reading: A Glossary of the "Phon" Words and Some Related Terms", Journal of Literacy Research, 34(3), 299–336. • Scarborough, H. S., & Parker, J. D. (2003). "Matthew Effects in Children with Learning Disabilities: Development of Reading, IQ, and Psychosocial Problems From Grade 2 to Grade 8", Annals of Dyslexia, 5(1), 47–72. • Scarborough, H. S. (2005). "Developmental relationships between language and reading: Reconciling a beautiful hypothesis with some ugly facts", in H. W. Catts & A. G. Kamhi (eds.), The connections between language and reading disabilities (pp. 3–24). Mahwah, NJ: Lawrence Erlbaum. • Snow, C. E., Scarborough, H. S., & Burns, M. (1999). "What speech-language pathologists need to know about early reading", Topics in Language Disorders, 20(1), 48–58. • Patton Terry, N., & Scarborough, H. S. (2011). "The phonological hypothesis as a valuable framework for studying the relation of dialect variation to early reading skill" in S. Brady, D. Braze & C. A. Fowler (eds.), Explaining individual differences in reading: Theory and evidence. New York: Psychology Press. ==References==
tickerdossier.comtickerdossier.substack.com