Hollis Scarborough, Ph.D.

Hollis Scarborough's picture
Senior Scientist, Haskins Laboratories



Ph.D., Psychology Department, New York University, 1976
M.S., Psychology Department, New York University, 1972
B.A., Washington Square College, New York University, 1970

Professional Experience and Activities (recent)

Lecturer, Psychology Department, Bryn Mawr College (1990 - 2007)
Board of Directors, Society for the Scientific Study of Reading (1999-2007 )
Samuel Torrey Orton Award, International Dyslexia Association (2009)
Award for Distinguished Scientific Contributions, Society for the Scientific Study of Ready (2008)
Award for Outstanding Achievement, International Dyslexia Association, New Jersey Branch (2007)

Editorial Boards:

Journal of Educational Psychology (2003-2007)
Scientific Studies of Reading (2001-2009 )
Journal of Learning Disabilities (1997-2011 )
Applied Psycholinguistics (1997-2006 )
Developmental Psychology (1996-1998)
Annals of Dyslexia (1992- )
Child Development (1990-1996).

Consultant: (recent)

Educational Testing Service (2003- )
Kennedy-Krieger Institute (2006-2011)
Technical Working Group, Strengthening Adult Reading Practices, JBL Associates (2008-2011).
Advisory Panel, Fluency Addition to the NAAL, National Assessment of Adult Literacy (2005).
Technical Advisory Committee, Developing Accessible and Valid Reading Assessments (Principal Investigator: C. Cahalan), Educational Testing Service (2004-2009)

Representative Publications

Scarborough, H. S., Sabatini, J. P., Shore, J., Cutting, L. E., Pugh, K. R., & Katz, L. (2013). Meaningful gains by adult literacy learners. Reading and Writing: An Interdisciplinary Journal, 26, 593-613.

Clements-Stephens, A.M., Materek, A.D., Eason, S.H., Scarborough, H.S., Pugh, K.R., Rimrodt, S., Pekar, J.J., & Cutting, L.E. (2012). Neural circuitry associated with two different approaches to novel word learning. Developmental Cognitive Neuroscience, 2(Suppl 1): S99–S113..

Cutting, L. E., & Scarborough, H. S. (in press). Multiple bases for comprehension difficulties: The potential of cognitive and neurobiological profiling for validation of subtypes and development of assessments. In J. P Sabatini & E. Albro (Eds.), Assessment of reading comprehension.

Terry, N. P., & Scarborough, H. S. (2011). The phonological hypothesis as a valuable framework for studying the relationship of dialect variation to early reading skills. In S. Brady, D. Braze, & C. A. Fowler (Eds.), Explaining individual differences in reading: Theory and evidence. (pp. 97-117). New York: Psychology Press.

Sabatini, J. P., Shore, J. Holtzman, S., & Scarborough, H. S. (2011). Relative effectiveness of reading intervention programs for adults with low literacy. Journal of Research on Educational Effectiveness, 4, 118-133.