People
Hollis Scarborough is an American psychologist and literacy expert who is an Emerita 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.
Scarborough was a member of the Committee on the Prevention of Reading Difficulties in Young Children, United States National Research Council, National Academy of Sciences (1996–1998). She sat on the board of directors of the Society for the Scientific Study of Reading from 1999 until 2007. She was associate editor of the journal Annals of Dyslexia from 1994 until 2002 and continues to be on the council of advisors to the International Dyslexia Association (IDA). In 2009, Scarborough shared the IDA's Samuel Torrey Orton award with Susan Brady. The Orton Award is the association's highest honor.
Education
Ph.D., Psychology Department, New York University, 1976
B.A., Washington Square College, New York University, 1970
Professional Experience and Activities
Senior Scientist, Learning Disabilities Research Center, Kennedy-Krieger Institute (2005-2011)
Consultant, Educational Testing Service (2003-2010)
Lecturer, Psychology Department, Bryn Mawr College (1990 - 2007)
Board of Directors, Society for the Scientific Study of Reading (1999-2007 )
Janet L. Hoopes Award, International Dyslexia Association, Pennsylvania Branch (2013)
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)
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.
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.
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.
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: Erlbaum.
Charity, A. H., Scarborough, H. S., & Griffin, D. (2004). Familiarity with “School English” in African American children and its relationship to early reading achievement. Child Development, 75(5), 1340-1356.
Leach, J. M., Scarborough, H. S., & Rescorla, L. (2003). Late-emerging reading disabilities. Journal of Educational Psychology, 95(2), 211-224.
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97-110). New York: Guilford Press.
Scarborough, H. S. (1990). The Index of Productive Syntax. Applied Psycholinguistics, 11, 1-22.
Scarborough, H. S. (1990). Very early language deficits in dyslexic children. Child Development, 61, 1728-1734.