Education
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 - ).
Board of Directors, Society for the Scientific Study of Reading (1999-2007 )
Member, Committee on the Prevention of Reading Difficulties in Young Children, National Research
Council, National Academy of Sciences (1996-1998).
Associate Editor, Annals of Dyslexia (1994-2002).
Editorial Boards:
Journal of Educational Psychology (2003-2007)
Scientific Studies of Reading (2001- )
Journal of Learning Disabilities (1997- )
Applied Psycholinguistics (1997-2006 )
Developmental Psychology (1996-1998)
Annals of Dyslexia (1992- )
Child Development (1990-1996).
Consultant: (recent)
Kennedy-Krieger Institute (2006- )
Educational Testing Service (2003-)
Child Language Research Center, University of Iowa (2001- )
American Federation of Teachers (2000-2003)
Recent and Representative Publications
- Cutting, L. E., & Scarborough, H. s. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and othr 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 hypothese with some ugly facts. In H. W. Catts & A. G. Kamhi (Eds.), The connections between langauge 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.
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- Scarborough, H. S., & Parker, J. L. (2003). Matthew effects in children with learning disabilities:
Development of reading, IQ, and psychosocial problems from grade 2 to grade 8. Annals of Dyslexia, 53, 47-71.
- Elbro, C., & Scarborough, H. S. (2003). Early identification. In P. Bryant & T. Nunes (Eds.), Handbook of
Children's Reading (pp. 339-359). Dordrecht: Kluwer Academic Publishers.
- Elbro, C., & Scarborough, H. S. (2003). Early intervention. In P. Bryant & T. Nunes (Eds.), Handbook of
Children's Reading (pp. 361-381). Dordrecht: Kluwer Academic Publishers.
- Leach, J. M., Scarborough, H. S., & Rescorla, L. (2003). Late-emerging reading disabilities. Journal of
Educational Psychology, 95(2), 211-224.
- Scarborough, H. S., & Brady, S. A. (2002). Toward a common terminology for talking about speech and
reading: A glossary of the ÒphonÓ words and some related terms. Journal of Literacy Research, 34,
299-334.
- McCardle, P., Scarborough, H. S., & Catts. H. W. (2001). Predicting, explaining, and preventing reading
difficulties. Learning Disabilities Research and Practice, 16, 230-239.
- 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.
- Snow, C. E., Scarborough, H. S., & Burns, M. S. (1999). What speech-language pathologists need to
know about early reading. Topics in Language Disorders, 20, 30-40.
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Scarborough, H. S. (1998). Predicting the future achievement of second graders with reading disabilities:
Contributions of phonemic awareness, verbal memory, rapid serial naming, and IQ. Annals of
Dyslexia, 48, 115-136.
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Committee on the Prevention of Reading Difficulties of Young Children (1998). Preventing reading
difficulties in young children. Washington, D. C.: National Research Council, National Academy
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, 115-142.
- Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities: Phonological
awareness and some other promising predictors. 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., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental
Review, 14, 245-302.
- 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. 93-7,
National Center for Adult Literacy, University of Pennsylvania.
- Dobrich, W., & Scarborough, H. S. (1992). The phonological characteristics of words young children try
to say. Journal of Child Language, 19, 597-616.
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Scarborough, H. S. (1991). Early syntactic development of dyslexic children. Annals of Dyslexia, 41,
207-220.
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Scarborough, H. S. (1991). Antecedents to reading disability: Preschool language development and
literacy experiences of children from dyslexic families. Reading and Writing, 3, 219-233.
- Scarborough, H. S., Dobrich, W., & Hager, M. (1991). Literacy experience and reading disability:
Reading habits and abilities of parents and young children. Journal of Learning Disabilities, 24,
508-511.
- Scarborough, H. S., Rescorla, L. R., Tager-Flusberg, H., Fowler, A. E., & Sudhalter, V. (1991). The
relation of utterance length to grammatical complexity in normal and language-disordered samples. Applied Psycholinguistics, 12, 23-45.
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Scarborough, H. S. (1990). Very early language deficits in dyslexic children. Child Development, 61,
1728-1734.
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Scarborough, H. S. (1990). The Index of Productive Syntax. Applied Psycholinguistics, 11, 1-22.
- Scarborough, H. S., & Dobrich, W. (1990). Development of children with early language delays. Journal
of Speech and Hearing Research, 33, 70-83.
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Scarborough, H. S. (1989). Prediction of reading disability from familial and individual differences.
Journal of Educational Psychology, 81, 101-108.
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Scarborough, H. S. (1984). Continuity between childhood dyslexia and adult reading. British Journal of
Psychology, 75, 329-348.
Recent Conference Presentations
Scarborough, H. S., Terry, N. P., & Griffin, D. M. (2007, November). Presentation to the American Speech, Language, and Hearing Association, Boston.
Sabatini, J. Scarborough, H. S., Shore, J., & Bruce, K. (2007, July). Preliminary results for low literacy adults receiving decoding and and fluency intervention. Presentation to the Society for the Study of Reading. Prague.
Terry, N. P., & Scarborough, h. S. (2007, March). Phonological representations of words by children who speak African American English: Relationships to early reading skills. In H. S. Scarborough (Chair), Relationship of dialect differences to early literacy skills of African American children. Symposium conducted at the meeting of the Society for Research in Child Development, Boston.
Scarborough, H. S., & Terry, N. P. (2006, July). Precision of phonological representations of dialect differences: Preliminary findings. Presentation to the Society for the Scientific Study of Reading, Vancouver.
Scarborough, H. S. (2005, July). Reading difficulties of older students: Implications for assessment and instruction. In L. C. Ehri (Chair), Interpreting research results and putting them into practice. Invited symposium conducted at the meeting of the International Dyslexia Association, Washington, DC.
Gillis, M. B., & Scarborough, H. S. (2005, July). You've got the test scores....Now what? Invited address to the American Federation of Teachers, Washington, DC.
Charity, A. H., Scarborough, H. S., & Griffin, D. M. (2005, July). Language matters. Invited address to the American Federation of Teachers, Washington, DC.
Cutting, L. E., & Scarborough, H. S. (2005, June). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Presentation to the Society for the Scientifuc Study of Reading, Toronto.
Scarborough, H. S., McClure, S., & Gillis, M. B. (2005, June). Culture shock for kindergartners: Complexity of classroom language. Presentation to the Society for the Scientific Study of Reading, Toronto.
Sabatini, J. P., Scarborough, H. S., & Shore, J. (2005, June). Low literate adult reading acquisition: Some simple model analyses. Presentation to the Society for the Scientific Study of Reading, Toronto.
Sumutka, B. M., Brady, S. A., & Scarborough, H. S. (2005, June). The role of vocabulary knowledge in decoding nmew words. Presentation to the Society for the Scientific Study of Reading, Toronto.
Scarborough, H. S. (2005, March). dialect differences and reading acquisition in Aafrican-American children. Invited address to the NY Branch of the International Dyslexia Association, New York City.
Scarborough, H. S. (2004, November). Linquistic challenges that young children face when they begin school. Invited address to the American Speech-Language-Hearing Association, Philadelphia.
Sabatini, J. P., Shore, J., Braun, H., Cline, F., & Scarborough, H. (2004, June). Sources of reading difficulties in low literate adults. Presentation to the Society for the Scientific Study of Reading, Amsterdam.
Scarborough, H. S., & Griffin, D. M. (2004, April). Preventing reading difficulties: Research findings and gaps in knowledge. Invited address, National Alliance of Black School Educators, Washington, DC.
