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)
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)
Recent and Representative Publications
Scarborough, H. S., Sabatini, J. P., Shore, J., Cutting, L. E., Pugh, K. R., & Katz, L. (in press). Meaningful gains by adult literacy learners. Reading and Writing: An Interdisciplinary Journal.
Clements-Stephens, A.M., Materek, A.D., Eason, S.H., Scarborough, H.S., Pugh, K.R., Rimrodt, S., Pekar, J.J., & Cutting, L.E. (in press). Neural circuitry associated with two different approaches to novel word learning. Developmental Cognitive Neuroscience.
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.
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.
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.
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,
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.
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.
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
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.
Scarborough, H. S. (1991). Early syntactic development of dyslexic children. Annals of Dyslexia, 41,
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,
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.
Scarborough, H. S. (1990). Very early language deficits in dyslexic children. Child Development, 61,
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.
Scarborough, H. S. (1989). Prediction of reading disability from familial and individual differences.
Journal of Educational Psychology, 81, 101-108.
Scarborough, H. S. (1984). Continuity between childhood dyslexia and adult reading. British Journal of
Psychology, 75, 329-348.
Recent Conference Presentations
Altenberg, E. P., Roberts, J., & Scarborough, H. (2010, November). An examination of the efficiency of
a syntax measurement tool. Poster presentation to the American Speech-Language-Hearing
Association, Philadelphia PA.
Scarborough, H. S. (2010, July). “When” matters: The rewards of taking a developmental perspective.
Invited address to the Society for the Scientific Study of Reading, Berlin.
Georgiou, G. K., Parrila, R., Papadopoulos, T. C., & Scarborough, H. (2010, July). Why is RAN related to
reading? Manipulating the demands and the format of RAN tasks. Presentation to the Society for the
Scientific Study of Reading, Berlin.
Katz, L., Brancazio, L., Irwin, J., Katz, S. Magnuson, J., Scarborough, H., & Whalen, D. (2009, November).
The phonological basis of reading disability. Psychonomics Society, Boston.
Scarborough, H. S. (2009, November). It’s more complicated than we thought: Our growing understanding
of the requirements for reading success. Samuel Torrey and June Lyday Orton Memorial Lecture, International Dyslexia Association, Orlando FL.
Scarborough, H. S., Cutting, L. E., Sabatini, J., & Pugh, K. (2009, June). Strugging adolescent readers: Effects of short-term intervention. Presentation to the Society for the Study of Reading, Boston MA.
Scarborough, H. S., & Terry, N. P. (2008, July). Predictions about predictions: Mixed support for the phonological deficit hypothesis. Invited address to the pre-conference symposium honoring Donald Shankweiler, Asheville, NC.
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.