Publications

Lowell, R, Pender, K. W., & Binder, K. S. (2020). Impact of Informative Context’s Meaning Consistency during Incidental Vocabulary                         Acquisition. Reading Research Quarterly.

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Adoin, S. P., Binder, K. S., Zawoski, A. M., Nimocks, E., & Foster, T. E. (2019).

           Measuring the behavior of reading comprehension test takers: What do they do and should they do it? Reading Research Quarterly.

 

Binder, K. S., Talwar, A., Bond, N. K., & Gilbert Cote, N. (2019). From ‘Degisned’and ‘Dezine’ to ‘Design:’ Comparing Adults’ and                           Children’s Spelling Errors Across Tasks. Editor Perin, D. Handbook of Adult Literacy.

Ardoin, S. P., Binder, K. S., Zawoski, A. M. & Foster, T. E., (2018). Examining the maintenance and generalization effects of repeated                   practice: A comparison of three interventions. Journal of School Psychology.

 

Foster, T. E., Ardoin, S. P., & Binder, K. S. (2018). Reliability and validity of eye movement measures of children’s reading. Reading                           Research Quarterly, 53, 71-89.

 

Binder, K.S., Cote, N.G., Lee, C., Bessette, E., & Vu, H. (2017). Beyond breadth: The contributions of vocabulary depth to reading                           comprehension. Journal of Research in Reading, 40, 333-343.

 

Ardoin, S. P., Binder, K. S., Foster, T. E., & Zawoski, A. M. (2016). Repeated versus wide reading: A randomized control design studying the             impact of fluency interventions on underlying reading behavior. Journal of School Psychology, 59,13-38.

 

Bangs, K.E., & Binder, K.S. (2016). Morphological awareness intervention: Improving spelling, vocabulary, and reading comprehension for             adult learners. Journal of Research and Practice for Adult Literacy,Secondary, and Basic Education, 5, 49-56.

 

Fracasso L.E., Bangs, K., & Binder, K.S. (2016). The contributions of phonological and morphological awareness to literacy skills in the                   adult basic education population. Journal of Learning Disabilities, 49, 140-151.

 

To, N. L., Tighe, E.L., & Binder, K.S. (2016). Investigating Morphological Awareness and the Processing of Transparent and Opaque words             in Adults with Low Literacy Skills and in Skilled Readers, Journal of Reading Research, 39, 171-188.

 

Binder, K. S., Magnus, B., Lee, C., & Gilbert Cote, N. (2015). To tell a morphologically complex tale: Investigating the story-telling abilities             of children and adults with low literacy skills. Reading and Writing: An Interdisciplinary Journal,28, 1029-1049.

 

Tighe, E., & Binder, K.S. (2015). Original to originality: An investigation of morphological accuracy and response times in adults with low                 literacy. Journal of Applied Psycholinguistics, 36, 245-273.

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Zawoski, A. M., Ardoin, S. P., & Binder, K.S. (2015). Using eye tracking to observe differential effects of repeated readings for lower- and             higher-performing readers. Reading Research Quarterly.

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