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Received a supplement to her grant from the U.S. Department of Education, Institute of Education Sciences (subaward from the University of Georgia) for “Examining the Processes and Outcomes of Reading Comprehension (EXPO-SWD). The project is in its sixth year. (2022)

Kathy Binder  received an award by the National Institutes of Health (NIH) for “R15 A Multi-skills Approach for Low Literate Adult Learners.” The project is for three years.

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, 10.1007/s11145-015-9560-5.

Fracasso L.E., Bangs, K., & Binder, K.S. (2014). The contributions of phonological and morphological awareness to literacy skills in the adult basic education population. Journal of Learning Disabilities.

Lee, C.S., & Binder, K.S. (2014). Atypically deviant or appropriately delayed? An investigation into semantic and phonological processing in Williams Syndrome. Journal of Speech, Language and Hearing Research.

Talwar, A., Gilbert Cote, N., & Binder, K.S. (2014). Investigating Predictors of Spelling Ability for Adults with Low Literacy Skills. Journal of Research and Practice for Adult Literacy,Secondary, and Basic Education.

Zawoyski, A. M., Ardoin, S. P., & Binder, K. S. (2014). Using eye tracking to observe differential effects of repeated readings for second-grade students as a function of achievement level. Reading Research Quarterly, n/a-n/a. doi: 10.1002/rrq.91

Tighe, E., & Binder, K.S. (2014). Original to originality: An investigation of morphological accuracy and response times in adults with low literacy. Journal of Applied Psycholinguistics.

To, N. L., Tighe, E.L., & Binder, K.S. (2014). 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.

Nguyen, V.T., Binder, K.S., Nemier, C., & Ardoin, S.P. (2014). Gotcha! Catching kids during mindless reading. Scientific Studies of Reading.