Katherine S Binder
Biographic Data
| ID | 236216 |
|---|---|
| NAME | Katherine S Binder |
| GIVEN NAMES | Katherine S |
| FAMILY NAME | Binder |
| SIGNATURE | BINDER K S |
| AFFILIATIONS | Mount Holyoke College |
| ORCID | 0000-0003-0711-5751 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The Role of Morphology and Sentence Context in Word Processing for Adults With Low Literacy
Both vocabulary skill and morphological complexity, or whether words can be broken down into root words and affixes, have a significant impact on word processing for adults with low literacy. We investigated the influence of word-level variables of morphological complexity and root word frequency, and the sentence-level variable of context strength, on word processing in adults with low literacy, who differed on levels of vocabulary depth skills,…
Differences in question reading and responding behaviour across reading achievement skills
Background Reading comprehension (RC) tests are meant to assess students' ability to read and process information within passages but also require students to read and understand the questions. Just as students of different reading achievement use varying compensatory skills to develop comprehension of a passage, we suspected skill level might also be related to different behaviours as they read questions and response options. Methods We analysed…
The effects of question previewing on response accuracy and text processing
It's in the Way That You Use It
Third graders' strategy use and accuracy on an expository text
Background Of the myriad of reading comprehension (RC) assessments used in schools, multiple‐choice (MC) questions continue to be one of the most prevalent formats used by educators and researchers. Outcomes from RC assessments dictate many critical factors encountered during a student's academic career, and it is crucial that we gain a deeper understanding of the nuances of these assessments and the types of skills needed for their successful co…
Vocabulary accessibility and acquisition
BACKGROUND: The purpose of the current study was to examine how the morphological structure of a real word or novel word affected the incidental vocabulary learning of participants and to examine how these target items are processed as they are read. In addition, we examined the roles of vocabulary depth and breadth in the process of incidental vocabulary learning. METHODS: We had participants read short passages that contained real words or nove…
Impact of Informative Context’s Meaning Consistency During Incidental Vocabulary Acquisition
The authors examined the influence of context meaning consistency on incidental vocabulary acquisition during reading. Context meaning consistency refers to informational context that reflected the same meaning (i.e., consistent) or different meanings (i.e., inconsistent) across two self‐paced reading sessions for a given item (both sessions on the same day). The first sentence of each sentence‐pair item contained informational context, and the s…
The Factor Structure of Vocabulary
Measuring the Behavior of Reading Comprehension Test Takers
The authors sought to further the understanding of reading processes and their links to comprehension using two reading tasks for elementary‐grade students. One hundred sixty‐six students in grades 2–5 were randomly assigned to one of two conditions: reading with questions presented concurrently with text or reading with questions presented after reading the text (with the text unavailable when answering questions). Eye movement data suggested di…
Reliability and Validity of Eye Movement Measures of Children's Reading
Although strong claims have been made regarding the educational utility of eye tracking, such statements seem somewhat unfounded in the absence of clear evidence regarding the technical adequacy of eye movement ( EM ) data. Past studies have yielded direct and indirect evidence concerning the utility of EM s as measures of reading, but recent research explicitly investigating their reliability and validity has been lacking. The current study upda…
Using Eye Tracking to Observe Differential Effects of Repeated Readings for Second-Grade Students as a Function of Achievement Level
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
An Eye-Movement Analysis of Ambiguity Resolution
The research reported here addresses the status of the unselected meaning of a lexically ambiguous word in developing the larger meaning of the text by independently manipulating lexical and discourse-level variables in the text. In a series of 3 eye-movement experiments, participants read passages that contained 2 occurrences of an ambiguous word. The meaning of the ambiguous word either switched from 1 encounter to the next (Experiments 1 and 2…
College Women's Plans for Different Types of Egalitarian Marriages
This study examined college women's plans for egalitarian marriages. One hundred and forty-four heterosexual undergraduate women completed surveys about their preferences for different life scenarios and their attitudes about work and family life. The pattern of their preferences showed a distinction between home-centered, balanced, and job-centered egalitarian families. Regressions showed that gender ideology, ideas about parenting and motherhoo…
A comparison of the factors affecting reading performance of functionally illiterate adults and children matched by reading level
S We examined the relations among phonological awareness, short‐term memory, orthographic ability, contextual information, and reading skill in a study of 60 functionally illiterate adults enrolled in Adult Basic Education programs. Using a multiple regression analysis, the results indicated that phonological awareness, orthographic ability, and context each accounted for a unique portion of the variance in reading skill. To compare the relative …
College Women's Plans for Different Types of Egalitarian Marriages
This study examined college women's plans for egalitarian marriages. One hundred and forty-four heterosexual undergraduate women completed surveys about their preferences for different life scenarios and their attitudes about work and family life. The pattern of their preferences showed a distinction between home-centered, balanced, and job-centered egalitarian families. Regressions showed that gender ideology, ideas about parenting and motherhoo…
The Factor Structure of Vocabulary
Reliability and Validity of Eye Movement Measures of Children's Reading
Although strong claims have been made regarding the educational utility of eye tracking, such statements seem somewhat unfounded in the absence of clear evidence regarding the technical adequacy of eye movement ( EM ) data. Past studies have yielded direct and indirect evidence concerning the utility of EM s as measures of reading, but recent research explicitly investigating their reliability and validity has been lacking. The current study upda…
A comparison of the factors affecting reading performance of functionally illiterate adults and children matched by reading level
S We examined the relations among phonological awareness, short‐term memory, orthographic ability, contextual information, and reading skill in a study of 60 functionally illiterate adults enrolled in Adult Basic Education programs. Using a multiple regression analysis, the results indicated that phonological awareness, orthographic ability, and context each accounted for a unique portion of the variance in reading skill. To compare the relative …
It's in the Way That You Use It
Using Eye Tracking to Observe Differential Effects of Repeated Readings for Second-Grade Students as a Function of Achievement Level
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
An Eye-Movement Analysis of Ambiguity Resolution
The research reported here addresses the status of the unselected meaning of a lexically ambiguous word in developing the larger meaning of the text by independently manipulating lexical and discourse-level variables in the text. In a series of 3 eye-movement experiments, participants read passages that contained 2 occurrences of an ambiguous word. The meaning of the ambiguous word either switched from 1 encounter to the next (Experiments 1 and 2…
A comparison of the factors affecting reading performance of functionally illiterate adults and children matched by reading level
S We examined the relations among phonological awareness, short‐term memory, orthographic ability, contextual information, and reading skill in a study of 60 functionally illiterate adults enrolled in Adult Basic Education programs. Using a multiple regression analysis, the results indicated that phonological awareness, orthographic ability, and context each accounted for a unique portion of the variance in reading skill. To compare the relative …
College Women's Plans for Different Types of Egalitarian Marriages
This study examined college women's plans for egalitarian marriages. One hundred and forty-four heterosexual undergraduate women completed surveys about their preferences for different life scenarios and their attitudes about work and family life. The pattern of their preferences showed a distinction between home-centered, balanced, and job-centered egalitarian families. Regressions showed that gender ideology, ideas about parenting and motherhoo…
An Eye-Movement Analysis of Ambiguity Resolution
The research reported here addresses the status of the unselected meaning of a lexically ambiguous word in developing the larger meaning of the text by independently manipulating lexical and discourse-level variables in the text. In a series of 3 eye-movement experiments, participants read passages that contained 2 occurrences of an ambiguous word. The meaning of the ambiguous word either switched from 1 encounter to the next (Experiments 1 and 2…
Using Eye Tracking to Observe Differential Effects of Repeated Readings for Second-Grade Students as a Function of Achievement Level
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
Reliability and Validity of Eye Movement Measures of Children's Reading
Although strong claims have been made regarding the educational utility of eye tracking, such statements seem somewhat unfounded in the absence of clear evidence regarding the technical adequacy of eye movement ( EM ) data. Past studies have yielded direct and indirect evidence concerning the utility of EM s as measures of reading, but recent research explicitly investigating their reliability and validity has been lacking. The current study upda…
Measuring the Behavior of Reading Comprehension Test Takers
The authors sought to further the understanding of reading processes and their links to comprehension using two reading tasks for elementary‐grade students. One hundred sixty‐six students in grades 2–5 were randomly assigned to one of two conditions: reading with questions presented concurrently with text or reading with questions presented after reading the text (with the text unavailable when answering questions). Eye movement data suggested di…
Vocabulary accessibility and acquisition
BACKGROUND: The purpose of the current study was to examine how the morphological structure of a real word or novel word affected the incidental vocabulary learning of participants and to examine how these target items are processed as they are read. In addition, we examined the roles of vocabulary depth and breadth in the process of incidental vocabulary learning. METHODS: We had participants read short passages that contained real words or nove…
Impact of Informative Context’s Meaning Consistency During Incidental Vocabulary Acquisition
The authors examined the influence of context meaning consistency on incidental vocabulary acquisition during reading. Context meaning consistency refers to informational context that reflected the same meaning (i.e., consistent) or different meanings (i.e., inconsistent) across two self‐paced reading sessions for a given item (both sessions on the same day). The first sentence of each sentence‐pair item contained informational context, and the s…
The Factor Structure of Vocabulary
Third graders' strategy use and accuracy on an expository text
Background Of the myriad of reading comprehension (RC) assessments used in schools, multiple‐choice (MC) questions continue to be one of the most prevalent formats used by educators and researchers. Outcomes from RC assessments dictate many critical factors encountered during a student's academic career, and it is crucial that we gain a deeper understanding of the nuances of these assessments and the types of skills needed for their successful co…
It's in the Way That You Use It
The effects of question previewing on response accuracy and text processing
Differences in question reading and responding behaviour across reading achievement skills
Background Reading comprehension (RC) tests are meant to assess students' ability to read and process information within passages but also require students to read and understand the questions. Just as students of different reading achievement use varying compensatory skills to develop comprehension of a passage, we suspected skill level might also be related to different behaviours as they read questions and response options. Methods We analysed…
The Role of Morphology and Sentence Context in Word Processing for Adults With Low Literacy
Both vocabulary skill and morphological complexity, or whether words can be broken down into root words and affixes, have a significant impact on word processing for adults with low literacy. We investigated the influence of word-level variables of morphological complexity and root word frequency, and the sentence-level variable of context strength, on word processing in adults with low literacy, who differed on levels of vocabulary depth skills,…
Psychology (13 works) · Reading and Literacy Development (11 works) · Linguistics (10 works) · Computer Science (9 works) · Reading (process) (9 works) · Cognitive psychology (8 works) · Reading comprehension (7 works) · Eye movement (6 works) · Comprehension (5 works) · Vocabulary (5 works)