Faculty Accomplishments

Mount Holyoke professors have won Guggenheim awards, NASA grants and Carnegie Fellowships.

They receive millions in funding from national foundations, leading to unique research opportunities for students.

They’re intense, passionate, innovative, determined and demanding. Explore their accomplishments here, read recent faculty news articles or search the faculty directory.

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  • Neuroscience and Behavior Program

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.

National Institutes of Health


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.


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


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.


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


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.


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.


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.


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.


Breen, M. (2014). Empirical investigations of the role of implicit prosody in sentence processing. Language and Linguistics Compass. (2) 37-50.