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Research

Professor Kate Cain

Professor, Research Group Lead: Language and Literacy

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  1. Published

    The problem of reading motivation multidimensionality: Theoretical and statistical evaluation of a reading motivation scale

    Jeldrez, E., Cain, K., Silva, M. & Strasser, K., 3/10/2023, In: Reading Psychology. 44, 7, p. 853-891 39 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  2. Forthcoming

    The relationship between specific reading difficulties and reading motivation dimensions

    Jeldrez, E., Silva, M. & Cain, K., 7/10/2024, (Accepted/In press) In: Reading and Writing.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  3. Published

    Comprehension problems in children with specific language impairment: does mental imagery training help?

    Joffe, V., Cain, K. & Maric, N., 11/04/2007, In: International Journal of Language and Communication Disorders. 42, 6, p. 648-664 17 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  4. Published

    Deeper learning in reading comprehension

    Kirby, J. R., Cain, K. & White, B., 2012, Enhancing the quality of learning: dispositions, instruction, and learning processes . Kirby, J. R. & Lawson, M. J. (eds.). Cambridge: Cambridge University Press, p. 315-338 24 p.

    Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

  5. Published

    The role of comprehension monitoring in predicting reading comprehension among French immersion children

    Krenca, K., Cain, K., Marinova-Todd, S. H. & Chen, B. X., 2/11/2023, In: Scientific Studies of Reading. 27, 6, p. 475-492

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  6. Published

    A comparison of deaf and hearing children’s reading comprehension profiles

    Kyle, F. E. & Cain, K., 04/2015, In: Topics in Language Disorders. 35, 2, p. 144-156 13 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  7. Published

    The association between morphological awareness and reading comprehension in children: A systematic review and meta-analysis

    Liu, Y., Groen, M. & Cain, K., 29/02/2024, In: Educational Research Review. 42, 100571.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  8. Published

    Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement

    Ma, Y., Ushakova, A. & Cain, K., 1/06/2024, In: Computers and Education. 214, 105025.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  9. Published

    Professional practices and opinions about services available to bilingual children with developmental disabilities: an international study

    Marinova-Todd, S. H., Colozzo, P., Mirenda, P., Stahl, H., Kay-Raining Bird , E., Parkington, K., Cain, K. E., Scherba de Valenzuela, J., Segers, E., MacLeod, A. A. N. & Genesee, F., 1/09/2016, In: Journal of Communication Disorders. 63, p. 47-62 16 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  10. Published

    Predicting word reading ability: a quantile regression study

    McIlraith, A. & Language and Reading Research Consortium (LARRC), 02/2018, In: Journal of Research in Reading. 41, 1, p. 79-96 18 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  11. Published

    Learning to generalise but not segment an artificial language at 17 months predicts children’s language skills 3 years later

    Monaghan, P., Donnelly, S., Alcock, K., Bidgood, A., Cain, K., Durrant, S., Frost, R., Jago, L., Peter, M., Pine, J. M., Turnbull, H. & Rowland, C., 31/12/2023, In: Cognitive Psychology. 147, 101607, 101607.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  12. Published

    Statistical learning ability at 17 months relates to early reading skills via oral language

    Monaghan, P., Jago, L. S., Speyer, L., Turnbull, H., Alcock, K. J., Rowland, C. F. & Cain, K., 31/10/2024, In: Journal of Experimental Child Psychology. 246, 106002.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  13. Published

    Investigating profiles of lexical quality in preschool and their contribution to first grade reading

    Murphy, K., Language and Reading Research Consortium (LARRC) & Farquharson, K., 11/2016, In: Reading and Writing. 29, 9, p. 1745-1770 26 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  14. Published

    Predicting language performance from narrative language samples

    Murphy, K., Springle, A., Sultani, M., McIlraith, A. & Language and Reading Research Consortium (LARRC), 8/02/2022, In: Journal of Speech, Language, and Hearing Research. 65, 2, p. 775-784 10 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  15. Published

    The dissociation of word reading and text comprehension: Evidence from component skills.

    Oakhill, J. V., Cain, K. & Bryant, P. E., 2003, In: Language and Cognitive Processes. 18, 4, p. 443-468 26 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  16. Published

    The precursors of reading ability in young readers: evidence from a four-year longitudinal study.

    Oakhill, J. & Cain, K., 03/2012, In: Scientific Studies of Reading. 16, 2, p. 91-121 31 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  17. Published

    The development of comprehension skills

    Oakhill, J. V. & Cain, K., 2004, Handbook of children's literacy. Nunes, T. & Bryant, P. (eds.). Dordrecht: Kluwer Academic Publishers, p. 155 180 p.

    Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed)

  18. Published

    Making the link between vocabulary knowledge and comprehension skill

    Oakhill, J., Cain, K., McCarthy, D. & Field, Z., 2012, From words to reading for understanding. Britt, A., Goldman, S. & Rouet, J.-F. (eds.). Hoboken, N.J.: Routledge

    Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

  19. Published

    Understanding and teaching reading comprehension: a handbook

    Oakhill, J., Cain, K. & Elbro, C., 25/08/2014, London: Routledge. 144 p.

    Research output: Book/Report/Proceedings › Book

  20. Published

    Reading comprehension (development, individual differences, difficulties)

    Oakhill, J. & Cain, K., 2014, Encyclopedia of language development. Brooks, P. J. & Kempe, V. (eds.). London: Sage Publications

    Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Entry for encyclopedia/dictionary

  21. Published

    How natural are conceptual anaphors?

    Oakhill, J., Garnham, A., Gernsbacher, M. A. & Cain, K., 1992, In: Language and Cognitive Processes. 7, 3-4, p. 257–280 24 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  22. Published

    Introduction to comprehension development

    Oakhill, J. & Cain, K., 2007, Children's comprehension problems in oral and written text: a cognitive perspective . Cain, K. & Oakhill, J. (eds.). New York: Guilford Press, p. 3-40 38 p.

    Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

  23. Published

    Issues of causality in children’s reading comprehension

    Oakhill, J. & Cain, K., 2007, Reading comprehension strategies: theories, interventions, and technologies . McNamara, D. S. (ed.). Lawrence Erlbaum Associates, p. 47-72 26 p.

    Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

  24. Published

    Children’s difficulties in text comprehension: assessing causal issues

    Oakhill, J. & Cain, K., 2000, In: Journal of Deaf Studies and Deaf Education. 5, 1, p. 51-59 9 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  25. Published

    Children’s reading comprehension and comprehension difficulties

    Oakhill, J., Berenhaus, M. S. & Cain, K., 18/08/2015, The Oxford handbook of reading. Pollatsek, A. & Treiman, R. (eds.). New York: Oxford University Press, (Oxford Library of Psychology).

    Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

  26. Published

    Individual differences in young children's comprehension skill: toward an integrated mode

    Oakhill, J., Cain, K. & Yuill, N. M., 1998, Reading and spelling : development and disorders . Hulme, C. & Joshi, R. M. (eds.). Marwah, N.J.: Lawrence Erlbaum Associates, p. 343-367 25 p.

    Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

  27. Published

    Assessment of comprehension in reading

    Oakhill, J. & Cain, K., 1998, The psychological assessment of reading . Beech, J. R. & Singleton, C. (eds.). London: Routledge, p. 176-203 28 p.

    Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

  28. Published

    Problems in text comprehension: current perspectives and recent research

    Oakhill, J. & Cain, K., 1999, Problems and interventions in literacy development . Reitsma, P. & Verhoeven, L. (eds.). Dordrecht: Kluwer Academic Publishers, p. 177-192 16 p. (Neuropsychology and Cognition; vol. 15).

    Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

  29. Published

    Understanding of idiomatic expressions in context in skilled and less-skilled comprehenders: online processing and interpretation

    Oakhill, J., Cain, K. & Nesi, B., 03/2016, In: Scientific Studies of Reading. 20, 2, p. 124-139 16 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  30. Published

    Inference processing in children: the contributions of depth and breadth of vocabulary knowledge

    Oakhill, J., Cain, K. & McCarthy, D., 04/2015, Inferences during reading. O'Brien, E. J., Cook, A. E. & Lorch, R. F. (eds.). Cambridge: Cambridge University Press

    Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

  31. Published

    Aspects of vocabulary development

    Oakhill, J. V. & Cain, K., 18/04/2018, Oxford : Oxford University Press.

    Research output: Other contribution

  32. Published

    Children’s problems with inference making: Causes and consequences

    Oakhill, J. & Cain, K., 1/06/2018, In: Bulletin of Educational Psychology. 49, 4, p. 683-699 17 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  33. Published

    2018 Society for Text and Discourse Annual Meeting: Introduction to the Special Issue

    Oakhill, J. & Cain, K., 4/07/2019, In: Discourse Processes. 56, 5-6, p. 385-385 1 p.

    Research output: Contribution to Journal/Magazine › Editorial › peer-review

  34. Published

    Inferential revision in narrative texts: an ERP study

    Perez, A., Cain, K., Castellanos, M. & Bajo, T., 11/2015, In: Memory and Cognition. 43, 8, p. 1105-1135 31 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  35. Published

    A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual

    Pesco, D., MacLeod, A. A. A. N., Kay-Raining Bird, E., Cleave, P., Trudeau, N., de Valenzuela, J. S., Cain, K., Marinova-Todd, S. H., Colozzo, P., Stahl, H., Segers, E. & Verhoeven, L., 1/09/2016, In: Journal of Communication Disorders. 63, p. 15-31 17 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  36. Published

    Reading for comprehension in individuals with down syndrome, autism spectrum disorder and typical development: Similar or different patterns of ability?

    Roch, M., Cain, K. & Jarrold, C., 22/06/2021, In: Brain Sciences. 11, 7, 17 p., 828.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  37. Published

    Children See Rabbit, not Peter; Young Children’s Responses to an Anthropomorphic Picture Scale

    Russell, S. & Cain, K., 17/12/2019. 1 p.

    Research output: Contribution to conference - Without ISBN/ISSN › Poster

  38. Published

    Children see rabbit, not Peter: Young children’s responses to an Anthropomorphic Picture Scale

    Russell, S. & Cain, K., 1/06/2020, In: Assessment and Development Matters. 12, 2, p. 13-23 11 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  39. Published

    The Animals in Moral Tales: Does Character Realism Influence Children’s Prosocial Response to Stories?

    Russell, S. J. & Cain, K., 31/07/2022, In: Journal of Experimental Child Psychology. 219, 105392.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  40. Published

    A Children’s Narrative Retells: The Influence of Character Realism and Storybook Theme on Central and Peripheral Detail

    Russell, S. J., Cain, K. & Wang, J., 30/11/2024, In: Early Education and Development. 35, 8, p. 1789-1808 20 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  41. Forthcoming

    The Influence of Story Character Realism and Theme on Protagonists’ Internal States and Dialogue in Children’s Retells.  

    Russell, S. J., Wang, J. & Cain, K., 19/05/2024, (Accepted/In press) In: Cognitive Development.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  42. Published

    Access to opportunities for bilingualism for individuals with developmental disabilities: key informant interviews

    Scherba de Valenzuela, J., Kay-Raining Bird , E., Parkington, K., Mirenda, P., Cain, K., MacLeod, A. & Segers, E., 1/09/2016, In: Journal of Communication Disorders. 63, p. 32-46 15 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  43. Published

    Discourse Rules: The Effects of Clause Order Principles on the Reading Process

    Scholman, M., Blything, L., Cain, K., Hoek, J. & Evers-Vermeul, J., 30/11/2022, In: Language, Cognition and Neuroscience. 37, 10, p. 1277-1291 15 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  44. Published

    Early narrative skills in Chilean preschool: questions scaffold the production of coherent narratives

    Silva, M., Strasser, K. & Cain, K., 2014, In: Early Childhood Research Quarterly. 29, 2, p. 205-213 9 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  45. Published

    The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension

    Silva, M. & Cain, K., 05/2015, In: Journal of Educational Psychology. 107, 2, p. 321-331 11 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  46. Published

    The use of questions to scaffold narrative coherence and cohesion

    Silva, M. & Cain, K., 02/2019, In: Journal of Research in Reading. 42, 1, p. 1-17 17 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  47. Published

    Differential contributions of home literacy, vocabulary and grammar on narrative production and comprehension

    Silva, M. & Cain, K., 1/06/2024, In: European Journal of Psychology of Education. 39, p. 1229–1259

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  48. Published

    Reading comprehension: nature, assessment and teaching.

    Snowling, M., Cain, K., Nation, K. & Oakhill, J., 2009, 8 p.

    Research output: Other contribution

  49. Published

    Morphological awareness: a key to understanding poor reading comprehension in English.

    Tong, X., Deacon, S. H., Kirby, J. R., Cain, K. & Parrila, R., 08/2011, In: Journal of Educational Psychology. 103, 3, p. 523-534 12 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  50. Published

    Morphological and syntactic awareness in poor comprehenders: another piece of the puzzle

    Tong, X., Deacon, H. & Cain, K., 2014, In: Journal of Learning Disabilities. 47, 1, p. 22-33 12 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  51. Published

    The roles of prosody in Chinese-English reading comprehension

    Tong, S. X., Tsui , R. K. Y., Law, N. S. H., Fung, L. S. C., Chiu, M. M. & Cain, K., 28/02/2024, In: Learning and Instruction. 89, 101846.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  52. Published

    Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement

    Wainwright, B., Allen, M. & Cain, K., 1/08/2020, In: Journal of Autism and Developmental Disorders. 50, p. 2941–2956 16 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  53. Published

    Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition

    Wainwright, B., Allen, M. & Cain, K., 30/04/2020, In: Journal of Autism and Developmental Language Impairments. 5, p. 1-18 18 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  54. Published

    The influence of labelling on symbolic understanding and dual representation in autism spectrum condition

    Wainwright, B. R., Allen, M. L. & Cain, K., 1/07/2020, In: Autism and Developmental Language Impairments. 5

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  55. Forthcoming

    Children’s development of conversational and reading inference skills: A call for a collaborative approach

    Wilson, E., Cain, K., Davies, C., Gibson, J., Joseph, H., Serratrice, L. & Vogelzang, M., 20/10/2023, (Accepted/In press) In: Language Development Research .

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

  56. Published

    The association of the home literacy environment and parental reading beliefs with oral language growth trajectories of Spanish-English bilingual children.

    Yeomans-Maldonado, G., Mesa, C. & Language and Reading Research Consortium (LARRC), 30/09/2021, In: Early Childhood Research Quarterly. 57, p. 271-284 14 p.

    Research output: Contribution to Journal/Magazine › Journal article › peer-review

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