Kate Cain - Publications & Outputs - Research Portal

Professor Kate Cain

Professor, Research Group Lead: Language and Literacy

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2024
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
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
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
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
Forthcoming
Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement
Ma, Y., Ushakova, A. & Cain, K., 24/02/2024, (Accepted/In press) In: Computers and Education.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
E-pub ahead of print
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., 21/01/2024, (E-pub ahead of print) In: Early Education and Development.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
2023
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
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
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
Published
Developmental differences in children’s generation of knowledge-based inferences
Currie, N. & Cain, K., 30/09/2023, In: Discourse Processes. 60, 6, p. 440-456 17 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Text integration processes in children with Childhood Epilepsy with Centro-Temporal Spikes
Francey, G., Currie, N., Lew, A., de Goede, D. C., Basu, H. & Cain, K., 31/05/2023, In: Epilepsy Research. 192, 11 p., 107136.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
The associations between child and item characteristics, use of vocabulary scaffolds, and reading comprehension in a digital environment: Insights from a big data approach
Diprossimo, L., Ushakova, A., Zoski, J., Gamble, H., Irey, R. & Cain, K., 30/04/2023, In: Contemporary Educational Psychology. 73, 102165.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
The influence of the temporal characteristics of events on adults' and children's pronoun resolution
Francey, G. & Cain, K., 31/03/2023, In: Journal of Child Language. 50, 2, p. 391-416 26 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
2022
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
Published
Impacts of the Let’s Know! Curriculum on the Language and Comprehension-Related Skills of Prekindergarten and Kindergarten Children
Language and Reading Research Consortium, Lo, M-T. & Xu, M., 31/08/2022, In: Journal of Educational Psychology. 114, 6, p. 1205–1224 20 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
The effect of prompts on the shared reading interactions of parents and children with Down syndrome
Burgoyne, K. & Cain, K., 31/08/2022, In: International Journal of Disability, Development and Education. 69, 4, p. 1327-1341 15 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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
Published
Predicting language performance from narrative language samples
Murphy, KI., 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
2021
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
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
Published
Assessment of inference making in children using comprehension questions and story retelling: Effect of text modality and story presentation format
Freed, J. & Cain, K., 1/06/2021, In: International Journal of Language and Communication Disorders. 56, 3, p. 637-652 16 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics
Currie, N., Francey, G., Davies, R., Gray, S., Bridges, M., Restrepo, M. A., Thompson, M., Ciraolo, M. F., Hu, J. & Cain, K., 31/03/2021, In: Scientific Studies of Reading. 25, 2, p. 141-158 18 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
English and Spanish predictors of grade 3 reading comprehension in bilingual children
Language and Reading Research Consortium (LARRC), Mesa, C. & Yeomans-Maldonado, G., 17/03/2021, In: Journal of Speech, Language, and Hearing Research. 64, 3, p. 889-908 20 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Introduction to the Special Issue: Integration: The Keystone of Comprehension
Cain, K. & Oakhill, J., 3/02/2021, In: Discourse Processes. 58, 1
Research output: Contribution to Journal/Magazine › Editorial
Published
The relations between morphological awareness and reading comprehension in beginner readers through to young adolescents
James, E., Currie, N., Tong, S. & Cain, K., 1/02/2021, In: Journal of Research in Reading. 44, 1, p. 110-130 21 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
2020
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
Published
Question Asking During Reading Comprehension Instruction: A Corpus Study of How Question Type Influences the Linguistic Complexity of Primary School Students’ Responses
Blything, L. P., Hardie, A. & Cain, K., 1/07/2020, In: Reading Research Quarterly. 55, 3, p. 443-472 30 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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
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
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
2019
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
Published
Inference making in young children: The concurrent and longitudinal contributions of verbal working memory and vocabulary
Language and Reading Research Consortium (LARRC), Currie, N. K. & Muijselaar, M. M. L., 30/11/2019, In: Journal of Educational Psychology. 111, 8, p. 1416-1431 16 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Improving reading comprehension in the primary grades: Mediated effects of a language-focused classroom intervention
Language and Reading Research Consortium, Jiang, H. & Logan, J., 15/08/2019, In: Journal of Speech, Language, and Hearing Research. 62, 8, p. 2812-2828 17 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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
Published
The role of memory and language ability in children’s production of two-clause sentences containing before and after
Blything, L. & Cain, K., 1/06/2019, In: Journal of Experimental Child Psychology. 182, p. 61-85 25 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
The Role of Prekindergarten Spanish in Predicting First-Grade English Word Reading Among Dual-Language Learners
Language and Reading Research Consortium (LARRC), Mesa, C. & Yeomans-Maldonado, G., 1/06/2019, In: Journal of Speech, Language, and Hearing Research. 62, 6, p. 1755-1774 20 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Going beyond children’s single-text comprehension: The role of fundamental and higher–level skills in 4th graders’ multiple-document comprehension
Florit, E., Cain, K. & Mason, L., 9/05/2019, In: British Journal of Educational Psychology. 90, 2, p. 449-472 24 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Cross-sectional Study of the Contribution of Rhetorical Competence to Children’s Expository Text Comprehension between Third- and Sixth-Grade
Garcia, J. R., Sanchez, E., Cain, K. & Montoya, J. M., 1/04/2019, In: Learning and Individual Differences. 71, p. 31-42 12 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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
2018
Published
The dimensionality of oral language in kindergarten Spanish-English dual-language learners
Language and Reading Research Consortium, Yeomans-Maldonado, G., Bengochea, A. & Mesa, C., 11/2018, In: Journal of Speech, Language, and Hearing Research. 61, p. 2779-2795 17 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Within- and cross-language contributions of morphological awareness to word reading development in Chinese-English bilingual children
Choi, W., Tong, X., Law, K. S. & Cain, K., 10/2018, In: Reading and Writing. 31, 8, p. 1787-1820 34 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Are working memory and behavioral attention equally important for both reading and listening comprehension? A developmental comparison
Language and Reading Research Consortium, Jiang, H. & Farquharson, K., 09/2018, In: Reading and Writing. 31, 7, p. 1449-1477 29 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
The Simple View of Reading across development: the prediction of grade 3 reading comprehension by prekindergarten skills
Chiu, Y-D. & Language and Reading Research Consortium, 09/2018, In: Remedial and Special Education. 39, 5, p. 289-303 15 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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
Published
Aspects of vocabulary development
Oakhill, J. V. & Cain, K., 18/04/2018, Oxford : Oxford University Press.
Research output: Other contribution
Published
Vocabulary development and reading comprehension: a reciprocal relationship
Cain, K. & Oakhill, J. V., 18/04/2018, Oxford : Oxford University Press.
Research output: Other contribution
Published
Modeling the nature of grammar and vocabulary trajectories from pre-kindergarten to third grade
Language and Reading Research Consortium, Jiang, H., Logan, J. & Jia, R., 17/04/2018, In: Journal of Speech, Language, and Hearing Research. 61, p. 910-923 14 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Reading comprehension difficulties in children with rolandic epilepsy
Currie, N. K., Lew, A. R., Palmer, T. M., Basu, H., De Goede, C., Ayer, A. & Cain, K., 03/2018, In: Developmental Medicine and Child Neurology. 60, 3, p. 275-282 8 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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
Published
The dimensionality of inference making: Are local and global inferences distinguishable?
Language and Reading Research Consortium (LARRC) & Muijselaar, M. M. L., 02/2018, In: Scientific Studies of Reading. 22, 2, p. 117-136 20 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Professor Kate Cain

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