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Research

Professor Kate Cain

Professor, Research Group Lead: Language and Literacy

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  1. 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

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. Published

    Do iPads promote symbolic understanding and word learning in children with autism?

    Allen, M., Hartley, C. & Cain, K., 12/02/2015, In: Frontiers in Educational Psychology. 6, 9 p., 138.

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

  8. Published

    iPads and the use of “Apps” by children with Autism Spectrum Disorder: do they promote learning?

    Allen, M. L., Hartley, C. K. & Cain, K. E., 30/08/2016, In: Frontiers in Psychology. 7, 7 p., 1305.

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

  9. Published

    Predicting second grade listening comprehension using prekindergarten measures

    Alonzo, C., Yeomans-Maldonado, G., Murphy, KI., Bevens, B. & Language and Reading Research Consortium, 1/10/2016, In: Topics in Language Disorders. 36, 4, p. 312-333 22 p.

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

  10. Published

    Pragmatic aspects of communication and language comprehension in groups of children differentiated by teacher ratings of inattention and hyperactivity.

    Bignell, S. & Cain, K., 11/2007, In: British Journal of Developmental Psychology. 25, 4, p. 499-512 14 p.

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

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