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Professor Kate Cain

Professor, Research Group Lead: Language and Literacy

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  1. Published

    Improving language-focused comprehension instruction in primary-grade classrooms: impacts of the Let’s Know! experimental curriculum

    Language and Reading Research Consortium, Pratt, A. & Logan, J., 09/2014, In: Educational Psychology Review. 26, 3, p. 357-377 21 p.

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

  2. Published

    Use of the curriculum research framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades

    Language and Reading Research Consortium, 03/2016, In: Elementary School Journal. 116, 3, p. 459-486 28 p.

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

  3. Published

    The dimensionality of Spanish in young Spanish-English dual language learners

    Language and Reading Research Consortium, 06/2015, In: Journal of Speech, Language, and Hearing Research. 58, p. 754-766 13 p.

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

  4. Published

    Learning to read: should we keep things simple?

    Language and Reading Research Consortium, 04/2015, In: Reading Research Quarterly. 50, 2, p. 151-169 18 p.

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

  5. Published

    A pilot study of the impact of double-dose robust vocabulary instruction on children’s vocabulary growth

    Language and Reading Research Consortium, Arthur, A. & Davis, D., 2016, In: Journal of Research on Educational Effectiveness. 9, 2, p. 173-200 28 p.

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

  6. Published

    Ten steps to conducting a large, multi-site, longitudinal investigation of language and reading in young children

    Language and Reading Research Consortium, Farquharson, K. & Murphy, K. A., 30/03/2016, In: Frontiers in Developmental Psychology. 7, p. 1-16 16 p., 419.

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

  7. Published

    Pressure points in reading comprehension: a quantile multiple regression analysis

    Language and Reading Research Consortium, 05/2017, In: Journal of Educational Psychology. 109, 4, p. 451-464 14 p.

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

  8. Published

    Improving the language skills of Pre-Kindergarten students: Preliminary impacts of the Let’s Know! experimental curriculum.

    Language and Reading Research Consortium (LARRC), Johanson, M. & Arthur, A., 06/2016, In: Child and Youth Care Forum. 45, 3, p. 367–392 26 p.

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

  9. Published

    Development of comprehension monitoring in beginner readers

    Language and Reading Research Consortium & Yeomans-Maldonado, G., 11/2017, In: Reading and Writing. 30, 9, p. 2039-2067 29 p.

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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. 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

  20. 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

  21. Published

    Young children’s comprehension of temporal relations in complex sentences: the influence of memory on performance

    Blything, L., Davies, R. & Cain, K., 11/2015, In: Child Development. 86, 6, p. 1922-1934 13 p.

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

  22. Published

    Children's processing and comprehension of complex sentences containing temporal connectives: the influence of memory on the time course of accurate responses

    Blything, L. P. & Cain, K. E., 1/10/2016, In: Developmental Psychology. 52, 10, p. 1517-1529 13 p.

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

  23. 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

  24. 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

  25. 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

  26. Published

    Age- and ability-related differences in young readers’ use of conjunctions.

    Cain, K., Patson, N. & Andrews, L., 11/2005, In: Journal of Child Language. 32, 4, p. 877-892 16 p.

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

  27. Published

    Text comprehension and its relation to coherence and cohesion in children’s fictional narratives.

    Cain, K., 09/2003, In: British Journal of Developmental Psychology. 21, 3, p. 335-351 17 p.

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

  28. Published

    Investigating the causes of reading comprehension failure: the comprehension-age match design.

    Cain, K., Oakhill, J. V. & Bryant, P. E., 03/2000, In: Reading and Writing. 12, 1-2, p. 31-40 10 p.

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

  29. Published

    The development of idiom comprehension: an investigation of semantic and contextual processing skills.

    Cain, K., Towse, A. S. & Knight, R. S., 03/2009, In: Journal of Experimental Child Psychology. 102, 3, p. 280-298 19 p.

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

  30. Published

    To get hold of the wrong end of the stick: reasons for poor idiom understanding in children with reading comprehension difficulties.

    Cain, K. & Towse, A. S., 12/2008, In: Journal of Speech, Language, and Hearing Research. 51, 6, p. 1538-1549 12 p.

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

  31. Published

    Making sense of text : skills that support text comprehension and its development.

    Cain, K., 2009, In: Perspectives on Language and Literacy. 35, 2, p. 11-14 4 p.

    Research output: Contribution to Journal/Magazine › Journal article

  32. Published

    Comprehension skill, inference making ability and their relation to knowledge.

    Cain, K., Barnes, M. A., Bryant, P. E. & Oakhill, J. V., 1/09/2001, In: Memory and Cognition. 29, 6, p. 850-859 10 p.

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

  33. Published

    Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills.

    Cain, K. E., Bryant, P. E. & Oakhill, J., 03/2004, In: Journal of Educational Psychology. 96, 1, p. 31-42 12 p.

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

  34. Published

    Individual differences in the inference of word meanings from context: the influence of reading comprehension, vocabulary knowledge, and memory capacity.

    Cain, K., Lemmon, K. & Oakhill, J., 12/2004, In: Journal of Educational Psychology. 96, 4, p. 671-681 12 p.

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

  35. Published

    The relation between children's reading comprehension level and their comprehension of idioms.

    Cain, K. E., Lemmon, K. & Oakhill, J., 1/01/2005, In: Journal of Experimental Child Psychology. 90, p. 65-87 23 p.

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

  36. Published

    Deriving word meanings from context: does explanation facilitate contextual analysis?

    Cain, K., 11/2007, In: Journal of Research in Reading. 30, 4, p. 347-359 13 p.

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

  37. Published

    Syntactic awareness and reading ability: is there any evidence for a special relationship?

    Cain, K., 28/09/2007, In: Applied Psycholinguistics. 28, 4, p. 679-694 16 p.

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

  38. Published

    Children's Comprehension Problems in Oral and Written Language: A Cognitive Perspective.

    Cain, K. & Oakhill, J., 2007, New York: Guilford Press. 302 p.

    Research output: Book/Report/Proceedings › Book

  39. Published

    Individual differences in children's memory and reading comprehension : an investigation of semantic and inhibitory deficits.

    Cain, K., 07/2006, In: Memory. 14, 5, p. 553 -569

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

  40. Published

    Children's reading comprehension : the role of working memory in normal and impaired development.

    Cain, K., 2006, Working memory and education.. Pickering, S. J. (ed.). Amsterdam: Academic Press, p. 61-91 31 p. (Educational psychology series).

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

  41. Published

    Assessment matters: issues in the measurement of reading comprehension.

    Cain, K. & Oakhill, J., 12/2006, In: British Journal of Educational Psychology. 76, 4, p. 697-708 12 p.

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

  42. Published

    Profiles of children with specific reading comprehension difficulties.

    Cain, K. & Oakhill, J., 12/2006, In: British Journal of Educational Psychology. 76, 4, p. 683-696 14 p.

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

  43. Published

    Matthew effects in young readers: reading comprehension and reading experience aid vocabulary development

    Cain, K. & Oakhill, J., 09/2011, In: Journal of Learning Disabilities. 44, 5, p. 431-443 13 p.

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

  44. Published

    The influence of connectives on young readers' processing and comprehension of text.

    Cain, K. & Nash, H. M., 05/2011, In: Journal of Educational Psychology. 103, 2, p. 429-441 13 p.

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

  45. Published

    Reading development and difficulties: an introduction.

    Cain, K., 2010, Oxford: Wiley-Blackwell. 260 p. (BPS Textbooks in Psychology)

    Research output: Book/Report/Proceedings › Book

  46. Published

    Reading and listening comprehension and their relation to inattention and hyperactivity

    Cain, K. & Bignell, S., 2014, In: British Journal of Educational Psychology. 84, 1, p. 108-124 17 p.

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

  47. Published

    Reading comprehension difficulties in struggling readers

    Cain, K., 2013, Unravelling reading comprehension: behavioral, neurobiological, and genetic components. Miller, B., Cutting, L. E. & McCardle, P. (eds.). Baltimore, Md.: Paul Brookes Publishing, p. 54-65 12 p. (The Extraordinary Brain Series: The Dyslexia Foundation).

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

  48. Published

    Reading for meaning: the skills that drive comprehension development

    Cain, K., 2010, Interdisciplinary perspectives on learning to read: culture, cognition and pedagogy. Hall, K., Goswami, U., Harrison, C., Ellis, S. & Soler, J. (eds.). London: Routledge, p. 74-86 13 p. (Routledge Psychology in Education).

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

  49. Published

    Reading comprehension development from seven to fourteen years: implication for assessment

    Cain, K. & Oakhill, J., 2012, Measuring up: advances in how we assess reading ability. Sabatini, J. P., Albro, E. & O'Reilly, T. (eds.). Lanham, Md.: Rowman & Littlefield Education

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

  50. Published

    Literacy development: the interdependent roles of oral language and reading comprehension

    Cain, K., 7/05/2015, Routledge handbook of communication disorders. Bahr, R. H. & Silliman, E. R. (eds.). London: Routledge

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

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