Kate Cain - Publications & Outputs - Research Portal

Professor Kate Cain

Professor, Research Group Lead: Language and Literacy

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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
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
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
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
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
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
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
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
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
Aspects of vocabulary development
Oakhill, J. V. & Cain, K., 18/04/2018, Oxford : Oxford University Press.
Research output: Other contribution
Published
Assessing school-aged children’s inference making: the effect of test story format in listening comprehension
Freed, J. & Cain, K. E., 01/2017, In: International Journal of Language and Communication Disorders. 52, 1, p. 95-105 11 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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
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
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
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
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
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
Published
Children’s inference generation: the role of vocabulary and working memory
Currie, N. & Cain, K., 09/2015, In: Journal of Experimental Child Psychology. 137, p. 57-75 19 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
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
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
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
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
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
Published
Children's reading comprehension difficulties: a consideration of the precursors and consequences
Cain, K., 2009, Contemporary perspectives on reading and spelling . Wood, C. & Connelly, V. (eds.). Oxford: Routledge, p. 59-75 17 p. (New Perspectives on Learning and Instruction).
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

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Research

Professor Kate Cain

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

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

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

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

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

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

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

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

Are working memory and behavioral attention equally important for both reading and listening comprehension? A developmental comparison

Aspects of vocabulary development

Assessing school-aged children’s inference making: the effect of test story format in listening comprehension

Assessment matters: issues in the measurement of reading comprehension.

Assessment of comprehension in reading

Assessment of inference making in children using comprehension questions and story retelling: Effect of text modality and story presentation format

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

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

Children’s difficulties in text comprehension: assessing causal issues

Children’s inference generation: the role of vocabulary and working memory

Children’s problems with inference making: Causes and consequences

Children’s reading comprehension and comprehension difficulties

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

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

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

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

Children's reading comprehension difficulties: a consideration of the precursors and consequences

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