Kate Cain - Publications & Outputs - Research Portal

Professor Kate Cain

Professor, Research Group Lead: Language and Literacy

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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
Published
Comprehension skill and inference making ability: issues of causality
Cain, K. & Oakhill, J., 1998, Reading and spelling: development and disorders. Hulme, C. & Joshi, R. M. (eds.). Mahwah, NJ: Lawrence Erlbaum Associates, p. 329-342 14 p.
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
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
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
Decoding and reading comprehension: a meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English
Garcia, J. R. & Cain, K., 03/2014, In: Review of Educational Research. 84, 1, p. 74-111 38 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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
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
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
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
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
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
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
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
Published
Effect of imagery training on children's comprehension of pronouns
Francey, G. & Cain, K., 2/01/2015, In: The Journal of Educational Research. 108, 1, p. 1-9 9 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
From words to text: Inference making mediates the role of vocabulary in children's reading comprehension
Daugaard, H., Cain, K. & Elbro, C., 10/2017, In: Reading and Writing. 30, 8, p. 1773-1788 16 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
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
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
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
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
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
Published
Increasing higher level language skills to improve reading comprehension.
Hogan, T. P., Bridges, M. S., Justice, L. M. & Cain, K., 11/2011, In: Focus on Exceptional Children. 44, 3, p. 1-19 19 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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
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

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Research

Professor Kate Cain

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

Comprehension skill and inference making ability: issues of causality

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

Cross-sectional Study of the Contribution of Rhetorical Competence to Children’s Expository Text Comprehension between Third- and Sixth-Grade

Decoding and reading comprehension: a meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English

Deeper learning in reading comprehension

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

Development of comprehension monitoring in beginner readers

Developmental differences in children’s generation of knowledge-based inferences

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

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

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

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

Effect of imagery training on children's comprehension of pronouns

English and Spanish predictors of grade 3 reading comprehension in bilingual children

From words to text: Inference making mediates the role of vocabulary in children's reading comprehension

Going beyond children’s single-text comprehension: The role of fundamental and higher–level skills in 4th graders’ multiple-document comprehension

How natural are conceptual anaphors?

Impacts of the Let’s Know! Curriculum on the Language and Comprehension-Related Skills of Prekindergarten and Kindergarten Children

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

Improving reading comprehension in the primary grades: Mediated effects of a language-focused classroom intervention

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

Increasing higher level language skills to improve reading comprehension.

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

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

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