Kate Cain - Publications & Outputs - Research Portal

Professor Kate Cain

Professor, Research Group Lead: Language and Literacy

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Published
Individual differences in young children's comprehension skill: toward an integrated mode
Oakhill, J., Cain, K. & Yuill, N. M., 1998, Reading and spelling : development and disorders . Hulme, C. & Joshi, R. M. (eds.). Marwah, N.J.: Lawrence Erlbaum Associates, p. 343-367 25 p.
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
Published
Inference making ability and its relation to comprehension failure
Cain, K. & Oakhill, J., 12/1999, In: Reading and Writing. 11, 5-6, p. 489-503 15 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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
Inference processing in children: the contributions of depth and breadth of vocabulary knowledge
Oakhill, J., Cain, K. & McCarthy, D., 04/2015, Inferences during reading. O'Brien, E. J., Cook, A. E. & Lorch, R. F. (eds.). Cambridge: Cambridge University Press
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
Published
Inferential revision in narrative texts: an ERP study
Perez, A., Cain, K., Castellanos, M. & Bajo, T., 11/2015, In: Memory and Cognition. 43, 8, p. 1105-1135 31 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Introduction to comprehension development
Oakhill, J. & Cain, K., 2007, Children's comprehension problems in oral and written text: a cognitive perspective . Cain, K. & Oakhill, J. (eds.). New York: Guilford Press, p. 3-40 38 p.
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
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
Investigating profiles of lexical quality in preschool and their contribution to first grade reading
Murphy, K., Language and Reading Research Consortium (LARRC) & Farquharson, K., 11/2016, In: Reading and Writing. 29, 9, p. 1745-1770 26 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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
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
Published
Issues of causality in children’s reading comprehension
Oakhill, J. & Cain, K., 2007, Reading comprehension strategies: theories, interventions, and technologies . McNamara, D. S. (ed.). Lawrence Erlbaum Associates, p. 47-72 26 p.
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
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
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
Published
Lexical prosody beyond first-language boundary: Chinese lexical tone sensitivity predicts English reading comprehension
Choi, W., Tong, X. & Cain, K. E., 08/2016, In: Journal of Experimental Child Psychology. 148, p. 70-86 17 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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
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
Published
Making the link between vocabulary knowledge and comprehension skill
Oakhill, J., Cain, K., McCarthy, D. & Field, Z., 2012, From words to reading for understanding. Britt, A., Goldman, S. & Rouet, J-F. (eds.). Hoboken, N.J.: Routledge
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
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
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
Morphological and syntactic awareness in poor comprehenders: another piece of the puzzle
Tong, X., Deacon, H. & Cain, K., 2014, In: Journal of Learning Disabilities. 47, 1, p. 22-33 12 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Morphological awareness: a key to understanding poor reading comprehension in English.
Tong, X., Deacon, S. H., Kirby, J. R., Cain, K. & Parrila, R., 08/2011, In: Journal of Educational Psychology. 103, 3, p. 523-534 12 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
Published
Oral language and listening comprehension: same or different constructs?
Language and Reading Research Consortium, 1/05/2017, In: Journal of Speech, Language, and Hearing Research. 60, 5, p. 1273-1284 12 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Phonological skills and comprehension failure: a test of the phonological processing deficit hypothesis
Cain, K., Oakhill, J. & Bryant, P. E., 09/2000, In: Reading and Writing. 13, 1-2, p. 31-56 26 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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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Research

Professor Kate Cain

Individual differences in young children's comprehension skill: toward an integrated mode

Inference making ability and its relation to comprehension failure

Inference making in young children: The concurrent and longitudinal contributions of verbal working memory and vocabulary

Inference processing in children: the contributions of depth and breadth of vocabulary knowledge

Inferential revision in narrative texts: an ERP study

Introduction to comprehension development

Introduction to the Special Issue: Integration: The Keystone of Comprehension

Investigating profiles of lexical quality in preschool and their contribution to first grade reading

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

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

Issues of causality in children’s reading comprehension

Learning to generalise but not segment an artificial language at 17 months predicts children’s language skills 3 years later

Learning to read: should we keep things simple?

Lexical prosody beyond first-language boundary: Chinese lexical tone sensitivity predicts English reading comprehension

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

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

Making the link between vocabulary knowledge and comprehension skill

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

Modeling the nature of grammar and vocabulary trajectories from pre-kindergarten to third grade

Morphological and syntactic awareness in poor comprehenders: another piece of the puzzle

Morphological awareness: a key to understanding poor reading comprehension in English.

Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition

Oral language and listening comprehension: same or different constructs?

Phonological skills and comprehension failure: a test of the phonological processing deficit hypothesis

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

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