Kate Cain - Publications & Outputs - Research Portal

Professor Kate Cain

Professor, Research Group Lead: Language and Literacy

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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
Published
The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension
Silva, M. & Cain, K., 05/2015, In: Journal of Educational Psychology. 107, 2, p. 321-331 11 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
The relations between morphological awareness and reading comprehension in beginner readers through to young adolescents
James, E., Currie, N., Tong, S. & Cain, K., 1/02/2021, In: Journal of Research in Reading. 44, 1, p. 110-130 21 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
The role of comprehension monitoring in predicting reading comprehension among French immersion children
Krenca, K., Cain, K., Marinova-Todd, S. H. & Chen, B. X., 2/11/2023, In: Scientific Studies of Reading. 27, 6, p. 475-492
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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
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
Published
The roles of prosody in Chinese-English reading comprehension
Tong, S. X., Tsui, R. K. Y., Law, N. S. H., Fung, L. S. C., Chiu, M. M. & Cain, K., 28/02/2024, In: Learning and Instruction. 89, 101846.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
The simple view of reading: is it valid for different types of alphabetic orthographies?
Florit, E. & Cain, K., 12/2011, In: Educational Psychology Review. 23, 4, p. 553-576 24 p.
Research output: Contribution to Journal/Magazine › Literature review › peer-review
Published
The Simple View of Reading across development: the prediction of grade 3 reading comprehension by prekindergarten skills
Chiu, Y-D. & Language and Reading Research Consortium, 09/2018, In: Remedial and Special Education. 39, 5, p. 289-303 15 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
The use of questions to scaffold narrative coherence and cohesion
Silva, M. & Cain, K., 02/2019, In: Journal of Research in Reading. 42, 1, p. 1-17 17 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
The use of stereotypical gender information in constructing a mental model: evidence from English and Spanish
Carreiras, M., Garnham, A., Oakhill, J. & Cain, K., 1996, In: Quarterly Journal of Experimental Psychology Series a Human Experimental Psychology. 49, 3, p. 639-663 25 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Theories of reading development
Cain, K. (ed.), Compton, D. L. (ed.) & Parrila, R. K. (ed.), 2017, John Benjamins Publishers. 534 p. (Studies in Written Language and Literacy; vol. 15)
Research output: Book/Report/Proceedings › Book
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
Published
Understanding and teaching reading comprehension: a handbook
Oakhill, J., Cain, K. & Elbro, C., 25/08/2014, London: Routledge. 144 p.
Research output: Book/Report/Proceedings › Book
Published
Understanding of idiomatic expressions in context in skilled and less-skilled comprehenders: online processing and interpretation
Oakhill, J., Cain, K. & Nesi, B., 03/2016, In: Scientific Studies of Reading. 20, 2, p. 124-139 16 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Understanding the semantic functions of but in middle childhood: the role of text- and sentence-level comprehension abilities
Florit, E., Cain, K. & Levorato, M. C., 1/04/2017, In: First Language. 37, 2, p. 109-129 21 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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
Published
Vocabulary development and reading comprehension: a reciprocal relationship
Cain, K. & Oakhill, J. V., 18/04/2018, Oxford : Oxford University Press.
Research output: Other contribution
Published
Ways of reading: how knowledge and use of strategies are related to reading comprehension
Cain, K., 06/1999, In: British Journal of Developmental Psychology. 17, 2, p. 293-309 17 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
What we have learned from 'learning to read in more than one language'.
Deacon, H. & Cain, K., 02/2011, In: Journal of Research in Reading. 34, 1, p. 1-5 5 p.
Research output: Contribution to Journal/Magazine › Editorial › peer-review
Published
Within- and cross-language contributions of morphological awareness to word reading development in Chinese-English bilingual children
Choi, W., Tong, X., Law, K. S. & Cain, K., 10/2018, In: Reading and Writing. 31, 8, p. 1787-1820 34 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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
Published
Young children’s oral language abilities and later reading comprehension
Hogan, T. P., Cain, K. & Sittner Bridges, M., 2013, Early childhood literacy: the National Early Literacy Panel and beyond. Shanahan, T. & Lonigan, C. J. (eds.). Baltimore, Md.: Brookes Publishing Co
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

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Research

Professor Kate Cain

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

The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension

The relations between morphological awareness and reading comprehension in beginner readers through to young adolescents

The role of comprehension monitoring in predicting reading comprehension among French immersion children

The role of memory and language ability in children’s production of two-clause sentences containing before and after

The Role of Prekindergarten Spanish in Predicting First-Grade English Word Reading Among Dual-Language Learners

The roles of prosody in Chinese-English reading comprehension

The simple view of reading: is it valid for different types of alphabetic orthographies?

The Simple View of Reading across development: the prediction of grade 3 reading comprehension by prekindergarten skills

The use of questions to scaffold narrative coherence and cohesion

The use of stereotypical gender information in constructing a mental model: evidence from English and Spanish

Theories of reading development

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

Understanding and teaching reading comprehension: a handbook

Understanding of idiomatic expressions in context in skilled and less-skilled comprehenders: online processing and interpretation

Understanding the semantic functions of but in middle childhood: the role of text- and sentence-level comprehension abilities

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

Vocabulary development and reading comprehension: a reciprocal relationship

Ways of reading: how knowledge and use of strategies are related to reading comprehension

What we have learned from 'learning to read in more than one language'.

Within- and cross-language contributions of morphological awareness to word reading development in Chinese-English bilingual children

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

Young children’s oral language abilities and later reading comprehension

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