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Research

Professor Kate Cain

Professor, Research Group Lead: Language and Literacy

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  1. Journal article
  2. 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

  3. Published

    Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement

    Wainwright, B., Allen, M. & Cain, K., 1/08/2020, In: Journal of Autism and Developmental Disorders. 50, p. 2941–2956 16 p.

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

  4. 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

  5. Published

    The influence of labelling on symbolic understanding and dual representation in autism spectrum condition

    Wainwright, B. R., Allen, M. L. & Cain, K., 1/07/2020, In: Autism and Developmental Language Impairments. 5

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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

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