Kate Cain - Publications & Outputs - Research Portal

Professor Kate Cain

Professor, Research Group Lead: Language and Literacy

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Book
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
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
Reading development and difficulties: an introduction.
Cain, K., 2010, Oxford: Wiley-Blackwell. 260 p. (BPS Textbooks in Psychology)
Research output: Book/Report/Proceedings › Book
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
Editorial
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
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
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
Literature 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
Journal article
Published
The association between morphological awareness and reading comprehension in children: A systematic review and meta-analysis
Liu, Y., Groen, M. & Cain, K., 29/02/2024, In: Educational Research Review. 42, 100571.
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
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
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
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
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 problem of reading motivation multidimensionality: Theoretical and statistical evaluation of a reading motivation scale
Jeldrez, E., Cain, K., Silva, M. & Strasser, K., 3/10/2023, In: Reading Psychology. 44, 7, p. 853-891 39 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
E-pub ahead of print
Differential contributions of home literacy, vocabulary and grammar on narrative production and comprehension
Silva, M. & Cain, K., 6/09/2023, (E-pub ahead of print) In: European Journal of Psychology of Education.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Text integration processes in children with Childhood Epilepsy with Centro-Temporal Spikes
Francey, G., Currie, N., Lew, A., de Goede, D. C., Basu, H. & Cain, K., 31/05/2023, In: Epilepsy Research. 192, 11 p., 107136.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
The associations between child and item characteristics, use of vocabulary scaffolds, and reading comprehension in a digital environment: Insights from a big data approach
Diprossimo, L., Ushakova, A., Zoski, J., Gamble, H., Irey, R. & Cain, K., 30/04/2023, In: Contemporary Educational Psychology. 73, 102165.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
The influence of the temporal characteristics of events on adults' and children's pronoun resolution
Francey, G. & Cain, K., 31/03/2023, In: Journal of Child Language. 50, 2, p. 391-416 26 p.
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
The effect of prompts on the shared reading interactions of parents and children with Down syndrome
Burgoyne, K. & Cain, K., 31/08/2022, In: International Journal of Disability, Development and Education. 69, 4, p. 1327-1341 15 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
The Animals in Moral Tales: Does Character Realism Influence Children’s Prosocial Response to Stories?
Russell, S. J. & Cain, K., 31/07/2022, In: Journal of Experimental Child Psychology. 219, 105392.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Predicting language performance from narrative language samples
Murphy, KI., Springle, A., Sultani, M., McIlraith, A. & Language and Reading Research Consortium (LARRC), 8/02/2022, In: Journal of Speech, Language, and Hearing Research. 65, 2, p. 775-784 10 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Research

Professor Kate Cain

Theories of reading development

Understanding and teaching reading comprehension: a handbook

Reading development and difficulties: an introduction.

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

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

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

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

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

The association between morphological awareness and reading comprehension in children: A systematic review and meta-analysis

The roles of prosody in Chinese-English reading comprehension

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

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

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

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

The problem of reading motivation multidimensionality: Theoretical and statistical evaluation of a reading motivation scale

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

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

Text integration processes in children with Childhood Epilepsy with Centro-Temporal Spikes

The associations between child and item characteristics, use of vocabulary scaffolds, and reading comprehension in a digital environment: Insights from a big data approach

The influence of the temporal characteristics of events on adults' and children's pronoun resolution

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

The effect of prompts on the shared reading interactions of parents and children with Down syndrome

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

The Animals in Moral Tales: Does Character Realism Influence Children’s Prosocial Response to Stories?

Predicting language performance from narrative language samples

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