Kate Cain - Publications & Outputs - Research Portal

Professor Kate Cain

Professor, Research Group Lead: Language and Literacy

76 - 100 out of 156Page size: 25

RSS feed of this list

Sort by: Publication date

2016
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
A pilot study of the impact of double-dose robust vocabulary instruction on children’s vocabulary growth
Language and Reading Research Consortium, Arthur, A. & Davis, D., 2016, In: Journal of Research on Educational Effectiveness. 9, 2, p. 173-200 28 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
2015
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
The dimensionality of language ability in young children
Language and Reading Research Consortium, 11/2015, In: Child Development. 86, 6, p. 1948-1965 18 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
Children’s inference generation: the role of vocabulary and working memory
Currie, N. & Cain, K., 09/2015, In: Journal of Experimental Child Psychology. 137, p. 57-75 19 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Children’s reading comprehension and comprehension difficulties
Oakhill, J., Berenhaus, M. S. & Cain, K., 18/08/2015, The Oxford handbook of reading. Pollatsek, A. & Treiman, R. (eds.). New York: Oxford University Press, (Oxford Library of Psychology).
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
Published
The dimensionality of Spanish in young Spanish-English dual language learners
Language and Reading Research Consortium, 06/2015, In: Journal of Speech, Language, and Hearing Research. 58, p. 754-766 13 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
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
A comparison of deaf and hearing children’s reading comprehension profiles
Kyle, F. E. & Cain, K., 04/2015, In: Topics in Language Disorders. 35, 2, p. 144-156 13 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
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
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
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
2014
Published
Reading comprehension and vocabulary: is vocabulary more important for some aspects of comprehension?
Cain, K. & Oakhill, J., 12/2014, In: L'année Psychologique. 114, 4, p. 647-662 16 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
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
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
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
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
Reading and listening comprehension and their relation to inattention and hyperactivity
Cain, K. & Bignell, S., 2014, In: British Journal of Educational Psychology. 84, 1, p. 108-124 17 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Reading comprehension (development, individual differences, difficulties)
Oakhill, J. & Cain, K., 2014, Encyclopedia of language development. Brooks, P. J. & Kempe, V. (eds.). London: Sage Publications
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Entry for encyclopedia/dictionary
2013
Published
Reading comprehension difficulties in struggling readers
Cain, K., 2013, Unravelling reading comprehension: behavioral, neurobiological, and genetic components. Miller, B., Cutting, L. E. & McCardle, P. (eds.). Baltimore, Md.: Paul Brookes Publishing, p. 54-65 12 p. (The Extraordinary Brain Series: The Dyslexia Foundation).
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
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

Previous 1 2 3 4 5 6 7 Next

Research

Professor Kate Cain

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

A pilot study of the impact of double-dose robust vocabulary instruction on children’s vocabulary growth

Inferential revision in narrative texts: an ERP study

The dimensionality of language ability in young children

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

Children’s inference generation: the role of vocabulary and working memory

Children’s reading comprehension and comprehension difficulties

The dimensionality of Spanish in young Spanish-English dual language learners

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

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

A comparison of deaf and hearing children’s reading comprehension profiles

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

Learning to read: should we keep things simple?

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

Effect of imagery training on children's comprehension of pronouns

Reading comprehension and vocabulary: is vocabulary more important for some aspects of comprehension?

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

Understanding and teaching reading comprehension: a handbook

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

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

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

Reading and listening comprehension and their relation to inattention and hyperactivity

Reading comprehension (development, individual differences, difficulties)

Reading comprehension difficulties in struggling readers

Young children’s oral language abilities and later reading comprehension

Quick Links

Connect With Us

Faculties & Depts

Contact Us