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Research

Professor Kate Cain

Professor, Research Group Lead: Language and Literacy

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  1. 2019
  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. Published

    Going beyond children’s single-text comprehension: The role of fundamental and higher–level skills in 4th graders’ multiple-document comprehension

    Florit, E., Cain, K. & Mason, L., 9/05/2019, In: British Journal of Educational Psychology. 90, 2, p. 449-472 24 p.

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

  8. Published

    Cross-sectional Study of the Contribution of Rhetorical Competence to Children’s Expository Text Comprehension between Third- and Sixth-Grade

    Garcia, J. R., Sanchez, E., Cain, K. & Montoya, J. M., 1/04/2019, In: Learning and Individual Differences. 71, p. 31-42 12 p.

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

  9. 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

  10. 2018
  11. Published

    The dimensionality of oral language in kindergarten Spanish-English dual-language learners

    Language and Reading Research Consortium, Yeomans-Maldonado, G., Bengochea, A. & Mesa, C., 11/2018, In: Journal of Speech, Language, and Hearing Research. 61, p. 2779-2795 17 p.

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

  12. 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

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