Kate Cain - Publications & Outputs - Research Portal

Professor Kate Cain

Professor, Research Group Lead: Language and Literacy

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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
Reading comprehension development from 8 to 14 years the contribution of component skills and processes
Cain, K. & Oakhill, J., 2009, Beyond decoding: the behavioral and biological foundations of reading comprehension. Wagner, R. K., Schatschneider, C. & Phythian-Sence, C. (eds.). New York: The Guildford Press
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
Published
The nature of the relationship between comprehension skill and the ability to tell a story
Cain, K. & Oakhill, J., 06/1996, In: British Journal of Developmental Psychology. 14, 2, p. 187-201 15 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Inference making ability and its relation to comprehension failure
Cain, K. & Oakhill, J., 12/1999, In: Reading and Writing. 11, 5-6, p. 489-503 15 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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
Children's reading comprehension difficulties: a consideration of the precursors and consequences
Cain, K., 2009, Contemporary perspectives on reading and spelling . Wood, C. & Connelly, V. (eds.). Oxford: Routledge, p. 59-75 17 p. (New Perspectives on Learning and Instruction).
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
Published
Reading comprehension difficulties: correlates, causes, and consequence
Cain, K. & Oakhill, J., 2007, Children's comprehension roblems in oral and written text: a cognitive perspective . Cain, K. & Oakhill, J. (eds.). New York: Guilford Press, p. 41-75 35 p.
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
Published
The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties
Cain, K., Oakhill, J. V. & Elbro, C., 08/2003, In: Journal of Child Language. 30, 3, p. 681-694 14 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Phonological skills and comprehension failure: a test of the phonological processing deficit hypothesis
Cain, K., Oakhill, J. & Bryant, P. E., 09/2000, In: Reading and Writing. 13, 1-2, p. 31-56 26 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Published
Reading processes in children
Cain, K., 2006, Encyclopedia of language and linguistics. Brown, K. (ed.). 2nd ed. ed. Oxford: Elsevier, Vol. 10. p. 379-386 8 p.
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Entry for encyclopedia/dictionary
Published
Reading comprehension difficulties
Cain, K., 2004, Handbook of children’s literacy . Nunes, T. & Bryant, P. (eds.). Dordrecht: Kluwer Academic Publishers, p. 313-338 26 p.
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
Published
Comprehension skill and inference making ability: issues of causality
Cain, K. & Oakhill, J., 1998, Reading and spelling: development and disorders. Hulme, C. & Joshi, R. M. (eds.). Mahwah, NJ: Lawrence Erlbaum Associates, p. 329-342 14 p.
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
Published
Story knowledge and comprehension skill
Cain, K., 1996, Reading comprehension difficulties: processes and remediation . Cornoldi, C. & Oakhill, J. (eds.). Mahwah, NJ: Lawrence Erlbaun Associates, p. 167-192 26 p.
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
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
Oral language and listening comprehension: same or different constructs?
Language and Reading Research Consortium, 1/05/2017, In: Journal of Speech, Language, and Hearing Research. 60, 5, p. 1273-1284 12 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
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
Modeling the nature of grammar and vocabulary trajectories from pre-kindergarten to third grade
Language and Reading Research Consortium, Jiang, H., Logan, J. & Jia, R., 17/04/2018, In: Journal of Speech, Language, and Hearing Research. 61, p. 910-923 14 p.
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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
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
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
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
Lexical prosody beyond first-language boundary: Chinese lexical tone sensitivity predicts English reading comprehension
Choi, W., Tong, X. & Cain, K. E., 08/2016, In: Journal of Experimental Child Psychology. 148, p. 70-86 17 p.
Research output: Contribution to Journal/Magazine › Journal article › 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
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

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Research

Professor Kate Cain

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

Reading comprehension development from 8 to 14 years the contribution of component skills and processes

The nature of the relationship between comprehension skill and the ability to tell a story

Inference making ability and its relation to comprehension failure

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

Children's reading comprehension difficulties: a consideration of the precursors and consequences

Reading comprehension difficulties: correlates, causes, and consequence

The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties

Phonological skills and comprehension failure: a test of the phonological processing deficit hypothesis

Reading processes in children

Reading comprehension difficulties

Comprehension skill and inference making ability: issues of causality

Story knowledge and comprehension skill

The dimensionality of language ability in young children

Oral language and listening comprehension: same or different constructs?

Theories of reading development

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

Modeling the nature of grammar and vocabulary trajectories from pre-kindergarten to third grade

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

Vocabulary development and reading comprehension: a reciprocal relationship

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

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

Lexical prosody beyond first-language boundary: Chinese lexical tone sensitivity predicts English reading comprehension

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

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

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