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Psychology

D-Index
58
Citations
18552
World Ranking
3808
National Ranking
412

Overview

Kate Cain is affiliated with Lancaster University in the United Kingdom and conducts research primarily within the field of psychology, including a focus on developmental and educational psychology. Their work spans several interconnected areas with an emphasis on reading and literacy development, child development in relation to digital technology, and language development and disorders.

Their research topics notably include:

  • Reading and Literacy Development
  • Child Development and Digital Technology
  • Language Development and Disorders
  • Cognitive and Developmental Aspects of Mathematical Skills
  • Child and Animal Learning Development
  • Educational Strategies and Epistemologies
  • Autism Spectrum Disorder Research

Kate Cain has frequently published in journals such as:

  • Journal of Experimental Child Psychology
  • Reading and Writing
  • Journal of Research in Reading
  • Educational Research Review
  • Autism & Developmental Language Impairments

Prominent recent papers include:

  • The relations between morphological awareness and reading comprehension in beginner readers to young adolescents (2020), Journal of Research in Reading
  • The association between morphological awareness and reading comprehension in children: A systematic review and meta-analysis (2023), Educational Research Review
  • Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition (2020), Autism & Developmental Language Impairments
  • The associations between child and item characteristics, use of vocabulary scaffolds, and reading comprehension in a digital environment: Insights from a big data approach (2023), Contemporary Educational Psychology
  • The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics (2020), Scientific Studies of Reading

They collaborate regularly with several co-authors, including:

  • Nicola K. Currie
  • Samantha J. Russell
  • Macarena Silva
  • Gillian Francey
  • Shelley Xiuli Tong

Best Publications

  • Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills.

    Kate Cain;Jane Oakhill;Peter Bryant

  • Inference making ability and its relation to comprehension failure in young children

    Kate Cain;Jane V. Oakhill

  • Comprehension skill, inference-making ability, and their relation to knowledge.

    Kate Cain;Jane V. Oakhill;Marcia A. Barnes;Marcia A. Barnes;Peter E. Bryant

  • The dissociation of word reading and text comprehension: Evidence from component skills

    Jane V. Oakhill;Kate Cain;Peter E. Bryant

  • Individual Differences in the Inference of Word Meanings From Context: The Influence of Reading Comprehension, Vocabulary Knowledge, and Memory Capacity.

    Kate Cain;Jane Oakhill;Kate Lemmon

  • The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study

    Jane V. Oakhill;Kate Cain

  • Profiles of children with specific reading comprehension difficulties

    Kate Cain;Jane Oakhill

  • Decoding and Reading Comprehension A Meta-Analysis to Identify Which Reader and Assessment Characteristics Influence the Strength of the Relationship in English

    J. Ricardo García;Kate Cain

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

    Elena Florit;Kate Cain

  • Matthew Effects in Young Readers Reading Comprehension and Reading Experience Aid Vocabulary Development

    Kate Cain;Jane Oakhill

  • Children's comprehension problems in oral and written language: A cognitive perspective

    Kate Cain;Jane Oakhill

  • Reading Development and Difficulties

    Kate Cain

  • Understanding and Teaching Reading Comprehension: A handbook

    Jane V. Oakhill;Kate Cain;Carsten Elbro

  • Text comprehension and its relation to coherence and cohesion in children's fictional narratives

    Kate Cain

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

    Kate Cain;Jane V. Oakhill;Carsten Elbro

  • Syntactic awareness and reading ability: Is there any evidence for a special relationship?

    Kate Cain

  • Morphological Awareness: A Key to Understanding Poor Reading Comprehension in English.

    Xiuli Tong;S. Helene Deacon;John R. Kirby;Kate Cain

  • Individual differences in children's memory and reading comprehension : an investigation of semantic and inhibitory deficits.

    Kate Cain

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

    Manuel Carreiras;Alan Garnham;Jane Oakhill;Kate Cain

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

    Macarena Silva;Kate Cain

Frequent Co-Authors

Jane Oakhill
Jane Oakhill University of Sussex
Rauno Parrila
Rauno Parrila Macquarie University
Donald L. Compton
Donald L. Compton Florida State University
Peter Bryant
Peter Bryant University of Oxford
Tiffany P. Hogan
Tiffany P. Hogan MGH Institute of Health Professions
Alan Garnham
Alan Garnham University of Sussex
Marcia A. Barnes
Marcia A. Barnes Vanderbilt University
Hugh W. Catts
Hugh W. Catts Florida State University
John R. Kirby
John R. Kirby Queen's University
Laura M. Justice
Laura M. Justice The Ohio State University

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