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Psychology

D-Index
66
Citations
19320
World Ranking
2679
National Ranking
300

Research.com Recognitions

  • 2000 - Spearman Medal, British Psychological Society
  • Fellow of the Academy of Social Sciences, United Kingdom
  • Fellow of the Academy of Social Sciences, United Kingdom
  • Fellow of the Academy of Social Sciences, United Kingdom

Overview

Kate Nation is a researcher affiliated with the University of Oxford in the United Kingdom. Their scholarly work primarily spans the field of psychology, with a special focus on developmental and educational psychology. The research also encompasses cognitive neuroscience, education, artificial intelligence, and language and linguistics.

The main areas of study covered by their publications include reading and literacy development, neurobiology of language and bilingualism, language development and disorders, text readability and simplification, child development and digital technology, writing and handwriting education, and child and animal learning development.

They have frequently published in several scientific journals, including:

  • Scientific Studies of Reading
  • Quarterly Journal of Experimental Psychology
  • Oxford Review of Education
  • Journal of Experimental Child Psychology
  • Child Development

Coauthors who frequently collaborate with this researcher include:

  • Yaling Hsiao
  • Anne Castles
  • Signy Wegener
  • Nilanjana Banerji
  • Hua-Chen Wang

Among their recent papers are:

  • "Defining and understanding dyslexia: past, present and future," 2020, Oxford Review of Education
  • "Book Language and Its Implications for Children's Language, Literacy, and Development," 2022, Current Directions in Psychological Science
  • "Comprehension Monitoring during Reading: An Eye-tracking Study with Children Learning English as an Additional Language," 2020, Scientific Studies of Reading
  • "Anchoring and contextual variation in the early stages of incidental word learning during reading," 2021, Journal of Memory and Language
  • "The nature and frequency of relative clauses in the language children hear and the language children read: A developmental cross-corpus analysis of English complex grammar," 2022, Journal of Child Language

The researcher has received recognition from professional bodies, including the Spearman Medal awarded by the British Psychological Society in 2000 and fellowship status within the Academy of Social Sciences in the United Kingdom.

Best Publications

  • Ending the reading wars: reading acquisition from novice to expert

    Anne Castles;Kathleen Rastle;Kate Nation

  • Beyond phonological skills: broader language skills contribute to the development of reading

    Kate Nation;Margaret J. Snowling

  • Semantic processing and the development of word-recognition skills: Evidence from children with reading comprehension difficulties.

    Kate Nation;Margaret J. Snowling

  • Patterns of reading ability in children with autism spectrum disorder.

    Kate Nation;Paula Clarke;Barry Wright;Christine Williams

  • Phoneme awareness is a better predictor of early reading skill than onset-rime awareness.

    Charles Hulme;Peter J. Hatcher;Kate Nation;Angela Brown

  • Vocabulary Is Important for Some, but Not All Reading Skills

    Jessie Ricketts;Kate Nation;Dorothy V. M. Bishop

  • Working Memory Deficits in Poor Comprehenders Reflect Underlying Language Impairments

    Kate Nation;John W. Adams;Claudine A. Bowyer-Crane;Margaret J. Snowling

  • Children's Reading Comprehension Difficulties

    Kate Nation

  • Individual Differences in Contextual Facilitation: Evidence from Dyslexia and Poor Reading Comprehension

    Kate Nation;Margaret J. Snowling

  • Hidden language impairments in children: parallels between poor reading comprehension and specific language impairment?

    Kate Nation;Paula Clarke;Catherine M. Marshall;Marianne Durand

  • A longitudinal investigation of early reading and language skills in children with poor reading comprehension

    Kate Nation;Joanne Cocksey;Jo S.H. Taylor;Dorothy V.M. Bishop

  • Phonemic Segmentation, Not Onset-Rime Segmentation, Predicts Early Reading and Spelling Skills.

    Kate Nation;Charles Hulme

  • Assessing reading difficulties: the validity and utility of current measures of reading skill.

    Kate Nation;Margaret Snowling

  • Developmental differences in sensitivity to semantic relations among good and poor comprehenders: evidence from semantic priming.

    Kate Nation;Margaret J Snowling

  • Factors influencing syntactic awareness skills in normal readers and poor comprehenders

    Kate Nation;Margaret J. Snowling

  • Sensitivity to eye gaze in autism: is it normal? Is it automatic? Is it social?

    Kate Nation;Sophia Penny

  • Do infant vocabulary skills predict school-age language and literacy outcomes?

    Fiona J. Duff;Gurpreet Reen;Kim Plunkett;Kate Nation

  • Why Reading Comprehension Fails: Insights From Developmental Disorders

    Kate Nation;Courtenay Frazier Norbury

  • Orthographic learning via self-teaching in children learning to read English: effects of exposure, durability, and context.

    Kate Nation;Philip Angell;Anne Castles

  • Defining and understanding dyslexia: past, present and future.

    Margaret J. Snowling;Charles Hulme;Kate Nation

  • Ending the Reading Wars: Reading Acquisition From Novice to Expert (vol 19, pg 5, 2018)

    A Castles;K Rastle;K Nation

Frequent Co-Authors

Margaret J. Snowling
Margaret J. Snowling University of Oxford
Anne Castles
Anne Castles Macquarie University
Dorothy V. M. Bishop
Dorothy V. M. Bishop University of Oxford
Charles Hulme
Charles Hulme University of Oxford
Courtenay Frazier Norbury
Courtenay Frazier Norbury University College London
Kim Plunkett
Kim Plunkett University of Oxford
Rogier A. Kievit
Rogier A. Kievit Donders Institute
Lyndsey Nickels
Lyndsey Nickels Macquarie University
Karalyn Patterson
Karalyn Patterson MRC Cognition and Brain Sciences Unit
Patricia A. Jacobs
Patricia A. Jacobs University of Southampton

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