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D-Index & Metrics

Psychology

D-Index
66
Citations
19320
World Ranking
2677
National Ranking
299

Kate Nation publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Kate Nation sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 182 publications — 63rd percentile

63% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Kate Nation D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Kate Nation sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 66 D-Index — 77th percentile

77% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

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
  • 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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