Published Work
This page lists some of our recent publications. For a full list of publications for each team member, please click on their photo on our ‘Meet the Team‘ page.
Note: Some of Kate Cain’s work is published as a member of the Language and Reading Research Consortium.
The role of comprehension monitoring in predicting comprehension among French immersion children.
Krenca, K., Cain, K., Marinova-Todd, S. & Chen, X. (In press). The role of comprehension monitoring in predicting reading comprehension among Frnech immersion children. Scientific Studies of Reading. https://doi.org/10.1080/10888438.2023.2196022
The associations between child and item characteristics, use of vocabulary scaffolds, and reading comprehension in a digital environment: Insights from a big data approach
Diprossimo L., Ushakova, A., Zoski, J., Gamble, H., Irey, R. & Cain, K. (2023). The associations between child and item characteristics, use of vocabulary scaffolds, and reading comprehension in a digital environment: Insights from a big data approach. In: Contemporary Educational Psychology.
Text integration processes in children with Childhood Epilepsy with Centro-Temporal Spikes.
Francey, G. Currie, N. K., Lew, A. R., Basu, H., de Goede, C. & Cain, K. (2023). Text integration processes in children with Childhood Epilepsy with Centro-Temporal Spikes. Epilepsy Research, 192, 192. https://doi.org/10.1016/jeplepsyres.2023.107136
The influence of the temporal characteristics of events on adults’ and children’s pronoun resolution
Francey, G. & Cain, K. (2023). The influence of the temporal characteristics of events on adults’ and children’s pronoun resolution. Journal of Child Language, 50(2), 391-416. https://doi.org/10.1017/S0305000921000878
The problem of reading motivation multidimensionality: Theoretical and statistical evaluation of a reading motivation scale
Jeldrez, E., Cain, K., Silva, M. & Strasser, K. (2023). The problem of reading motivation multidimensionality: Theoretical and statistical evaluation of a reading motivation scale. In: Reading Psychology. https://doi.org/10.1080/02702711.2023.2202175
Russell, S. J. & Cain, K. (2022). The animals in moral tales: Does character realism influence children’s prosocial response to stories? Journal of Experimental Child Psychology, 219, 105392. https://doi.org/10.1016/j.ject.2022.105392
Discourse rules: The effects of clause order principles on the reading process
Scholman, M., Blything, L., Cain, K., Hoek, J. & Evers-Vermeul, J. (2022). Discourse rules: The effects of clause order principles on the reading process. Language, Cognition and Neuroscience, 37(10), 1277-1291. https://doi.org/10.1080/23273798.2022.2077971
Language and Reading Research Consortium, Lo, M., Xu, M. (2022). Impacts of the Let’s Know!: Curriculum on the language and comprehension-related skills of prekindergarten and kindergarten children. Journal of Educational Psychology, 114(6), 1205-1224. https://doi.org/10.1037/edu0000744
The effect of prompts on the shared reading interactions of parents and children with Down syndrome
Burgoyne, K. & Cain, K. (2022). The effect of prompts on the shared reading interactions of parents and children with Down syndrome. International Journal of Disability, Development and Education, 69(4), 1327-1341 https://doi.org/10.1080/1034912X.2020.1755423
English and Spanish Predictors of Grade 3 Reading Comprehension in Bilingual Children
Language and Reading Research Consortium (LARRC), Mesa, C., & Yeomans-Maldonado, G. (Accepted/In press). English and Spanish Predictors of Grade 3 Reading Comprehension in Bilingual Children. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1080/10888438.2023.2196022
Currie, N., Francey, G., Davies, R., Gray, S., Bridges, M., Restrepo, M. A., Thompson, M., Ciraolo, M. F., Hu, J., & Cain, K. (2020). The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics. Scientific Studies of Reading. https://doi.org/10.1080/10888438.2020.1831503
Blything, L. P., Hardie, A., & Cain, K. (2020). Question Asking During Reading Comprehension Instruction: A Corpus Study of How Question Type Influences the Linguistic Complexity of Primary School Students’ Responses. Reading Research Quarterly, 55(3), 443-472. https://doi.org/10.1002/rrq.279
Wainwright, B., Allen, M., & Cain, K. (2020). Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement. Journal of Autism and Developmental Disorders, 50, 2941–2956. https://doi.org/10.1007/s10803-020-04404-8
Wainwright, B. R., Allen, M. L., & Cain, K. (2020). The influence of labelling on symbolic understanding and dual representation in autism spectrum condition. Autism and Developmental Language Impairments, 5. https://doi.org/10.1177/2396941520931728
Wainwright, B., Allen, M., & Cain, K. (2020). Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement. Journal of Autism and Developmental Disorders, 50, 2941–2956. https://doi.org/10.1007/s10803-020-04404-8
Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition
Wainwright, B., Allen, M., & Cain, K. (2020). Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition. Journal of Autism and Developmental Language Impairments, 5, 1-18. https://doi.org/10.1177/2396941520917943
Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition
Wainwright, B., Allen, M., & Cain, K. (2020). Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition. Journal of Autism and Developmental Language Impairments, 5, 1-18. https://doi.org/10.1177/2396941520917943
The effect of prompts on the shared reading interactions of parents and children with Down syndrome.
Burgoyne, K., & Cain, K. (2020). The effect of prompts on the shared reading interactions of parents and children with Down syndrome. International Journal of Disability, Development and Education. https://doi.org/10.1080/1034912X.2020.1755423
Florit, E., Cain, K., & Mason, L. (2019). Going beyond children’s single-text comprehension: The role of fundamental and higher–level skills in 4th graders’ multiple-document comprehension. British Journal of Educational Psychology, 90(2), 449-472. https://doi.org/10.1111/bjep.12288
Language and Reading Research Consortium (LARRC), Currie, N. K., & Muijselaar, M. M. L. (2019). Inference making in young children: The concurrent and longitudinal contributions of verbal working memory and vocabulary. Journal of Educational Psychology, 111(8), 1416-1431. https://doi.org/10.1037/edu0000342
The use of questions to scaffold narrative coherence and cohesion
Silva, M., & Cain, K. (2019). The use of questions to scaffold narrative coherence and cohesion. Journal of Research in Reading, 42(1), 1-17. https://doi.org/10.1111/1467-9817.12129
Garcia, J. R., Sanchez, E., Cain, K., & Montoya, J. M. (2019). Cross-sectional Study of the Contribution of Rhetorical Competence to Children’s Expository Text Comprehension between Third- and Sixth-Grade. Learning and Individual Differences, 71, 31-42. https://doi.org/10.1016/j.lindif.2019.03.005
Garcia, J. R., Sanchez, E., Cain, K., & Montoya, J. M. (2019). Cross-sectional Study of the Contribution of Rhetorical Competence to Children’s Expository Text Comprehension between Third- and Sixth-Grade. Learning and Individual Differences, 71, 31-42. https://doi.org/10.1016/j.lindif.2019.03.005
Language and Reading Research Consortium (LARRC), Currie, N. K., & Muijselaar, M. M. L. (2019). Inference making in young children: The concurrent and longitudinal contributions of verbal working memory and vocabulary. Journal of Educational Psychology, 111(8), 1416-1431. https://doi.org/10.1037/edu0000342
Blything, L., & Cain, K. (2019). The role of memory and language ability in children’s production of two-clause sentences containing before and after. Journal of Experimental Child Psychology, 182, 61-85. https://doi.org/10.1016/j.jecp.2019.01.011
Blything, L., & Cain, K. (2019). The role of memory and language ability in children’s production of two-clause sentences containing before and after. Journal of Experimental Child Psychology, 182, 61-85. https://doi.org/10.1016/j.jecp.2019.01.011
Language and Reading Research Consortium, Jiang, H., & Logan, J. (2019). Improving reading comprehension in the primary grades: Mediated effects of a language-focused classroom intervention . Journal of Speech, Language, and Hearing Research, 62(8), 2812-2828. https://doi.org/10.1044/2019_JSLHR-L-19-0015
Florit, E., Cain, K., & Mason, L. (2019). Going beyond children’s single-text comprehension: The role of fundamental and higher–level skills in 4th graders’ multiple-document comprehension. British Journal of Educational Psychology, 90(2), 449-472. https://doi.org/10.1111/bjep.12288
Reading comprehension difficulties in children with rolandic epilepsy
Currie, N. K., Lew, A. R., Palmer, T. M., Basu, H., De Goede, C., Ayer, A., & Cain, K. (2018). Reading comprehension difficulties in children with rolandic epilepsy. Developmental Medicine and Child Neurology, 60(3), 275-282. https://doi.org/10.1111/dmcn.13628
The dimensionality of inference making: Are local and global inferences distinguishable?
Language and Reading Research Consortium (LARRC), & Muijselaar, M. M. L. (2018). The dimensionality of inference making: Are local and global inferences distinguishable? . Scientific Studies of Reading, 22(2), 117-136. https://doi.org/10.1080/10888438.2017.1371179
Vocabulary development and reading comprehension: a reciprocal relationship
Cain, K., & Oakhill, J. V. (2018). Vocabulary development and reading comprehension: a reciprocal relationship. Oxford University Press. http://oxford.ly/wordgap
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. (2018). Modeling the nature of grammar and vocabulary trajectories from pre-kindergarten to third grade. Journal of Speech, Language, and Hearing Research, 61, 910-923. https://doi.org/10.1044/2018_JSLHR-L-17-0090
The dimensionality of oral language in kindergarten Spanish-English dual-language learners
Language and Reading Research Consortium, Yeomans-Maldonado, G., Bengochea, A., & Mesa, C. (2018). The dimensionality of oral language in kindergarten Spanish-English dual-language learners. Journal of Speech, Language, and Hearing Research, 61, 2779-2795. https://doi.org/10.1044/2018_JSLHR-L-17-0320
Choi, W., Tong, X., Law, K. S., & Cain, K. (2018). Within- and cross-language contributions of morphological awareness to word reading development in Chinese-English bilingual children. Reading and Writing, 31(8), 1787-1820. https://doi.org/10.1007/s11145-017-9770-0
Language and Reading Research Consortium, Jiang, H., & Farquharson, K. (2018). Are working memory and behavioral attention equally important for both reading and listening comprehension? A developmental comparison. Reading and Writing, 31(7), 1449-1477. https://doi.org/10.1007/s11145-018-9840-y
Chiu, Y-D., & Language and Reading Research Consortium (2018). The Simple View of Reading across development: the prediction of grade 3 reading comprehension by prekindergarten skills. Remedial and Special Education, 39(5), 289-303. https://doi.org/10.1177/0741932518762055