Lancaster University Language and Literacy Unit

Published Work

Stack of open journals
Papers on end
Stack of journals

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.

In Press

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

2023

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 Research192, 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

The animals in moral tales: Does character realism influence children’s prosocial response to stories?

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

Impacts of the Let’s Know!: Curriculum on the language and comprehension-related skills of prekindergarten and kindergarten children

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

The relations between morphological awareness and reading comprehension in beginner readers through to young adolescents

James, E., Currie, N., Tong, S., & Cain, K. (2021). The relations between morphological awareness and reading comprehension in beginner readers through to young adolescents. Journal of Research in Reading44(1), 110-130. https://doi.org/10.1111/1467-9817.12316

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

2020

The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics

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

Question asking during reading comprehension instruction: A corpus study of how question type influences the linguistic complexity of primary school students’ responses

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 Quarterly55(3), 443-472. https://doi.org/10.1002/rrq.279

Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement

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 Disorders50, 2941–2956. https://doi.org/10.1007/s10803-020-04404-8

The influence of labelling on symbolic understanding and dual representation in autism spectrum condition

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 Impairments5. https://doi.org/10.1177/2396941520931728

Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement

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 Disorders50, 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 Impairments5, 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 Impairments5, 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

2019

Going beyond children’s single-text comprehension: The role of fundamental and higher-level skills in 4th-graders’ multiple-document comprehension

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 Psychology90(2), 449-472. https://doi.org/10.1111/bjep.12288

Inference making in young children: The concurrent and longitudinal contributions of verbal working memory and vocabulary

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 Psychology111(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 Reading42(1), 1-17. https://doi.org/10.1111/1467-9817.12129

Cross-sectional Study of the Contribution of Rhetorical Competence to Children’s Expository Text Comprehension between Third- and Sixth-Grade

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 Differences71, 31-42. https://doi.org/10.1016/j.lindif.2019.03.005

Cross-sectional Study of the Contribution of Rhetorical Competence to Children’s Expository Text Comprehension between Third- and Sixth-Grade

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 Differences71, 31-42. https://doi.org/10.1016/j.lindif.2019.03.005

Inference making in young children: The concurrent and longitudinal contributions of verbal working memory and vocabulary

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 Psychology111(8), 1416-1431. https://doi.org/10.1037/edu0000342

The role of memory and language ability in children’s production of two-clause sentences containing before and after

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 Psychology182, 61-85. https://doi.org/10.1016/j.jecp.2019.01.011

The role of memory and language ability in children’s production of two-clause sentences containing before and after

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 Psychology182, 61-85. https://doi.org/10.1016/j.jecp.2019.01.011

Improving reading comprehension in the primary grades: Mediated effects of a language-focused classroom 

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 Research62(8), 2812-2828. https://doi.org/10.1044/2019_JSLHR-L-19-0015

Going beyond children’s single-text comprehension: The role of fundamental and higher-level skills in 4th-graders’ multiple-document comprehension

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 Psychology90(2), 449-472. https://doi.org/10.1111/bjep.12288

2018

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 Neurology60(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 Reading22(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 Research61, 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 Research61, 2779-2795. https://doi.org/10.1044/2018_JSLHR-L-17-0320

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. (2018). Within- and cross-language contributions of morphological awareness to word reading development in Chinese-English bilingual children. Reading and Writing31(8), 1787-1820. https://doi.org/10.1007/s11145-017-9770-0

Are working memory and behavioral attention equally important for both reading and listening comprehension?: A developmental comparison

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 Writing31(7), 1449-1477. https://doi.org/10.1007/s11145-018-9840-y

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 (2018). The Simple View of Reading across development: the prediction of grade 3 reading comprehension by prekindergarten skills. Remedial and Special Education39(5), 289-303. https://doi.org/10.1177/0741932518762055

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