{"id":217,"date":"2021-02-11T18:02:45","date_gmt":"2021-02-11T18:02:45","guid":{"rendered":"http:\/\/wp.lancs.ac.uk\/language-literacy\/?page_id=217"},"modified":"2023-04-24T06:53:13","modified_gmt":"2023-04-24T06:53:13","slug":"papers2","status":"publish","type":"page","link":"http:\/\/wp.lancs.ac.uk\/language-literacy\/papers2\/","title":{"rendered":"Papers"},"content":{"rendered":"\t\t
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Published Work<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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<\/a>‘ page.<\/span><\/p>

Note: Some of Kate Cain\u2019s work is published as a member of the Language and Reading Research Consortium.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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The role of comprehension monitoring in predicting comprehension among French immersion children.<\/span><\/span><\/a><\/p>

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<\/em>. https:\/\/doi.org\/10.1080\/10888438.2023.2196022<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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The associations between child and item characteristics, use of vocabulary scaffolds, and reading comprehension in a digital environment: Insights from a big data approach<\/span><\/span><\/p>

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<\/i>.\u00a0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Text integration processes in children with Childhood Epilepsy with Centro-Temporal Spikes.<\/span><\/span><\/a><\/p>

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<\/em>,\u00a0192<\/em>, 192. https:\/\/doi.org\/10.1016\/jeplepsyres.2023.107136<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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The influence of the temporal characteristics of events on adults’ and children’s pronoun resolution<\/span><\/span><\/a><\/p>

Francey, G. & Cain, K. (2023). The influence of the temporal characteristics of events on adults’ and children’s pronoun resolution. Journal of Child Language,<\/em>\u00a050<\/i>(2), 391-416. https:\/\/doi.org\/10.1017\/S0305000921000878<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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The problem of reading motivation multidimensionality: Theoretical and statistical evaluation of a reading motivation scale<\/span><\/span><\/p>

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<\/i>. https:\/\/doi.org\/10.1080\/02702711.2023.2202175<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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The animals in moral tales: Does character realism influence children’s prosocial response to stories?<\/span><\/span><\/a><\/p>

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<\/em>, 219<\/i>, 105392. https:\/\/doi.org\/10.1016\/j.ject.2022.105392<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Discourse rules: The effects of clause order principles on the reading process<\/span><\/span><\/a><\/p>

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<\/em>, 37<\/em>(10), 1277-1291. https:\/\/doi.org\/10.1080\/23273798.2022.2077971<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Impacts of the Let’s Know!: Curriculum on the language and comprehension-related skills of prekindergarten and kindergarten children<\/span><\/span><\/a><\/p>

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,<\/em>\u00a0114<\/i>(6), 1205-1224. https:\/\/doi.org\/10.1037\/edu0000744<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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The effect of prompts on the shared reading interactions of parents and children with Down syndrome<\/span><\/span><\/a><\/p>

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<\/i>(4), 1327-1341 https:\/\/doi.org\/10.1080\/1034912X.2020.1755423<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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The relations between morphological awareness and reading comprehension in beginner readers through to young adolescents<\/span><\/a><\/span><\/p>

James, E., <\/a>Currie, N., Tong, S., <\/a>& Cain, K.\u00a0(2021).\u00a0The relations between morphological awareness and reading comprehension in beginner readers through to young adolescents.\u00a0Journal of Research in Reading<\/em>,\u00a044<\/em>(1), 110-130.\u00a0https:\/\/doi.org\/10.1111\/1467-9817.12316<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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English and Spanish Predictors of Grade 3 Reading Comprehension in Bilingual Children<\/span><\/a><\/span><\/p>

Language and Reading Research Consortium (LARRC), Mesa, C., & Yeomans-Maldonado, G. (Accepted\/In press).\u00a0English and Spanish Predictors of Grade 3 Reading Comprehension in Bilingual Children.\u00a0Journal of Speech, Language, and Hearing Research<\/em>. https:\/\/doi.org\/10.1080\/10888438.2023.2196022<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics<\/span><\/a><\/span><\/p>

Currie, N., Francey, G., Davies, R., Gray, S., Bridges, M., Restrepo, M. A., Thompson, M., Ciraolo, M. F., Hu, J., & Cain, K.\u00a0(2020).\u00a0The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics.\u00a0Scientific Studies of Reading<\/em>.\u00a0https:\/\/doi.org\/10.1080\/10888438.2020.1831503<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Question asking during reading comprehension instruction: A corpus study of how question type influences the linguistic complexity of primary school students’ responses<\/span><\/a><\/span><\/p>

Blything, L. P., Hardie, A., & Cain, K.\u00a0(2020).\u00a0Question Asking During Reading Comprehension Instruction: A Corpus Study of How Question Type Influences the Linguistic Complexity of Primary School Students\u2019 Responses.\u00a0Reading Research Quarterly<\/em>,\u00a055<\/em>(3), 443-472.\u00a0https:\/\/doi.org\/10.1002\/rrq.279<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement<\/a><\/span><\/p>

Wainwright, B., Allen, M., & Cain, K.\u00a0(2020).\u00a0Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement.\u00a0Journal of Autism and Developmental Disorders<\/em>,\u00a050<\/em>, 2941\u20132956.\u00a0https:\/\/doi.org\/10.1007\/s10803-020-04404-8<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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The influence of labelling on symbolic understanding and dual representation in autism spectrum condition<\/span><\/a><\/span><\/p>

Wainwright, B. R., Allen, M. L., & Cain, K.\u00a0(2020).\u00a0The influence of labelling on symbolic understanding and dual representation in autism spectrum condition.\u00a0Autism and Developmental Language Impairments<\/em>,\u00a05<\/em>.\u00a0https:\/\/doi.org\/10.1177\/2396941520931728<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement<\/a><\/span><\/p>

Wainwright, B., Allen, M., & Cain, K.\u00a0(2020).\u00a0Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement.\u00a0Journal of Autism and Developmental Disorders<\/em>,\u00a050<\/em>, 2941\u20132956.\u00a0https:\/\/doi.org\/10.1007\/s10803-020-04404-8<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition<\/a><\/span><\/p>

Wainwright, B., Allen, M., & Cain, K.\u00a0(2020).\u00a0Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition.\u00a0Journal of Autism and Developmental Language Impairments<\/em>,\u00a05<\/em>, 1-18.\u00a0https:\/\/doi.org\/10.1177\/2396941520917943<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition<\/a><\/span><\/p>

Wainwright, B., Allen, M., & Cain, K.\u00a0(2020).\u00a0Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition.\u00a0Journal of Autism and Developmental Language Impairments<\/em>,\u00a05<\/em>, 1-18.\u00a0https:\/\/doi.org\/10.1177\/2396941520917943<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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The effect of prompts on the shared reading interactions of parents and children with Down syndrome.<\/a><\/span><\/p>

Burgoyne, K., & Cain, K.\u00a0(2020).\u00a0The effect of prompts on the shared reading interactions of parents and children with Down syndrome.\u00a0International Journal of Disability, Development and Education<\/em>.\u00a0https:\/\/doi.org\/10.1080\/1034912X.2020.1755423<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tBack to Top<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\t\t\t\t\n\t\t\t\t2019\t\t\t\t<\/span>\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Going beyond children\u2019s single-text comprehension: The role of fundamental and higher-level skills in 4th-graders\u2019 multiple-document comprehension<\/span><\/a><\/span><\/p>

Florit, E., Cain, K., & Mason, L. (2019).\u00a0Going beyond children\u2019s single-text comprehension: The role of fundamental and higher\u2013level skills in 4th graders\u2019 multiple-document comprehension.\u00a0British Journal of Educational Psychology<\/em>,\u00a090<\/em>(2), 449-472.\u00a0https:\/\/doi.org\/10.1111\/bjep.12288<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Inference making in young children: The concurrent and longitudinal contributions of verbal working memory and vocabulary<\/span><\/a><\/span><\/p>

Language and Reading Research Consortium (LARRC), Currie, N. K., & Muijselaar, M. M. L. (2019).\u00a0Inference making in young children: The concurrent and longitudinal contributions of verbal working memory and vocabulary.\u00a0Journal of Educational Psychology<\/em>,\u00a0111<\/em>(8), 1416-1431.\u00a0https:\/\/doi.org\/10.1037\/edu0000342<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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The use of questions to scaffold narrative coherence and cohesion<\/span><\/a><\/span><\/p>

Silva, M., & Cain, K.\u00a0(2019).\u00a0The use of questions to scaffold narrative coherence and cohesion.\u00a0Journal of Research in Reading<\/em>,\u00a042<\/em>(1), 1-17.\u00a0https:\/\/doi.org\/10.1111\/1467-9817.12129<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Cross-sectional Study of the Contribution of Rhetorical Competence to Children\u2019s Expository Text Comprehension between Third- and Sixth-Grade<\/span><\/a><\/span><\/p>

Garcia, J. R., Sanchez, E., Cain, K., & Montoya, J. M. (2019).\u00a0Cross-sectional Study of the Contribution of Rhetorical Competence to Children\u2019s Expository Text Comprehension between Third- and Sixth-Grade.\u00a0Learning and Individual Differences<\/em>,\u00a071<\/em>, 31-42.\u00a0https:\/\/doi.org\/10.1016\/j.lindif.2019.03.005<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Cross-sectional Study of the Contribution of Rhetorical Competence to Children\u2019s Expository Text Comprehension between Third- and Sixth-Grade<\/span><\/a><\/span><\/p>

Garcia, J. R., Sanchez, E., Cain, K., & Montoya, J. M. (2019).\u00a0Cross-sectional Study of the Contribution of Rhetorical Competence to Children\u2019s Expository Text Comprehension between Third- and Sixth-Grade.\u00a0Learning and Individual Differences<\/em>,\u00a071<\/em>, 31-42.\u00a0https:\/\/doi.org\/10.1016\/j.lindif.2019.03.005<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Inference making in young children: The concurrent and longitudinal contributions of verbal working memory and vocabulary<\/a><\/span><\/p>

Language and Reading Research Consortium (LARRC), Currie, N. K., & Muijselaar, M. M. L. (2019).\u00a0Inference making in young children: The concurrent and longitudinal contributions of verbal working memory and vocabulary.\u00a0Journal of Educational Psychology<\/em>,\u00a0111<\/em>(8), 1416-1431.\u00a0https:\/\/doi.org\/10.1037\/edu0000342<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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The role of memory and language ability in children\u2019s production of two-clause sentences containing before and after<\/a><\/span><\/p>

Blything, L., & Cain, K.\u00a0(2019).\u00a0The role of memory and language ability in children\u2019s production of two-clause sentences containing before and after.\u00a0Journal of Experimental Child Psychology<\/em>,\u00a0182<\/em>, 61-85.\u00a0https:\/\/doi.org\/10.1016\/j.jecp.2019.01.011<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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The role of memory and language ability in children\u2019s production of two-clause sentences containing before and after<\/a><\/span><\/p>

Blything, L., & Cain, K.\u00a0(2019).\u00a0The role of memory and language ability in children\u2019s production of two-clause sentences containing before and after.\u00a0Journal of Experimental Child Psychology<\/em>,\u00a0182<\/em>, 61-85.\u00a0https:\/\/doi.org\/10.1016\/j.jecp.2019.01.011<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Improving reading comprehension in the primary grades: Mediated effects of a language-focused classroom\u00a0<\/span><\/a><\/span><\/p>

Language and Reading Research Consortium, Jiang, H., & Logan, J. (2019).\u00a0Improving reading comprehension in the primary grades: Mediated effects of a language-focused classroom intervention\u00a0.\u00a0Journal of Speech, Language, and Hearing Research<\/em>,\u00a062<\/em>(8), 2812-2828.\u00a0https:\/\/doi.org\/10.1044\/2019_JSLHR-L-19-0015<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Going beyond children\u2019s single-text comprehension: The role of fundamental and higher-level skills in 4th-graders\u2019 multiple-document comprehension<\/span><\/a><\/span><\/p>

Florit, E., Cain, K., & Mason, L. (2019).\u00a0Going beyond children\u2019s single-text comprehension: The role of fundamental and higher\u2013level skills in 4th graders\u2019 multiple-document comprehension.\u00a0British Journal of Educational Psychology<\/em>,\u00a090<\/em>(2), 449-472.\u00a0https:\/\/doi.org\/10.1111\/bjep.12288<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tBack to Top<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\t\t\t\t\n\t\t\t\t2018\t\t\t\t<\/span>\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Reading comprehension difficulties in children with rolandic epilepsy<\/a><\/span><\/p>

Currie, N. K., Lew, A. R., Palmer, T. M., Basu, H., De Goede, C., Ayer, A., & Cain, K.\u00a0(2018).\u00a0Reading comprehension difficulties in children with rolandic epilepsy.\u00a0Developmental Medicine and Child Neurology<\/em>,\u00a060<\/em>(3), 275-282.\u00a0https:\/\/doi.org\/10.1111\/dmcn.13628<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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The dimensionality of inference making: Are local and global inferences distinguishable?<\/span><\/a><\/span><\/p>

Language and Reading Research Consortium (LARRC), & Muijselaar, M. M. L. (2018).\u00a0The dimensionality of inference making: Are local and global inferences distinguishable?\u00a0.\u00a0Scientific Studies of Reading<\/em>,\u00a022<\/em>(2), 117-136.\u00a0https:\/\/doi.org\/10.1080\/10888438.2017.1371179<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Vocabulary development and reading comprehension: a reciprocal relationship<\/span><\/a><\/span><\/p>

Cain, K., & Oakhill, J. V. (2018). Vocabulary development and reading comprehension: a reciprocal relationship. Oxford University Press. http:\/\/oxford.ly\/wordgap<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Modeling the nature of grammar and vocabulary trajectories from pre-kindergarten to third grade<\/span><\/a><\/span><\/p>

Language and Reading Research Consortium, Jiang, H., Logan, J., & Jia, R. (2018).\u00a0Modeling the nature of grammar and vocabulary trajectories from pre-kindergarten to third grade.\u00a0Journal of Speech, Language, and Hearing Research<\/em>,\u00a061<\/em>, 910-923.\u00a0https:\/\/doi.org\/10.1044\/2018_JSLHR-L-17-0090<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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The dimensionality of oral language in kindergarten Spanish-English dual-language learners<\/span><\/a><\/span><\/p>

Language and Reading Research Consortium, Yeomans-Maldonado, G., Bengochea, A., & Mesa, C. (2018).\u00a0The dimensionality of oral language in kindergarten Spanish-English dual-language learners.\u00a0Journal of Speech, Language, and Hearing Research<\/em>,\u00a061<\/em>, 2779-2795.\u00a0https:\/\/doi.org\/10.1044\/2018_JSLHR-L-17-0320<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Within- and cross-language contributions of morphological awareness to word reading development in Chinese-English bilingual children<\/span><\/a><\/span><\/p>

Choi, W., Tong, X., Law, K. S., & Cain, K.\u00a0(2018).\u00a0Within- and cross-language contributions of morphological awareness to word reading development in Chinese-English bilingual children.\u00a0Reading and Writing<\/em>,\u00a031<\/em>(8), 1787-1820.\u00a0https:\/\/doi.org\/10.1007\/s11145-017-9770-0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Are working memory and behavioral attention equally important for both reading and listening comprehension?: A developmental comparison<\/span><\/a><\/span><\/p>

Language and Reading Research Consortium, Jiang, H., & Farquharson, K. (2018).\u00a0Are working memory and behavioral attention equally important for both reading and listening comprehension? A developmental comparison.\u00a0Reading and Writing<\/em>,\u00a031<\/em>(7), 1449-1477.\u00a0https:\/\/doi.org\/10.1007\/s11145-018-9840-y<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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The Simple View of Reading across development: the prediction of grade 3 reading comprehension by prekindergarten skills<\/span><\/a><\/span><\/p>

Chiu, Y-D., & Language and Reading Research Consortium (2018).\u00a0The Simple View of Reading across development: the prediction of grade 3 reading comprehension by prekindergarten skills.\u00a0Remedial and Special Education<\/em>,\u00a039<\/em>(5), 289-303.\u00a0https:\/\/doi.org\/10.1177\/0741932518762055<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tBack to Top<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

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\u2019s work is published as a member of the Language and Reading Research Consortium. In […]<\/p>\n","protected":false},"author":1256,"featured_media":0,"parent":0,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"page-templates\/template-pagebuilder-full-width.php","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-217","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/Pcmu5x-3v","_links":{"self":[{"href":"http:\/\/wp.lancs.ac.uk\/language-literacy\/wp-json\/wp\/v2\/pages\/217","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/wp.lancs.ac.uk\/language-literacy\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/wp.lancs.ac.uk\/language-literacy\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/wp.lancs.ac.uk\/language-literacy\/wp-json\/wp\/v2\/users\/1256"}],"replies":[{"embeddable":true,"href":"http:\/\/wp.lancs.ac.uk\/language-literacy\/wp-json\/wp\/v2\/comments?post=217"}],"version-history":[{"count":152,"href":"http:\/\/wp.lancs.ac.uk\/language-literacy\/wp-json\/wp\/v2\/pages\/217\/revisions"}],"predecessor-version":[{"id":930,"href":"http:\/\/wp.lancs.ac.uk\/language-literacy\/wp-json\/wp\/v2\/pages\/217\/revisions\/930"}],"wp:attachment":[{"href":"http:\/\/wp.lancs.ac.uk\/language-literacy\/wp-json\/wp\/v2\/media?parent=217"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/wp.lancs.ac.uk\/language-literacy\/wp-json\/wp\/v2\/categories?post=217"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/wp.lancs.ac.uk\/language-literacy\/wp-json\/wp\/v2\/tags?post=217"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}