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Kate Nation · Study
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Author
Kate Nation
58 works
· latest 2022
· 3 institutions
cluster: provisional
ORCID 0000-0001-5048-6107
Works
58 shown
Book Language and Its Implications for Children’s Language, Literacy, and Development
Current Directions in Psychological Science
·
2022
·
3 authors
·
Open access
88
citations
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
Journal of Child Language
·
2022
·
4 authors
·
Open access
57
citations
Defining and understanding dyslexia: past, present and future
Oxford Review of Education
·
2020
·
3 authors
·
Open access
416
citations
Mutualistic Coupling Between Vocabulary and Reasoning in Young Children: A Replication and Extension of the Study by Kievit et al. (2017)
Psychological Science
·
2019
·
3 authors
·
Open access
65
citations
Children’s reading difficulties, language, and reflections on the simple view of reading
Australian Journal of Learning Difficulties
·
2019
·
1 author
·
Open access
245
citations
Learning Words Via Reading: Contextual Diversity, Spacing, and Retrieval Effects in Adults
Cognitive Science
·
2019
·
2 authors
·
Open access
58
citations
Semantic diversity, frequency and the development of lexical quality in children’s word reading
Journal of Memory and Language
·
2018
·
2 authors
74
citations
Ending the Reading Wars: Reading Acquisition From Novice to Expert
Psychological Science in the Public Interest
·
2018
·
3 authors
·
Open access
1,292
citations
Examining incidental word learning during reading in children: The role of context
Journal of Experimental Child Psychology
·
2017
·
2 authors
·
Open access
82
citations
Putting the learning into orthographic learning
Studies in written language and literacy
·
2017
·
2 authors
·
chapter
70
citations
Children reading spoken words: interactions between vocabulary and orthographic expectancy
Developmental Science
·
2017
·
6 authors
·
Open access
64
citations
Nurturing a lexical legacy: reading experience is critical for the development of word reading skill
npj Science of Learning
·
2017
·
1 author
·
Open access
153
citations
Do infant vocabulary skills predict school‐age language and literacy outcomes?
Journal of Child Psychology and Psychiatry
·
2015
·
4 authors
·
Open access
347
citations
Becoming a written word: Eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading
Cognition
·
2014
·
4 authors
·
Open access
90
citations
Lexical learning and lexical processing in children with developmental language impairments
Philosophical Transactions of the Royal Society B Biological Sciences
·
2013
·
1 author
·
review
·
Open access
103
citations
When words fail us: insights into language processing from developmental and acquired disorders
Philosophical Transactions of the Royal Society B Biological Sciences
·
2013
·
3 authors
·
Open access
83
citations
The nature and specificity of paired associate learning deficits in children with dyslexia
Journal of Memory and Language
·
2013
·
2 authors
95
citations
Using Eye Movements to Investigate Word Frequency Effects in Children's Sentence Reading
School Psychology Review
·
2013
·
3 authors
105
citations
Predictors of Orthographic Learning of Regular and Irregular Words
Scientific Studies of Reading
·
2013
·
4 authors
91
citations
Dissociating crossmodal and verbal demands in paired associate learning (PAL): What drives the PAL–reading relationship?
Journal of Experimental Child Psychology
·
2013
·
4 authors
75
citations
Context effects on orthographic learning of regular and irregular words
Journal of Experimental Child Psychology
·
2011
·
4 authors
105
citations
The Role of Self-Teaching in Learning Orthographic and Semantic Aspects of New Words
Scientific Studies of Reading
·
2011
·
4 authors
·
Open access
95
citations
Understanding Variability in Reading Comprehension in Adolescents With Autism Spectrum Disorders: Interactions With Language Status and Decoding Skill
Scientific Studies of Reading
·
2010
·
2 authors
162
citations
Learning to read changes children’s phonological skills: evidence from a latent variable longitudinal study of reading and nonword repetition
Developmental Science
·
2010
·
2 authors
106
citations
The influence of consistency, frequency, and semantics on learning to read: An artificial orthography paradigm.
Journal of Experimental Psychology Learning Memory and Cognition
·
2010
·
3 authors
·
Open access
112
citations
A longitudinal investigation of early reading and language skills in children with poor reading comprehension
Journal of Child Psychology and Psychiatry
·
2010
·
4 authors
374
citations
Suppressing irrelevant information from working memory: Evidence for domain-specific deficits in poor comprehenders
Journal of Memory and Language
·
2010
·
2 authors
131
citations
Form–meaning links in the development of visual word recognition
Philosophical Transactions of the Royal Society B Biological Sciences
·
2009
·
1 author
·
review
·
Open access
62
citations
The relationship between knowing a word and reading it aloud in children’s word reading development
Journal of Experimental Child Psychology
·
2009
·
2 authors
129
citations
Orthographic Facilitation in Oral Vocabulary Acquisition
Quarterly Journal of Experimental Psychology
·
2009
·
3 authors
113
citations
Beginning readers activate semantics from sub-word orthography
Cognition
·
2008
·
2 authors
59
citations
Investigating orthographic and semantic aspects of word learning in poor comprehenders
Journal of Research in Reading
·
2008
·
3 authors
77
citations
Learning to be a good orthographic reader
Journal of Research in Reading
·
2008
·
2 authors
61
citations
Children's Reading Comprehension Difficulties
Blackwell Publishing Ltd eBooks
·
2008
·
1 author
·
chapter
227
citations
Self-ordered pointing as a test of working memory in typically developing children
Memory
·
2007
·
2 authors
·
Open access
81
citations
Vocabulary Is Important for Some, but Not All Reading Skills
Scientific Studies of Reading
·
2007
·
3 authors
469
citations
Dissecting the relationship between language skills and learning to read: Semantic and phonological contributions to new vocabulary learning in children with poor reading comprehension
International Journal of Speech-Language Pathology
·
2007
·
3 authors
111
citations
How does orthographic learning happen
·
2006
·
2 authors
100
citations
Orthographic learning via self-teaching in children learning to read English: Effects of exposure, durability, and context
Journal of Experimental Child Psychology
·
2006
·
3 authors
242
citations
A case of exceptional reading accuracy in a child with Down syndrome: Underlying skills and the relation to reading comprehension
Cognitive Neuropsychology
·
2006
·
4 authors
·
Open access
64
citations
Learning to read and learning to comprehend
London Review of Education
·
2006
·
2 authors
·
Open access
61
citations
Exploring Written Narrative in Children with Poor Reading Comprehension
Educational Psychology
·
2005
·
2 authors
113
citations
Why Reading Comprehension Fails
Topics in Language Disorders
·
2005
·
2 authors
190
citations
Beyond phonological skills: broader language skills contribute to the development of reading
Journal of Research in Reading
·
2004
·
2 authors
668
citations
Hidden Language Impairments in Children
Journal of Speech Language and Hearing Research
·
2004
·
4 authors
446
citations
Investigating individual differences in children’s real-time sentence comprehension using language-mediated eye movements
Journal of Experimental Child Psychology
·
2003
·
3 authors
146
citations
General cognitive ability in children with reading comprehension difficulties
British Journal of Educational Psychology
·
2002
·
3 authors
116
citations
Phoneme Awareness Is a Better Predictor of Early Reading Skill Than Onset-Rime Awareness
Journal of Experimental Child Psychology
·
2002
·
6 authors
·
Open access
427
citations
Phonological and semantic contributions to children's picture naming skill: Evidence from children with developmental reading disorders
Language and Cognitive Processes
·
2001
·
3 authors
94
citations
Factors influencing syntactic awareness skills in normal readers and poor comprehenders
Applied Psycholinguistics
·
2000
·
2 authors
221
citations
Working Memory Deficits in Poor Comprehenders Reflect Underlying Language Impairments
Journal of Experimental Child Psychology
·
1999
·
4 authors
356
citations
Developmental differences in sensitivity to semantic relations among good and poor comprehenders: evidence from semantic priming
Cognition
·
1999
·
2 authors
275
citations
Reading skills in hyperlexia: A developmental perspective.
Psychological Bulletin
·
1999
·
1 author
145
citations
Individual Differences in Contextual Facilitation: Evidence from Dyslexia and Poor Reading Comprehension
Child Development
·
1998
·
2 authors
·
Open access
363
citations
Semantic Processing and the Development of Word-Recognition Skills: Evidence from Children with Reading Comprehension Difficulties
Journal of Memory and Language
·
1998
·
2 authors
513
citations
Assessing reading difficulties: the validity and utility of current measures of reading skill
British Journal of Educational Psychology
·
1997
·
2 authors
312
citations
Phonemic Segmentation, Not Onset‐Rime Segmentation, Predicts Early Reading and Spelling Skills
Reading Research Quarterly
·
1997
·
2 authors
255
citations
Phonological Processing Skills of Dyslexic Students in Higher Education: A Preliminary Report
Journal of Research in Reading
·
1997
·
4 authors
167
citations