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Hits 1 – 11 of 11

1	Semantic diversity, frequency and the development of lexical quality in children’s word reading
	Hsiao, Y; Nation, K. - 2018
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2	Orthographic learning, fast and slow: lexical competition effects reveal the time course of word learning in developing readers
	Nation, K; Tamura, N; Castles, A. - 2017
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3	Dissociating crossmodal and verbal demands in paired associate learning (PAL): What drives the PAL-reading relationship?
	Litt, RA; de Jong, PF; van Bergen, E...
	In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; ORA review team (2013)
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4	Learning to read changes children's phonological skills: evidence from a latent variable longitudinal study of reading and nonword repetition.
	Nation, K; Hulme, C
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2011)
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5	A longitudinal investigation of early reading and language skills in children with poor reading comprehension.
	Taylor, JS; Bishop, DV; Cocksey, J...
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2010)
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6	A longitudinal investigation of early reading and language skills in children with poor reading comprehension
	Nation, K; Cocksey, J; Taylor, JSH...
	In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2010)
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7	Understanding words, understanding numbers: an exploration of the mathematical profiles of poor comprehenders.
	Pimperton, H; Nation, K
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2010)
	Abstract: BACKGROUND: Poor comprehenders are children who show significant deficits in their reading comprehension performance, despite average, or above-average word reading ability. To date, there have been no in-depth studies of the mathematical performance profiles of such children. AIMS: This study aimed to explore the mathematical profiles of poor comprehenders. Given that language impairment is associated with difficulties with mathematics, and that poor comprehenders tend to have oral language weaknesses, we hypothesized that poor comprehenders would show relative weaknesses in aspects of mathematical performance. SAMPLE: From a sample of 109 children aged 7-8 years, we selected 14 poor comprehenders and 14 controls with age-appropriate reading comprehension ability. The groups were matched on non-verbal ability, multiple measures of reading accuracy, and chronological age. METHODS: We compared the performance of the group of poor comprehenders with that of the matched controls on two standardized measures of mathematical ability, one measuring procedural arithmetic prowess and the other tapping higher-level mathematical reasoning. RESULTS: Although there were no group differences in performance on the arithmetic measure, the poor comprehenders showed significantly lower scores than the controls on the mathematical reasoning task. The poor comprehenders exhibited impaired verbal ability relative to controls, with these differences in verbal ability associated with the group differences found on the test of mathematical reasoning. CONCLUSIONS: Poor comprehenders' deficits are not limited to the domain of literacy; their underlying profile of impairments also seems to selectively impact on certain components of mathematical ability.
	Keyword: Child; Comprehension; Dyslexia; Female; Humans; Language Development Disorders; Learning Disorders; Male; Mathematics; Phonetics; Problem Solving; Reading; Wechsler Scales
	URL: https://doi.org/10.1348/000709909x477251
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8	The relationship between knowing a word and reading it aloud in children's word reading development.
	Nation, K; Cocksey, J
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2009)
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9	Orthographic facilitation in oral vocabulary acquisition.
	Ricketts, J; Bishop, DV; Nation, K
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2009)
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10	Developmental differences in sensitivity to semantic relations among good and poor comprehenders: evidence from semantic priming.
	Nation, K; Snowling, MJ
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (1999)
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11	Individual differences in contextual facilitation: evidence from dyslexia and poor reading comprehension.
	Nation, K; Snowling, MJ
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (1998)
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