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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 Hits 1 – 20 of 89 1 Features of lexical richness in children’s books: Comparisons with child-directed speech ... Dawson, Nicola; Hsiao, Yaling; Tan, Alvin. - : Carnegie Mellon University Library Publishing Service, 2021 BASE Show details 2 Features of lexical richness in children’s books: Comparisons with child-directed speech ... Dawson, Nicola; Hsiao, Yaling; Tan, Alvin. - : Open Science Framework, 2021 BASE Show details 3 The linguistic outcomes of Greek children learning English at preschool: Testing before and after lockdown ... Faitaki, Faidra; Nation, Kate; Murphy, Victoria. - : Open Science Framework, 2020 BASE Show details 4 Defining and understanding dyslexia: past, present and future Snowling, Margaret J.; Hulme, Charles; Nation, Kate In: Oxf Rev Educ (2020) BASE Show details 5 Both Semantic Diversity and Frequency Influence Children’s Sentence Reading Hsiao, Yaling; Bird, Megan; Pagán, Ascensión. - : Taylor & Francis, 2020 BASE Show details 6 The influence of item-level contextual history on lexical and semantic judgments by children and adults. Hsiao, Yaling; Bird, Megan; Norris, Helen. - : American Psychological Association, 2020 BASE Show details 7 Both semantic diversity and frequency influence children’s sentence reading. Pagán, Ascensión; Bird, Megan; Hsiao, Yaling. - : Taylor & Francis (Routledge) for Society for the Scientific Study of Reading, 2019 BASE Show details 8 Learning Words Via Reading: Contextual Diversity, Spacing, and Retrieval Effects in Adults Pagán, Ascensión; Nation, Kate. - : Wiley-Blackwell, 2019 Abstract: We examined whether variations in contextual diversity, spacing, and retrieval practice influenced how well adults learned new words from reading experience. Eye movements were recorded as adults read novel words embedded in sentences. In the learning phase, unfamiliar words were presented either in the same sentence repeated four times (same context) or in four different sentences (diverse context). Spacing was manipulated by presenting the sentences under distributed or non‐distributed practice. After learning, half of the participants were asked to retrieve the new words, and half had an extra exposure to the new words. Although words experienced in diverse contexts were acquired more slowly during learning, they enjoyed a greater benefit of learning at immediate posttest. Distributed practice also slowed learning, but no benefit was observed at posttest. Although participants who had an extra exposure showed the greatest learning benefit overall, learning also benefited from retrieval opportunity, when words were experienced in diverse contexts. These findings demonstrate that variation in the content and structure of the learning environment impacts on word learning via reading. Keyword: C800 Psychology; Q100 Linguistics URL: http://nrl.northumbria.ac.uk/id/eprint/43858/ http://nrl.northumbria.ac.uk/id/eprint/43858/1/Pagan%26Nation_CogSci_final.docx.pdf https://doi.org/10.1111/cogs.12705 BASE Hide details 9 The Role of Linguistic Factors on Crosslinguistic Influence ... Faitaki, Faidra; Murphy, Victoria; Nation, Kate. - : Open Science Framework, 2018 BASE Show details 10 Orthographic learning, fast and slow : lexical competition effects reveal the time course of word learning in developing readers Tamura, Niina; Castles, Anne; Nation, Kate. - : Elsevier, 2017 BASE Show details 11 Nurturing a lexical legacy: reading experience is critical for the development of word reading skill Nation, Kate. - : Nature Publishing Group UK, 2017 BASE Show details 12 Skewing the evidence : the effect of input structure on child and adult learning of lexically based patterns in an artificial language Brown, Helen; Nation, Kate; Wonnacott, Elizabeth. - : Academic Press, 2017 BASE Show details 13 Early prediction of language and literacy problems: is 18 months too early? Duff, Fiona J.; Nation, Kate; Plunkett, Kim. - : PeerJ Inc., 2015 BASE Show details 14 Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children Joseph, Holly S. S. L.; Bremner, Georgina; Liversedge, Simon P.. - : Routledge, 2015 BASE Show details 15 Density and length in the neighborhood : explaining cross-linguistic differences in learning to read in English and Dutch Marinus, Eva; Nation, Kate; de Jong, Peter F. - : Elsevier, 2015 BASE Show details 16 Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children Joseph, Holly S. S. L.; Bremner, Georgina; Liversedge, Simon P.. - : Taylor & Francis, 2015 BASE Show details 17 Is children's reading "good enough"? Links between online processing and comprehension as children read syntactically ambiguous sentences Wonnacott, Elizabeth; Joseph, Holly S. S. L.; Adelman, James S.. - : Sage Publications Ltd., 2015 BASE Show details 18 Becoming a written word: Eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading Joseph, Holly S.S.L.; Wonnacott, Elizabeth; Forbes, Paul... In: Cognition. - Amsterdam [u.a] : Elsevier 133 (2014) 1, 238-248 OLC Linguistik Show details 19 The nature and specificity of paired associate learning deficits in children with dyslexia Litt, Robin A.; Nation, Kate In: Journal of memory and language. - Amsterdam [u.a.] : Elsevier 71 (2014) 1, 71-88 OLC Linguistik Show details 20 The Nature and specificity of paired associate learning deficits in children with dyslexia Litt, Robin A; Nation, Kate. - : Elsevier, 2014 BASE Show details Page: 1 2 3 4 5

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