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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 81 1 The influence of the temporal characteristics of events on adults' and children's pronoun resolution Francey, Gillian; Cain, Kate. - 2022 BASE Show details 2 Assessment of inference making in children using comprehension questions and story retelling:Effect of text modality and story presentation format Freed, Jenny; Cain, Kate. - 2021 BASE Show details 3 The Process and Product of Coherence Monitoring in Young Readers:Effects of Reader and Text Characteristics Currie, Nicola; Francey, Gillian; Davies, Robert. - 2021 BASE Show details 4 The relations between morphological awareness and reading comprehension in beginner readers through to young adolescents James, Emma; Currie, Nicola; Tong, Shelley. - 2021 BASE Show details 5 Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition:The Roles of Iconicity and Engagement Wainwright, Bethany; Allen, Melissa; Cain, Kate. - 2020 BASE Show details 6 The effect of prompts on the shared reading interactions of parents and children with Down syndrome Burgoyne, Kelly; Cain, Kate. - 2020 BASE Show details 7 Symbolic Understanding and Word–Picture–Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement Wainwright, Bethany R.; Allen, Melissa L.; Cain, Kate In: J Autism Dev Disord (2020) BASE Show details 8 The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics Currie, Nicola K.; Francey, Gillian; Davies, Robert... In: Sci Stud Read (2020) BASE Show details 9 Going beyond children’s single-text comprehension:The role of fundamental and higher–level skills in 4th graders’ multiple-document comprehension Florit, Elena; Cain, Kate; Mason, Lucia. - 2019 BASE Show details 10 The role of memory and language ability in children’s production of two-clause sentences containing before and after Blything, Liam; Cain, Kate. - 2019 BASE Show details 11 Cross-sectional Study of the Contribution of Rhetorical Competence to Children’s Expository Text Comprehension between Third- and Sixth-Grade Garcia, J Ricardo; Sanchez, Emiliio; Cain, Kate. - 2019 BASE Show details 12 Within- and cross-language contributions of morphological awareness to word reading development in Chinese-English bilingual children Choi, William; Tong, Xiuli; Law, Ka Sin; Cain, Kate. - 2018 Abstract: A growing body of cross-linguistic research has suggested that morphological awareness plays a key role in both L1 and L2 word reading among bilingual readers. However, little is known about the interaction and development of L1 and L2 morphological awareness in relation to word reading. We addressed this issue by evaluating the unique contributions of L1 Chinese and L2 English morphological awareness to word reading in both Chinese and English across Grades 2 (N = 150), 5 (N = 158), and 8 (N = 159) Hong Kong Chinese–English bilingual children. Children completed five tasks of Chinese morphological awareness which tapped for compounding awareness, homophone awareness, homographic awareness, semantic radical awareness, and affix awareness, and six English morphological judgment and analogy tasks that assessed morphological awareness at three levels: inflection, derivation, and compounding. English phonological awareness, Chinese and English vocabulary, and nonverbal ability were measured as controls. Word reading was assessed in both languages. Within-language analyses revealed that Chinese morphological awareness accounted for 27, 22, and 12% of unique variances in Chinese word reading above the control measures in Grades 2, 5, and 8 respectively. In contrast, English morphological awareness explained small but significant unique variances in English word reading, i.e., 4, 8, and 2%, across Grades 2, 5, and 8 respectively. Critically, there were cross-language influences: Chinese morphological awareness explained 4% of unique variance in English word reading in Grade 2 after controlling for IQ, English vocabulary, English phonological awareness, and English morphological awareness; English morphological awareness explained significant variances in Chinese word reading, i.e., 4, 3, and 4% in Grades 2, 5, and 8 respectively, after the relevant controls. These findings suggest a bi-directional cross-language transfer of morphological awareness to word reading in L1 Chinese and L2 English. However, the direction of its transfer may be constrained by some language-specific morphological features. URL: https://eprints.lancs.ac.uk/id/eprint/87222/1/Choi_et_al_Read_Write.pdf https://eprints.lancs.ac.uk/id/eprint/87222/ https://doi.org/10.1007/s11145-017-9770-0 BASE Hide details 13 Children’s problems with inference making: causes and consequences Oakhill, Jane; Cain, Kate. - : National Taiwan Normal University, 2018 BASE Show details 14 From words to text: inference making mediates the role of vocabulary in children’s reading comprehension [<Journal>] Daugaard, Hanne Trebbien [Verfasser]; Elbro, Carsten [Sonstige]; Cain, Kate [Sonstige] DNB Subject Category Language Show details 15 Within- and cross-language contributions of morphological awareness to word reading development in Chinese–English bilingual children [<Journal>] Cain, Kate [Sonstige]; Tong, Xiuli [Sonstige]; Choi, William [Verfasser]. DNB Subject Category Language Show details 16 Understanding the semantic functions of but in middle childhood:the role of text- and sentence-level comprehension abilities Florit, Elena; Cain, Kate; Levorato, Maria Chiara. - 2017 BASE Show details 17 Access to opportunities for bilingualism for individuals with developmental disabilities:key informant interviews Scherba de Valenzuela, Julia; Kay-Raining Bird, Elizabeth; Parkington, Karisa. - 2016 BASE Show details 18 A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual Pesco, Diane; MacLeod, Andrea A A N; Kay-Raining Bird, Elizabeth. - 2016 BASE Show details 19 Inferences during reading Ratcliff, Roger; Broek, Paul van den; Cain, Kate. - Cambridge : Cambridge University Press, 2015 BLLDB UB Frankfurt Linguistik Show details 20 Inferential revision in narrative texts:an ERP study Perez, Ana; Cain, Kate; Castellanos, Maria. - 2015 BASE Show details Page: 1 2 3 4 5

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