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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 Abstract: Background: Children's comprehension of single texts relies on both foundational and higher-level skills. These are also assumed to support multiple-document comprehension, but their relative importance has not been examined, to date. Multiple-document comprehension additionally requires the identification and use of information about each document's source. Aims: This study examined multiple-document comprehension in primary school-aged children. It sought to determine the relative importance of skills proposed to be common to both single-text and multiple-document comprehension (word reading fluency, verbal working memory, comprehension monitoring) and specific to the latter (source use). Single-text comprehension and prior topic knowledge were considered as moderator and control. Sample: Participants were 94 children in the fourth year (mean age = 9; 7 years; 52% females). Methods: Children read three documents on each of two topics (chocolate and video games). Multiple-document comprehension and source use were assessed through short essays. Independent measures of the fundamental and higher-level skills were used. Results: There was a significant direct and indirect influence of word reading fluency on comprehension of multiple documents on videogames and also an indirect influence of comprehension monitoring. Indirect influences of word reading fluency and comprehension monitoring on multiple-document comprehension for both topics were also apparent. Verbal working memory was not a unique predictor. When source information was identified, it was included to support the argument in the composition. Conclusions: Efficient word reading, comprehension monitoring, and single-text comprehension are important for multiple-document comprehension in young readers. Implications of these findings and differences between the two document sets are discussed. URL: https://eprints.lancs.ac.uk/id/eprint/132770/2/FloritCainMason_BJEP.pdf https://eprints.lancs.ac.uk/id/eprint/132770/ https://doi.org/10.1111/bjep.12288 BASE Hide 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. - 2018 BASE Show 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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