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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 Hits 1 – 20 of 37 1 Children’s problems with inference making: causes and consequences Oakhill, Jane; Cain, Kate. - : National Taiwan Normal University, 2018 BASE Show details 2 Inferences during reading Ratcliff, Roger; Broek, Paul van den; Cain, Kate. - Cambridge : Cambridge University Press, 2015 BLLDB UB Frankfurt Linguistik Show details 3 Reading comprehension (development, individual differences, difficulties) Oakhill, Jane; Cain, Kate. - : Sage Publications, 2014 BASE Show details 4 Matthew effects in young readers:reading comprehension and reading experience aid vocabulary development Cain, Kate; Oakhill, Jane. - 2011 BASE Show details 5 Matthew effects in young readers: Reading comprehension and reading experience aid vocabulary development. Cain, Kate; Oakhill, Jane. - : SAGE Publicaions, 2011 BASE Show details 6 Issues of causality in children's reading comprehension Oakhill, Jane; Cain, Kate In: Reading comprehension strategies (New York, NY, 2007), p. 47-72 MPI für Psycholinguistik Show details 7 Reading comprehension difficulties : correlates, causes, and consequences Cain, Kate; Oakhill, Jane In: Children's comprehension problems in oral and written language (New York, 2007), p. 41-76 MPI für Psycholinguistik Show details 8 Cognitive bases of children's language comprehension difficulties : where do we go from here? Cain, Kate; Oakhill, Jane In: Children's comprehension problems in oral and written language (New York, 2007), p. 283-296 MPI für Psycholinguistik Show details 9 Introduction to comprehension development Oakhill, Jane; Cain, Kate In: Children's comprehension problems in oral and written language (New York, 2007), p. 3-40 MPI für Psycholinguistik Show details 10 Children's comprehension problems in oral and written language : a cognitive perspective Cain, Kate; Oakhill, Jane. - New York : Guilford Press, 2007 MPI für Psycholinguistik Show details 11 Profiles of children with specific reading comprehension difficulties. Cain, Kate; Oakhill, Jane. - 2006 BASE Show details 12 The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties Cain, Kate; Oakhill, Jane V.; Elbro, Carsten In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 30 (2003) 3, 681-694 OLC Linguistik Show details 13 The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties Cain, Kate; Oakhill, Jane; Elbro, Carsten In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 30 (2003) 3, 681-694 BLLDB Show details 14 The dissociation of word reading and text comprehension : evidence from component skills Oakhill, Jane; Cain, Kate; Bryant, P.E. In: Language and cognitive processes. - Abingdon : Routledge, Taylor & Francis Group 18 (2003) 4, 443-468 BLLDB Show details 15 The dissociation of word reading and text comprehension: Evidence from component skills. Oakhill, Jane V.; Cain, Kate; Bryant, Peter E.. - 2003 Abstract: In this paper, we discuss the relative contribution of several theoretically relevant skills and abilities in accounting for variance in both word reading and text comprehension. We present data from the first and second waves of a longitudinal study, when the children were 7 to 8 years, and 8 to 9 years old. In multiple regression analyses, we show that there is a dissociation between the skills and abilities that account for variance in word reading, and those that account for variance in text comprehension. The pattern of results is very similar at both time points. Significant variance in comprehension skill is accounted for by measures of text integration, metacognitive monitoring, and working memory. By contrast, these measures do not account for variance in word reading ability, which was best accounted for by a phoneme deletion task. The implications of these findings for our understanding of the development of reading ability, children’s problems in text comprehension and for remediation will be discussed. URL: https://eprints.lancs.ac.uk/id/eprint/10625/ https://doi.org/10.1080/01690960344000008 BASE Hide details 16 The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties Oakhill, Jane V.; Cain, Kate; Elbro, Carsten. - 2003 BASE Show details 17 The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties Cain, Kate; Oakhill, Jane V; Elbro, Carsten. - 2003 BASE Show details 18 Comprehension skill, inference-making ability, and their relation to knowledge Cain, Kate; Oakhill, Jane V.; Barnes, Marcia A.... In: Memory & cognition. - Heidelberg [u.a.] : Springer 29 (2001) 6, 850-859 OLC Linguistik Show details 19 Comprehension skill, inference-making ability, and their relation to knowledge Cain, Kate; Oakhill, Jane; Barnes, Marcia A.... In: Memory & cognition. - Heidelberg [u.a.] : Springer 29 (2001) 6, 850-859 BLLDB Show details 20 Comprehension skill, inference-making ability, and their relation to knowledge Cain, Kate; Oakhill, Jane V.; Barnes, Marcia A.... In: Memory & cognition. - Heidelberg [u.a.] : Springer 29 (2001) 6, 850-859 OLC Linguistik Show details Page: 1 2

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