Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis

By K. Cain, Jane Oakhill, P. Bryant. 2000

149 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/8afac8044d6e6eed07512d4432f3c57f80c0c5fb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Kate Nation
2. K. Cain
3. Y. Kim
4. Elena Florit
5. H. Catts
6. Jane Oakhill
7. M. Snowling
8. Nonie K. Lesaux

In Statistics and Probability

1. K. Cain
2. Kate Nation
3. Dorothy V. M. Bishop
4. Jane Oakhill
5. Elena Florit
6. M. Snowling
7. Y. Kim
8. R. Vukovic

Citations in the corpus

• Exploring Written Narrative in Children with Poor Reading Comprehension (2006, background): “, 2001), it is not surprising to see that poor comprehenders – a group of children who have well-developed phonological skills (Cain et al., 2000; Nation et al., 2004) – spell words at an age-appropriate level.”
• The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study (2012, methodology): “Children completed two measures of phonological awareness (adapted from Cain et al., 2000).”
• Dissecting the relationship between language skills and learning to read: Semantic and phonological contributions to new vocabulary learning in children with poor reading comprehension (2007, background): “Given poor comprehenders’ strengths in phonological processing (Cain et al., 2000; Nation et al., 2004; Stothard & Hulme, 1995), we anticipated that their phonological learning would be equivalent to skilled comprehenders.”
• The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies? (2011, methodology): “We see this in children with Dyslexia, and those with Hyperlexia and poor reading comprehension, where the skills that support decoding and linguistic comprehension have not developed in tandem (e.g., Cain et al. 2000; Catts et al. 2003; Nation and Snowling 1998).”
• The Mathematics Skills of Children with Reading Difficulties. (2010, background): “Yet these children are thought to have deficits in higher-order cognitive processes, such as inference making and using metacognitive strategies (e.g., Cain & Oakhill, 1999; Cain et al., 2000).”
• The dissociation of word reading and text comprehension: Evidence from component skills (2003, methodology): “However, since starting the longitudinal study, we have found a relation between the odd-one-out task and the Neale Comprehension in other, cross-sectional studies ( Cain, Oakhill, & Bryant, 2000 ), though we have yet to find any other test of phonological awareness that is related to comprehension ”
• Vocabulary Is Important for Some, but Not All Reading Skills (2007, unknown): “This finding replicates many previous studies (e.g., Cain, Oakhill, & Bryant, 2000; Catts et al., 2006; Nation & Snowling, 1998).”
• Developmental dyslexia and specific language impairment: same or different? (2004, background): “Gradually, researchers began to question the sharp divide between dyslexia and SLI, with some suggesting that they were points on a continuum rather than distinct disorders (Kamhi & Catts, 1986). As Catts (1991) put it, “Many cases of dyslexia are best characterised as instances of a developmental l”
• Language deficits in poor comprehenders: a case for the simple view of reading. (2006, background): “Poor comprehenders, on the other hand, perform comparable to typical readers on such tasks ( Cain, Oakhill, & Bryant, 2000; Nation, Adams, Bowyer-Crane, & Snowling, 1999; Nation & Snowling, 1998b; Stothard & Hulme, 1995).”
• Mathematical and Reading Difficulties as Predictors of School Achievement and Transition to Secondary Education (2013, unknown): “Cain, Oakhill, & Bryant, 2000 ; Vaughn et al, 2008 ; Vaughn et al, 2010 ) were used in parallel.”