Kate Nation

Developmental and Educational Psychology · 2000–2019

A researcher in the Science corpus: 14 papers; trusts 41 researchers and is trusted by 27 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 162 citations into it; #614 of 8,223 by trust here, #432 by citations
• Cognitive Neuroscience — 76 citations into it; #10,505 of 10,852 by trust here, #4,716 by citations
• Statistics and Probability — 42 citations into it; #2,485 of 12,932 by trust here, #1,326 by citations
• Education — 37 citations into it; #6,411 of 11,309 by trust here, #5,825 by citations
• Experimental and Cognitive Psychology — 26 citations into it
• Artificial Intelligence — 20 citations into it
• Language and Linguistics — 13 citations into it

Whom Kate Nation trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. K. Cain
2. H. Catts
3. Keith Rayner
4. Jane Oakhill
5. K. Stanovich
6. Dorothy V. M. Bishop
7. Charles A. Perfetti
8. M. Snowling
9. B. Juhasz
10. L. Ehri

Who trusts Kate Nation overall

1. K. Cain
2. Y. Chiu
3. Sarah Logan
4. Gene P. Ouellette
5. J. Ricketts
6. Nell K. Duke
7. P. Uccelli
8. W. Tunmer
9. Selma Babayiğit
10. D. Share

Papers from Kate Nation's perspective

Ordered by how strongly the researchers Kate Nation trusts endorse each paper. Same corpus, a different order for every researcher.

1. Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
2. Specific reading disability (dyslexia): what have we learned in the past four decades? (Journal of Child Psychology and Psychiatry and Allied Disciplines)
3. Psycholinguistic markers for specific language impairment (SLI). (Journal of Child Psychology and Psychiatry and Allied Disciplines)
4. Text comprehension and its relation to coherence and cohesion in children's fictional narratives
5. On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (Psychological bulletin)
6. Children with Specific Language Impairment
7. MRC Psycholinguistic Database
8. Computational analysis of present-day American English
9. Exploring Written Narrative in Children with Poor Reading Comprehension
10. Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. (Developmental Psychology)

Their papers

• Beyond phonological skills: broader language skills contribute to the development of reading (2004) — 742 citations
• Factors influencing syntactic awareness skills in normal readers and poor comprehenders (2000) — 240 citations
• Vocabulary Is Important for Some, but Not All Reading Skills (2007) — 479 citations
• Children's Reading Comprehension Difficulties (2008) — 163 citations
• Children’s reading difficulties, language, and reflections on the simple view of reading (2019) — 208 citations
• Ending the Reading Wars: Reading Acquisition From Novice to Expert (2018) — 1,050 citations
• The nature and specificity of paired associate learning deficits in children with dyslexia (2014) — 97 citations
• Using Eye Movements to Investigate Word Frequency Effects in Children's Sentence Reading (2013) — 110 citations
• Understanding Variability in Reading Comprehension in Adolescents With Autism Spectrum Disorders: Interactions With Language Status and Decoding Skill (2011) — 173 citations
• Suppressing Irrelevant Information from Working Memory: Evidence for Domain-Specific Deficits in Poor Comprehenders. (2010) — 133 citations
• 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) — 116 citations
• Exploring Written Narrative in Children with Poor Reading Comprehension (2006) — 121 citations
• Why Reading Comprehension Fails: Insights From Developmental Disorders (2005) — 215 citations
• Phonological and semantic contributions to children's picture naming skill: Evidence from children with developmental reading disorders (2001) — 113 citations