Kate Nation - Publications

Affiliations: 
University of Oxford, Oxford, United Kingdom 
Area:
reading development
Website:
http://www.sjc.ox.ac.uk/index.php?A=2&B=3&X=172

84 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2020 Wegener S, Wang HC, Nation K, Castles A. Tracking the evolution of orthographic expectancies over building visual experience. Journal of Experimental Child Psychology. 199: 104912. PMID 32726725 DOI: 10.1016/j.jecp.2020.104912  0.68
2020 Beyersmann E, Wegener S, Nation K, Prokupzcuk A, Wang HC, Castles A. Learning morphologically complex spoken words: Orthographic expectations of embedded stems are formed prior to print exposure. Journal of Experimental Psychology. Learning, Memory, and Cognition. PMID 31916831 DOI: 10.1037/xlm0000808  0.68
2018 Castles A, Rastle K, Nation K. Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest : a Journal of the American Psychological Society. 19: 5-51. PMID 29890888 DOI: 10.1177/1529100618772271  0.68
2017 Heathcote L, Nation K, Castles A, Beyersmann E. Do 'blacheap' and 'subcheap' both prime 'cheap'? An investigation of morphemic status and position in early visual word processing. Quarterly Journal of Experimental Psychology (2006). 1-34. PMID 28760071 DOI: 10.1080/17470218.2017.1362704  0.68
2017 Wegener S, Wang HC, de Lissa P, Robidoux S, Nation K, Castles A. Children reading spoken words: interactions between vocabulary and orthographic expectancy. Developmental Science. PMID 28701027 DOI: 10.1111/desc.12577  0.68
2017 Tamura N, Castles A, Nation K. Orthographic learning, fast and slow: Lexical competition effects reveal the time course of word learning in developing readers. Cognition. 163: 93-102. PMID 28314178 DOI: 10.1016/j.cognition.2017.03.002  0.68
2015 Marinus E, Nation K, de Jong PF. Density and length in the neighborhood: Explaining cross-linguistic differences in learning to read in English and Dutch. Journal of Experimental Child Psychology. 139: 127-147. PMID 26101877 DOI: 10.1016/j.jecp.2015.05.006  1
2015 Wonnacott E, Joseph HS, Adelman JS, Nation K. Is children's reading "good enough"? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology (2006). 1-25. PMID 25774745 DOI: 10.1080/17470218.2015.1011176  1
2015 Duff FJ, Reen G, Plunkett K, Nation K. Do infant vocabulary skills predict school-age language and literacy outcomes? Journal of Child Psychology and Psychiatry, and Allied Disciplines. 56: 848-56. PMID 25557322 DOI: 10.1111/jcpp.12378  1
2015 Pérez A, Joseph HSSL, Bajo T, Nation K. Evaluation and revision of inferential comprehension in narrative texts: an eye movement study Language, Cognition and Neuroscience. 1-18. DOI: 10.1080/23273798.2015.1115883  1
2015 Joseph HSSL, Bremner G, Liversedge SP, Nation K. Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children Journal of Cognitive Psychology. 27: 622-639. DOI: 10.1080/20445911.2015.1005095  1
2015 Joseph HSSL, Wonnacott E, Forbes P, Nation K. Corrigendum to "Becoming a written word: Eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading" [Cognition 133/1 (2014) 238-248] Cognition. 134: 257. DOI: 10.1016/j.cognition.2014.10.011  1
2015 Duff FJ, Nation K, Plunkett K, Bishop DVM. Early prediction of language and literacy problems: Is 18 months too early? Peerj. 2015.  1
2014 Joseph HS, Wonnacott E, Forbes P, Nation K. Becoming a written word: eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition. 133: 238-48. PMID 25058413 DOI: 10.1016/j.cognition.2014.06.015  1
2014 Ricketts J, Sperring R, Nation K. Educational attainment in poor comprehenders. Frontiers in Psychology. 5: 445. PMID 24904464 DOI: 10.3389/fpsyg.2014.00445  1
2014 Bishop DV, Nation K, Patterson K. Preface. Language in developmental and acquired disorders. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences. 369: 20130564. PMID 24324247 DOI: 10.1098/rstb.2013.0564  1
2014 Bishop DV, Nation K, Patterson K. When words fail us: insights into language processing from developmental and acquired disorders. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences. 369: 20120403. PMID 24324244 DOI: 10.1098/rstb.2012.0403  1
2014 Nation K. Lexical learning and lexical processing in children with developmental language impairments. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences. 369: 20120387. PMID 24324231 DOI: 10.1098/rstb.2012.0387  1
2014 Brock J, Nation K. The hardest butter to button: immediate context effects in spoken word identification. Quarterly Journal of Experimental Psychology (2006). 67: 114-23. PMID 23745798 DOI: 10.1080/17470218.2013.791331  1
2014 Pimperton H, Nation K. Poor comprehenders in the classroom: teacher ratings of behavior in children with poor reading comprehension and its relationship with individual differences in working memory. Journal of Learning Disabilities. 47: 199-207. PMID 22907886 DOI: 10.1177/0022219412454172  1
2014 Litt RA, Nation K. The nature and specificity of paired associate learning deficits in children with dyslexia Journal of Memory and Language. 71: 71-88. DOI: 10.1016/j.jml.2013.10.005  1
2013 Litt RA, de Jong PF, van Bergen E, Nation K. Dissociating crossmodal and verbal demands in paired associate learning (PAL): what drives the PAL-reading relationship? Journal of Experimental Child Psychology. 115: 137-49. PMID 23403229 DOI: 10.1016/j.jecp.2012.11.012  1
2013 Wang HC, Nickels L, Nation K, Castles A. Predictors of Orthographic Learning of Regular and Irregular Words Scientific Studies of Reading. 17: 369-384. DOI: 10.1080/10888438.2012.749879  1
2013 Joseph HSSL, Nation K, Liversedge SP. Using eye movements to investigate word frequency effects in children's sentence reading School Psychology Review. 42: 207-222.  1
2011 Nation K, Hulme C. Learning to read changes children's phonological skills: evidence from a latent variable longitudinal study of reading and nonword repetition. Developmental Science. 14: 649-59. PMID 21676086 DOI: 10.1111/j.1467-7687.2010.01008.x  1
2011 Wang HC, Castles A, Nickels L, Nation K. Context effects on orthographic learning of regular and irregular words. Journal of Experimental Child Psychology. 109: 39-57. PMID 21315372 DOI: 10.1016/j.jecp.2010.11.005  1
2011 Taylor JS, Plunkett K, Nation K. The influence of consistency, frequency, and semantics on learning to read: an artificial orthography paradigm. Journal of Experimental Psychology. Learning, Memory, and Cognition. 37: 60-76. PMID 20919786 DOI: 10.1037/a0020126  1
2011 Bishop DV, Jacobs PA, Lachlan K, Wellesley D, Barnicoat A, Boyd PA, Fryer A, Middlemiss P, Smithson S, Metcalfe K, Shears D, Leggett V, Nation K, Scerif G. Autism, language and communication in children with sex chromosome trisomies. Archives of Disease in Childhood. 96: 954-9. PMID 20656736 DOI: 10.1136/adc.2009.179747  1
2011 Ricketts J, Bishop DVM, Pimperton H, Nation K. The role of self-teaching in learning orthographic and semantic aspects of new words Scientific Studies of Reading. 15: 47-70. DOI: 10.1080/10888438.2011.536129  1
2011 Norbury C, Nation K. Understanding variability in reading comprehension in adolescents with autism spectrum disorders: Interactions with language status and decoding skill Scientific Studies of Reading. 15: 191-210. DOI: 10.1080/10888431003623553  1
2011 Ricketts J, Cocksey J, Nation K. Understanding children’s reading comprehension diffi culties Applied Linguistics and Primary School Teaching. 154-164. DOI: 10.1017/CBO9780511921605.017  1
2010 Cragg L, Nation K. Language and the development of cognitive control. Topics in Cognitive Science. 2: 631-42. PMID 25164047 DOI: 10.1111/j.1756-8765.2009.01080.x  1
2010 Norbury CF, Griffiths H, Nation K. Sound before meaning: word learning in autistic disorders. Neuropsychologia. 48: 4012-9. PMID 20951710 DOI: 10.1016/j.neuropsychologia.2010.10.015  1
2010 Nation K, Cocksey J, Taylor JS, Bishop DV. A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal of Child Psychology and Psychiatry, and Allied Disciplines. 51: 1031-9. PMID 20456536 DOI: 10.1111/j.1469-7610.2010.02254.x  1
2010 Leggett V, Jacobs P, Nation K, Scerif G, Bishop DV. Neurocognitive outcomes of individuals with a sex chromosome trisomy: XXX, XYY, or XXY: a systematic review. Developmental Medicine and Child Neurology. 52: 119-29. PMID 20059514 DOI: 10.1111/j.1469-8749.2009.03545.x  1
2010 Pimperton H, Nation K. Understanding words, understanding numbers: an exploration of the mathematical profiles of poor comprehenders. The British Journal of Educational Psychology. 80: 255-68. PMID 19857376 DOI: 10.1348/000709909X477251  1
2010 Pimperton H, Nation K. Suppressing irrelevant information from working memory: Evidence for domain-specific deficits in poor comprehenders Journal of Memory and Language. 62: 380-391. DOI: 10.1016/j.jml.2010.02.005  1
2009 Nation K. Form-meaning links in the development of visual word recognition. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences. 364: 3665-74. PMID 19933139 DOI: 10.1098/rstb.2009.0119  1
2009 Cragg L, Nation K. Shifting development in mid-childhood: the influence of between-task interference. Developmental Psychology. 45: 1465-79. PMID 19702406 DOI: 10.1037/a0015360  1
2009 Cragg L, Fox A, Nation K, Reid C, Anderson M. Neural correlates of successful and partial inhibitions in children: an ERP study. Developmental Psychobiology. 51: 533-43. PMID 19685486 DOI: 10.1002/dev.20391  1
2009 Nation K, Cocksey J. The relationship between knowing a word and reading it aloud in children's word reading development. Journal of Experimental Child Psychology. 103: 296-308. PMID 19410262 DOI: 10.1016/j.jecp.2009.03.004  1
2009 Ricketts J, Bishop DV, Nation K. Orthographic facilitation in oral vocabulary acquisition. Quarterly Journal of Experimental Psychology (2006). 62: 1948-66. PMID 19301209 DOI: 10.1080/17470210802696104  1
2009 Norbury CF, Brock J, Cragg L, Einav S, Griffiths H, Nation K. Eye-movement patterns are associated with communicative competence in autistic spectrum disorders. Journal of Child Psychology and Psychiatry, and Allied Disciplines. 50: 834-42. PMID 19298477 DOI: 10.1111/j.1469-7610.2009.02073.x  1
2009 Nation K, Cocksey J. Beginning readers activate semantics from sub-word orthography. Cognition. 110: 273-8. PMID 19108820 DOI: 10.1016/j.cognition.2008.11.004  1
2008 Cragg L, Nation K. Go or no-go? Developmental improvements in the efficiency of response inhibition in mid-childhood. Developmental Science. 11: 819-27. PMID 19046150 DOI: 10.1111/j.1467-7687.2008.00730.x  1
2008 Wright B, Clarke N, Jordan J, Young AW, Clarke P, Miles J, Nation K, Clarke L, Williams C. Emotion recognition in faces and the use of visual context in young people with high-functioning autism spectrum disorders. Autism : the International Journal of Research and Practice. 12: 607-26. PMID 19005031 DOI: 10.1177/1362361308097118  1
2008 Brock J, Norbury C, Einav S, Nation K. Do individuals with autism process words in context? Evidence from language-mediated eye-movements. Cognition. 108: 896-904. PMID 18692181 DOI: 10.1016/j.cognition.2008.06.007  1
2008 Nation K. EPS Prize Lecture. Learning to read words. Quarterly Journal of Experimental Psychology (2006). 61: 1121-33. PMID 18609391 DOI: 10.1080/17470210802034603  1
2008 Nation K, Penny S. Sensitivity to eye gaze in autism: is it normal? Is it automatic? Is it social? Development and Psychopathology. 20: 79-97. PMID 18211729 DOI: 10.1017/S0954579408000047  1
2008 Castles A, Nation K. Learning to be a good orthographic reader Journal of Research in Reading. 31: 1-7. DOI: 10.1111/j.1467-9817.2007.00367.x  1
2008 Ricketts J, Bishop DVM, Nation K. Investigating orthographic and semantic aspects of word learning in poor comprehenders Journal of Research in Reading. 31: 117-135. DOI: 10.1111/j.1467-9817.2007.00365.x  1
2008 Nation K. Developmental language disorders Psychiatry. 7: 266-269. DOI: 10.1016/j.mppsy.2008.04.003  1
2008 Nation K. Children's Reading Comprehension Difficulties The Science of Reading: a Handbook. 248-265. DOI: 10.1002/9780470757642.ch14  1
2007 Cragg L, Nation K. Self-ordered pointing as a test of working memory in typically developing children. Memory (Hove, England). 15: 526-35. PMID 17613795 DOI: 10.1080/09658210701390750  1
2007 Nation K, Angell P, Castles A. Orthographic learning via self-teaching in children learning to read English: effects of exposure, durability, and context. Journal of Experimental Child Psychology. 96: 71-84. PMID 16904123 DOI: 10.1016/j.jecp.2006.06.004  1
2007 Nation K, Snowling MJ, Clarke P. Dissecting the relationship between language skills and learning to read: Semantic and phonological contributions to new vocabulary learning in children with poor reading comprehension Advances in Speech Language Pathology. 9: 131-139. DOI: 10.1080/14417040601145166  1
2007 Ricketts J, Nation K, Bishop DVM. Vocabulary is important for some, but not all reading skills Scientific Studies of Reading. 11: 235-257.  1
2006 Groen MA, Laws G, Nation K, Bishop DV. A case of exceptional reading accuracy in a child with Down syndrome: Underlying skills and the relation to reading comprehension. Cognitive Neuropsychology. 23: 1190-214. PMID 21049374 DOI: 10.1080/02643290600787721  1
2006 Nation K, Clarke P, Wright B, Williams C. Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders. 36: 911-9. PMID 16897396 DOI: 10.1007/s10803-006-0130-1  1
2006 Nation K. Reading and genetics: An introduction Journal of Research in Reading. 29: 1-10. DOI: 10.1111/j.1467-9817.2006.00289.x  1
2006 Cragg L, Nation K. Exploring written narrative in children with poor reading comprehension Educational Psychology. 26: 55-72. DOI: 10.1080/01443410500340991  1
2005 Nation K, Snowling MJ, Clarke P. Production of the English past tense by children with language comprehension impairments. Journal of Child Language. 32: 117-37. PMID 15779879 DOI: 10.1017/S0305000904006555  1
2005 Nation K. Picture naming and developmental reading disorders Journal of Research in Reading. 28: 28-38. DOI: 10.1111/j.1467-9817.2005.00250.x  1
2005 Bishop DVM, Adams CV, Nation K, Rosen S. Perception of transient nonspeech stimuli is normal in specific language impairment: Evidence from glide discrimination Applied Psycholinguistics. 26: 175-194. DOI: 10.1017.S0142716405050137  1
2005 Nation K, Norbury CF. Why reading comprehension fails: Insights from developmental disorders Topics in Language Disorders. 25: 21-32.  1
2004 Nation K, Clarke P, Marshall CM, Durand M. Hidden language impairments in children: parallels between poor reading comprehension and specific language impairment? Journal of Speech, Language, and Hearing Research : Jslhr. 47: 199-211. PMID 15072539 DOI: 10.1044/1092-4388(2004/017)  1
2004 Nation K, Snowling MJ. Beyond phonological skills: Broader language skills contribute to the development of reading Journal of Research in Reading. 27: 342-356. DOI: 10.1111/j.1467-9817.2004.00238.x  1
2003 Nation K, Marshall CM, Altmann GT. Investigating individual differences in children's real-time sentence comprehension using language-mediated eye movements. Journal of Experimental Child Psychology. 86: 314-29. PMID 14623215 DOI: 10.1016/j.jecp.2003.09.001  1
2002 Nation K, Clarke P, Snowling MJ. General cognitive ability in children with reading comprehension difficulties. The British Journal of Educational Psychology. 72: 549-60. PMID 12495566 DOI: 10.1348/00070990260377604  1
2002 Hulme C, Hatcher PJ, Nation K, Brown A, Adams J, Stuart G. Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psychology. 82: 2-28. PMID 12081455 DOI: 10.1006/jecp.2002.2670  1
2001 Nation K, Allen R, Hulme C. The limitations of orthographic analogy in early reading development: performance on the clue-word task depends on phonological priming and elementary decoding skill, not the use of orthographic analogy. Journal of Experimental Child Psychology. 80: 75-94. PMID 11511136 DOI: 10.1006/jecp.2000.2614  1
2001 Nation K, Marshall CM, Snowling MJ. Phonological and semantic contributions to children's picture naming skill: Evidence from children with developmental reading disorders Language and Cognitive Processes. 16: 241-259. DOI: 10.1080/01690960042000003  1
2001 Nation K. Reading and language in children: Exposing hidden deficits Psychologist. 14: 238-242.  1
2000 Nation K, Snowling MJ. Factors influencing syntactic awareness skills in normal readers and poor comprehenders Applied Psycholinguistics. 21: 229-241.  1
1999 Nation K. Reading skills in hyperlexia: a developmental perspective. Psychological Bulletin. 125: 338-55. PMID 10349355  1
1999 Nation K, Adams JW, Bowyer-Crane CA, Snowling MJ. Working memory deficits in poor comprehenders reflect underlying language impairments. Journal of Experimental Child Psychology. 73: 139-58. PMID 10328862 DOI: 10.1006/jecp.1999.2498  1
1999 Nation K, Snowling MJ. Developmental differences in sensitivity to semantic relations among good and poor comprehenders: evidence from semantic priming. Cognition. 70: B1-13. PMID 10193058 DOI: 10.1016/S0010-0277(99)00004-9  1
1998 Nation K, Snowling MJ. Individual differences in contextual facilitation: evidence from dyslexia and poor reading comprehension. Child Development. 69: 996-1011. PMID 9768483  1
1998 Nation K, Snowling MJ. Semantic processing and the development of word-recognition skills: Evidence from children with reading comprehension difficulties Journal of Memory and Language. 39: 85-101. DOI: 10.1006/jmla.1998.2564  1
1997 Snowling M, Hulme C, Nation K. A connectionist perspective on the development of reading skills in children. Trends in Cognitive Sciences. 1: 88-91. PMID 21223870 DOI: 10.1016/S1364-6613(97)89053-5  1
1997 Nation K, Snowling M. Assessing reading difficulties: the validity and utility of current measures of reading skill. The British Journal of Educational Psychology. 67: 359-70. PMID 9376312  1
1997 Snowling M, Nation K. Development and dyslexia: Further comments on ellis, mcdougall, and monk Dyslexia. 3: 9-11.  1
1997 Nation K, Hulme C. Phonemic segmentation, not onset-rime segmentation, predicts early reading and spelling skills Reading Research Quarterly. 32: 154-167.  1
1996 Nation K, Hulme C. The Automatic Activation of Sound-Letter Knowledge: An Alternative Interpretation of Analogy and Priming Effects in Early Spelling Development Journal of Experimental Child Psychology. 63: 416-35. PMID 8954607 DOI: 10.1006/jecp.1996.0056  1
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