List of works - Kate Nation

"17" is odd and "seventeen" is even: Meaning and physical form in stimulus-parity synaesthesia

scientific article published on 01 January 2018

A case of exceptional reading accuracy in a child with Down syndrome: Underlying skills and the relation to reading comprehension

scientific article

A longitudinal investigation of early reading and language skills in children with poor reading comprehension.

scientific article published on 26 April 2010

Assessing reading difficulties: the validity and utility of current measures of reading skill

scientific article published on 01 September 1997

Autism, language and communication in children with sex chromosome trisomies

scientific article

Automaticity in Stimulus-Parity Synaesthesia

scientific article published on 2 November 2017

Becoming a written word: eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading

scientific article published on 21 July 2014

Beyond phonological skills: broader language skills contribute to the development of reading

article

Book Language and Its Implications for Children’s Language, Literacy, and Development

scientific article published on 14 July 2022

Children reading spoken words: interactions between vocabulary and orthographic expectancy

scientific article published on 12 July 2017

Children's Reading Comprehension Difficulties

Children’s sensitivity to rime unit frequency when spelling words and nonwords

Context effects on orthographic learning of regular and irregular words ⬇️

scientific article published on May 1, 2011

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]

scholarly article published in Cognition

Density and length in the neighborhood: Explaining cross-linguistic differences in learning to read in English and Dutch

scientific article published on 20 June 2015

Development and Dyslexia: Further Comments on Ellis, McDougall, and Monk

article

Development and Dyslexia: Further Comments on Ellis, McDougall, and Monk

Developmental language disorders

Dissociating crossmodal and verbal demands in paired associate learning (PAL): what drives the PAL-reading relationship?

scientific article published on 10 February 2013

Do 'blacheap' and 'subcheap' both prime 'cheap'? An investigation of morphemic status and position in early visual word processing.

scientific article

Do individuals with autism process words in context? Evidence from language-mediated eye-movements

scientific article published on 08 August 2008

Do infant vocabulary skills predict school-age language and literacy outcomes?

scientific article

EPS Prize Lecture. Learning to read words

scientific article published in August 2008

Early prediction of language and literacy problems: is 18 months too early?

scientific article

Educational attainment in poor comprehenders

scientific article

Emotion recognition in faces and the use of visual context in young people with high-functioning autism spectrum disorders

scientific article published in November 2008

Ending the Reading Wars: Reading Acquisition From Novice to Expert

scientific article published on 01 June 2018

Examining incidental word learning during reading in children: The role of context

scientific article published on 21 September 2017

Exploring Written Narrative in Children with Poor Reading Comprehension

Eye-movement patterns are associated with communicative competence in autistic spectrum disorders

scientific article published on 27 February 2009

Form-meaning links in the development of visual word recognition

scientific article

General cognitive ability in children with reading comprehension difficulties

scientific article published in December 2002

Go or no-go? Developmental improvements in the efficiency of response inhibition in mid-childhood

scientific article published in November 2008

Hidden language impairments in children: parallels between poor reading comprehension and specific language impairment?

scientific article published on February 2004

Individual Differences in Contextual Facilitation: Evidence from Dyslexia and Poor Reading Comprehension

article

Investigating individual differences in children's real-time sentence comprehension using language-mediated eye movements

scientific article published in December 2003

Investigating orthographic and semantic aspects of word learning in poor comprehenders

Is children's reading "good enough"? Links between online processing and comprehension as children read syntactically ambiguous sentences

scientific article published on 16 March 2015

Language and the development of cognitive control

scientific article

Learning to be a good orthographic reader

Learning to read and learning to comprehend

Learning to read changes children’s phonological skills: evidence from a latent variable longitudinal study of reading and nonword repetition ⬇️

scientific article published on November 11, 2010

Lexical learning and lexical processing in children with developmental language impairments

scientific article

Neural correlates of successful and partial inhibitions in children: an ERP study

scientific article published in November 2009

Neurocognitive outcomes of individuals with a sex chromosome trisomy: XXX, XYY, or XXY: a systematic review

scientific article

Orthographic facilitation in oral vocabulary acquisition

scientific article

Orthographic learning via self-teaching in children learning to read English: effects of exposure, durability, and context

scientific article published on 10 August 2006

Orthographic learning, fast and slow: Lexical competition effects reveal the time course of word learning in developing readers

scientific article published on 14 March 2017

Patterns of reading ability in children with autism spectrum disorder

scientific article published in October 2006

Phoneme awareness is a better predictor of early reading skill than onset-rime awareness

scientific article published on May 2002

Phonemic Segmentation, Not Onset-Rime Segmentation, Predicts Early Reading and Spelling Skills

Phonological and semantic contributions to children's picture naming skill: Evidence from children with developmental reading disorders

article

Picture naming and developmental reading disorders

Poor comprehenders in the classroom: teacher ratings of behavior in children with poor reading comprehension and its relationship with individual differences in working memory

scientific article published on 18 August 2012

Predictors of Orthographic Learning of Regular and Irregular Words

Preface. Language in developmental and acquired disorders

scientific article published on 9 December 2013

Production of the English past tense by children with language comprehension impairments

scientific article published on February 2005

Reading and genetics: an introduction

article

Reading skills in hyperlexia: a developmental perspective

scientific article

Self-ordered pointing as a test of working memory in typically developing children

scientific article published in July 2007

Semantic Processing and the Development of Word-Recognition Skills: Evidence from Children with Reading Comprehension Difficulties

article

Sensitivity to eye gaze in autism: is it normal? Is it automatic? Is it social?

scientific article published on January 2008

Shifting development in mid-childhood: the influence of between-task interference

scientific article

Sound before meaning: word learning in autistic disorders

scientific article published on 15 October 2010

Suppressing irrelevant information from working memory: Evidence for domain-specific deficits in poor comprehenders

article

The Automatic Activation of Sound-Letter Knowledge: An Alternative Interpretation of Analogy and Priming Effects in Early Spelling Development

scientific article published in November 1996

The Role of Self-Teaching in Learning Orthographic and Semantic Aspects of New Words

The Role of Semantic and Phonological Skills in Learning to Read: Implications for Assessment and Teaching

article published in 1999

The hardest butter to button: immediate context effects in spoken word identification

scientific article published on 08 June 2013

The influence of consistency, frequency, and semantics on learning to read: an artificial orthography paradigm.

scientific article published on January 2011

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

scientific article published in September 2001

The relationship between knowing a word and reading it aloud in children's word reading development

scientific article published on May 2009

Understanding Variability in Reading Comprehension in Adolescents With Autism Spectrum Disorders: Interactions With Language Status and Decoding Skill

scholarly article by Courtenay Norbury & Kate Nation published 15 April 2011 in Scientific Studies of Reading

Understanding children's reading comprehension difficulties

Understanding words, understanding numbers: an exploration of the mathematical profiles of poor comprehenders

scientific article published on 23 October 2009

Vocabulary Is Important for Some, but Not All Reading Skills

When words fail us: insights into language processing from developmental and acquired disorders

scientific article published on 9 December 2013

Why Reading Comprehension Fails

Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children

scientific article published on July 2015

List of works by Kate Nation

"17" is odd and "seventeen" is even: Meaning and physical form in stimulus-parity synaesthesia

A case of exceptional reading accuracy in a child with Down syndrome: Underlying skills and the relation to reading comprehension

A longitudinal investigation of early reading and language skills in children with poor reading comprehension.

Assessing reading difficulties: the validity and utility of current measures of reading skill

Autism, language and communication in children with sex chromosome trisomies

Automaticity in Stimulus-Parity Synaesthesia

Becoming a written word: eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading

Beyond phonological skills: broader language skills contribute to the development of reading

Book Language and Its Implications for Children’s Language, Literacy, and Development

Children reading spoken words: interactions between vocabulary and orthographic expectancy

Children's Reading Comprehension Difficulties

Children’s sensitivity to rime unit frequency when spelling words and nonwords

Context effects on orthographic learning of regular and irregular words ⬇️

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]

Density and length in the neighborhood: Explaining cross-linguistic differences in learning to read in English and Dutch

Development and Dyslexia: Further Comments on Ellis, McDougall, and Monk

Development and Dyslexia: Further Comments on Ellis, McDougall, and Monk

Developmental language disorders

Developmental language disorders

Dissociating crossmodal and verbal demands in paired associate learning (PAL): what drives the PAL-reading relationship?

Do 'blacheap' and 'subcheap' both prime 'cheap'? An investigation of morphemic status and position in early visual word processing.

Do individuals with autism process words in context? Evidence from language-mediated eye-movements

Do infant vocabulary skills predict school-age language and literacy outcomes?

EPS Prize Lecture. Learning to read words

Early prediction of language and literacy problems: is 18 months too early?

Educational attainment in poor comprehenders

Emotion recognition in faces and the use of visual context in young people with high-functioning autism spectrum disorders

Ending the Reading Wars: Reading Acquisition From Novice to Expert

Examining incidental word learning during reading in children: The role of context

Exploring Written Narrative in Children with Poor Reading Comprehension

Eye-movement patterns are associated with communicative competence in autistic spectrum disorders

Form-meaning links in the development of visual word recognition

General cognitive ability in children with reading comprehension difficulties

Go or no-go? Developmental improvements in the efficiency of response inhibition in mid-childhood

Hidden language impairments in children: parallels between poor reading comprehension and specific language impairment?

Individual Differences in Contextual Facilitation: Evidence from Dyslexia and Poor Reading Comprehension

Investigating individual differences in children's real-time sentence comprehension using language-mediated eye movements

Investigating orthographic and semantic aspects of word learning in poor comprehenders

Is children's reading "good enough"? Links between online processing and comprehension as children read syntactically ambiguous sentences

Language and the development of cognitive control

Learning to be a good orthographic reader

Learning to read and learning to comprehend

Learning to read changes children’s phonological skills: evidence from a latent variable longitudinal study of reading and nonword repetition ⬇️

Lexical learning and lexical processing in children with developmental language impairments

Neural correlates of successful and partial inhibitions in children: an ERP study

Neurocognitive outcomes of individuals with a sex chromosome trisomy: XXX, XYY, or XXY: a systematic review

Orthographic facilitation in oral vocabulary acquisition

Orthographic learning via self-teaching in children learning to read English: effects of exposure, durability, and context

Orthographic learning, fast and slow: Lexical competition effects reveal the time course of word learning in developing readers

Patterns of reading ability in children with autism spectrum disorder

Phoneme awareness is a better predictor of early reading skill than onset-rime awareness

Phonemic Segmentation, Not Onset-Rime Segmentation, Predicts Early Reading and Spelling Skills

Phonological and semantic contributions to children's picture naming skill: Evidence from children with developmental reading disorders

Picture naming and developmental reading disorders

Poor comprehenders in the classroom: teacher ratings of behavior in children with poor reading comprehension and its relationship with individual differences in working memory

Predictors of Orthographic Learning of Regular and Irregular Words

Preface. Language in developmental and acquired disorders

Production of the English past tense by children with language comprehension impairments

Reading and genetics: an introduction

Reading skills in hyperlexia: a developmental perspective

Self-ordered pointing as a test of working memory in typically developing children

Semantic Processing and the Development of Word-Recognition Skills: Evidence from Children with Reading Comprehension Difficulties

Sensitivity to eye gaze in autism: is it normal? Is it automatic? Is it social?

Shifting development in mid-childhood: the influence of between-task interference

Sound before meaning: word learning in autistic disorders

Suppressing irrelevant information from working memory: Evidence for domain-specific deficits in poor comprehenders

The Automatic Activation of Sound-Letter Knowledge: An Alternative Interpretation of Analogy and Priming Effects in Early Spelling Development

The Role of Self-Teaching in Learning Orthographic and Semantic Aspects of New Words

The Role of Semantic and Phonological Skills in Learning to Read: Implications for Assessment and Teaching

The hardest butter to button: immediate context effects in spoken word identification

The influence of consistency, frequency, and semantics on learning to read: an artificial orthography paradigm.

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

The relationship between knowing a word and reading it aloud in children's word reading development

Understanding Variability in Reading Comprehension in Adolescents With Autism Spectrum Disorders: Interactions With Language Status and Decoding Skill

Understanding children's reading comprehension difficulties

Understanding words, understanding numbers: an exploration of the mathematical profiles of poor comprehenders

Vocabulary Is Important for Some, but Not All Reading Skills

When words fail us: insights into language processing from developmental and acquired disorders

Why Reading Comprehension Fails