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I am Professor in Experimental Psychology and Fellow of St. John's College (visit my St John's page here). My interests in children's language and literacy development began with my DPhil research at the University of York (1991-1994) which explored factors influencing spelling development. Following my DPhil, I stayed in York working as a Research Fellow for 5 years before being appointed Lecturer in Psychology at York in 1999. I moved to Oxford in 2002.
BSc DPhil CPsychol.
Professor of Experimental Psychology
- Fellow of St John's College
- Director of ReadOxford and Language and Cognitive Development Research Group
- Partner Investigator, Australian Research Council Centre for Excellence in Cognition and its Disorders, Macquarie University, Sydney
- Associate Head for Personnel
Development & Disorders
Broadly, my research is concerned with the language processing, especially reading development. I am interested in how children learn to read words and comprehend text, and more generally, the relationship between spoken language and written language. A key aim at present to specify some of the mechanisms involved in the transition from novice to expert. We also study language processing in skilled adults, addressing the issue of how skilled behaviour emerges via language learning experience.
Find my Google Scholar research profile and citations here .
Follow me on twitter @ReadOxford.
The influence of consistency, frequency, and semantics on learning to read: an artificial orthography paradigm.
Taylor JS. et al, (2011), J Exp Psychol Learn Mem Cogn, 37, 60 - 76
Beyond phonological skills: Broader language skills contribute to the development of reading
Nation K. and Snowling MJ., (2004), Journal of Research in Reading, 27, 342 - 356
Beginning readers activate semantics from sub-word orthography.
Nation K. and Cocksey J., (2009), Cognition, 110, 273 - 278
A longitudinal investigation of early reading and language skills in children with poor reading comprehension.
Nation K. et al, (2010), J Child Psychol Psychiatry, 51, 1031 - 1039
Hidden language impairments in children: parallels between poor reading comprehension and specific language impairment?
Nation K. et al, (2004), J Speech Lang Hear Res, 47, 199 - 211
Orthographic learning, fast and slow: Lexical competition effects reveal the time course of word learning in developing readers.
Tamura N. et al, (2017), Cognition, 163, 93 - 102
Is children's reading "good enough"? Links between online processing and comprehension as children read syntactically ambiguous sentences.
Wonnacott E. et al, (2016), Q J Exp Psychol (Hove), 69, 855 - 879
Evaluation and revision of inferential comprehension in narrative texts: an eye movement study
Pérez A. et al, (2016), Language, Cognition and Neuroscience, 31, 549 - 566
Density and length in the neighborhood: Explaining cross-linguistic differences in learning to read in English and Dutch.
Marinus E. et al, (2015), J Exp Child Psychol, 139, 127 - 147
Do infant vocabulary skills predict school-age language and literacy outcomes?
Duff FJ. et al, (2015), J Child Psychol Psychiatry, 56, 848 - 856