Research groups
Colleges
Biography
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.
Kate Nation
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
Research Summary
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.
For more information, visit our research hub at ReadOxford and our academic research group home page.
Find my Google Scholar research profile and citations here .
Follow me on twitter @ReadOxford.
Key publications
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The influence of consistency, frequency, and semantics on learning to read: an artificial orthography paradigm.
Journal article
Taylor JSH. et al, (2011), J Exp Psychol Learn Mem Cogn, 37, 60 - 76
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Beyond phonological skills: Broader language skills contribute to the development of reading
Journal article
Nation K. and Snowling MJ., (2004), Journal of Research in Reading, 27, 342 - 356
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Beginning readers activate semantics from sub-word orthography.
Journal article
Nation K. and Cocksey J., (2009), Cognition, 110, 273 - 278
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A longitudinal investigation of early reading and language skills in children with poor reading comprehension.
Journal article
Nation K. et al, (2010), J Child Psychol Psychiatry, 51, 1031 - 1039
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Hidden language impairments in children: parallels between poor reading comprehension and specific language impairment?
Journal article
Nation K. et al, (2004), J Speech Lang Hear Res, 47, 199 - 211
Recent publications
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"17" is odd and "seventeen" is even: Meaning and physical form in stimulus-parity synaesthesia.
Journal article
White RC. et al, (2018), Q J Exp Psychol (Hove), 71, 2005 - 2021
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"17" is odd and "seventeen" is even: Meaning and physical form in stimulus-parity synaesthesia.
Journal article
White RC. et al, (2018), Q J Exp Psychol (Hove), 71, 2005 - 2021
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Ending the Reading Wars: Reading Acquisition From Novice to Expert.
Journal article
Castles A. et al, (2018), Psychol Sci Public Interest, 19, 5 - 51
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Children reading spoken words: interactions between vocabulary and orthographic expectancy.
Journal article
Wegener S. et al, (2018), Dev Sci, 21
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Examining incidental word learning during reading in children: The role of context.
Journal article
Joseph H. and Nation K., (2018), J Exp Child Psychol, 166, 190 - 211