Kate Nation

• 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

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

  Joseph HS. et al, (2015), J Cogn Psychol (Hove), 27, 622 - 639

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

  Joseph HSSL. et al, (2015), Journal of Cognitive Psychology, 27, 622 - 639

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

  Duff FJ. et al, (2015), PeerJ, 3

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

  Duff FJ. et al, (2015), Journal of Child Psychology and Psychiatry and Allied Disciplines, 56, 848 - 856

• 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]

  Joseph HSSL. et al, (2015), Cognition, 134

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

  Joseph HS. et al, (2014), Cognition, 133, 238 - 248

• Preface. Language in developmental and acquired disorders.

  Bishop DVM. et al, (2014), Philosophical transactions of the Royal Society of London. Series B, Biological sciences, 369

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

  Pimperton H. and Nation K., (2014), J Learn Disabil, 47, 199 - 207

• The nature and specificity of paired associate learning deficits in children with dyslexia

  Litt RA. and Nation K., (2014), Journal of Memory and Language, 71, 71 - 88

• Preface

  Bishop DVM. et al, (2014), Philosophical Transactions of the Royal Society B: Biological Sciences, 369

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

  Bishop DV. et al, (2014), Philos Trans R Soc Lond B Biol Sci, 369

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

  Brock J. and Nation K., (2014), Quarterly Journal of Experimental Psychology, 67, 114 - 123

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

  Brock J. and Nation K., (2014), Q J Exp Psychol (Hove), 67, 114 - 123

• Lexical learning and lexical processing in children with developmental language impairments.

  Nation K., (2014), Philos Trans R Soc Lond B Biol Sci, 369

• Educational attainment in poor comprehenders.

  Ricketts J. et al, (2014), Front Psychol, 5

• Predictors of Orthographic Learning of Regular and Irregular Words

  Wang HC. et al, (2013), Scientific Studies of Reading, 17, 369 - 384

• Using eye movements to investigate word frequency effects in children's sentence reading

  Joseph HSSL. et al, (2013), School Psychology Review, 42, 207 - 222

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

  Litt RA. et al, (2013), Journal of Experimental Child Psychology, 115, 137 - 149

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

  Litt RA. et al, (2013), J Exp Child Psychol, 115, 137 - 149

• Autism, language and communication in children with sex chromosome trisomies.

  Bishop DV. et al, (2011), Arch Dis Child, 96, 954 - 959

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

  Nation K. and Hulme C., (2011), Dev Sci, 14, 649 - 659

• Understanding variability in reading comprehension in adolescents with autism spectrum disorders: Interactions with language status and decoding skill

  Norbury C. and Nation K., (2011), Scientific Studies of Reading, 15, 191 - 210

• Context effects on orthographic learning of regular and irregular words.

  Wang HC. et al, (2011), J Exp Child Psychol, 109, 39 - 57

• Understanding children’s reading comprehension diffi culties

  Ricketts J. et al, (2011), Applied Linguistics and Primary School Teaching, 154 - 164

• The role of self-teaching in learning orthographic and semantic aspects of new words

  Ricketts J. et al, (2011), Scientific Studies of Reading, 15, 47 - 70

• The Influence of Consistency, Frequency, and Semantics on Learning to Read: An Artificial Orthography Paradigm

  Taylor JSH. et al, (2011), Journal of Experimental Psychology: Learning Memory and Cognition, 37, 60 - 76

• 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

• Sound before meaning: word learning in autistic disorders.

  Norbury CF. et al, (2010), Neuropsychologia, 48, 4012 - 4019

• Language and the development of cognitive control.

  Cragg L. and Nation K., (2010), Top Cogn Sci, 2, 631 - 642

• 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

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

  Pimperton H. and Nation K., (2010), Br J Educ Psychol, 80, 255 - 268

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

  Pimperton H. and Nation K., (2010), Journal of Memory and Language, 62, 380 - 391

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

  Leggett V. et al, (2010), Dev Med Child Neurol, 52, 119 - 129

• Form-meaning links in the development of visual word recognition.

  Nation K., (2009), Philos Trans R Soc Lond B Biol Sci, 364, 3665 - 3674

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

  Cragg L. et al, (2009), Dev Psychobiol, 51, 533 - 543

• Orthographic facilitation in oral vocabulary acquisition.

  Ricketts J. et al, (2009), Q J Exp Psychol (Hove), 62, 1948 - 1966

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

  Cragg L. and Nation K., (2009), Dev Psychol, 45, 1465 - 1479

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

  Nation K. and Cocksey J., (2009), J Exp Child Psychol, 103, 296 - 308

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

  Norbury CF. et al, (2009), J Child Psychol Psychiatry, 50, 834 - 842

• Developmental outcomes of children with an extra sex chromosome

  Leggett V. et al, (2009), CHROMOSOME RESEARCH, 17, 9 - 10

• Beginning readers activate semantics from sub-word orthography.

  Nation K. and Cocksey J., (2009), Cognition, 110, 273 - 278

• YARC York Assessment of Reading for Comprehension. Passage Reading

  Hulme C. et al, (2009)

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

  Cragg L. and Nation K., (2008), Dev Sci, 11, 819 - 827

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

  Wright B. et al, (2008), Autism, 12, 607 - 626

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

  Brock J. et al, (2008), Cognition, 108, 896 - 904

• Developmental outcomes of children with an extra sex chromosome

  Leggett V. et al, (2008), JOURNAL OF MEDICAL GENETICS, 45, S28 - S28

• EPS Prize Lecture. Learning to read words.

  Nation K., (2008), Q J Exp Psychol (Hove), 61, 1121 - 1133

• Using eye movements to investigate developmental language disorders

  Nation K., (2008), Understanding Developmental Language Disorders: From Theory to Practice, 39 - 52

• Developmental language disorders

  Nation K., (2008), Psychiatry, 7, 266 - 269

• Learning to be a good orthographic reader

  Castles A. and Nation K., (2008), Journal of Research in Reading, 31, 1 - 7

• Investigating orthographic and semantic aspects of word learning in poor comprehenders

  Ricketts J. et al, (2008), Journal of Research in Reading, 31, 117 - 135

• Children's Reading Comprehension Difficulties

  Nation K., (2008), 248 - 265

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

  Nation K. and Penny S., (2008), Dev Psychopathol, 20, 79 - 97

• Vocabulary is important for some, but not all reading skills

  Ricketts J. et al, (2007), Scientific Studies of Reading, 11, 235 - 257

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

  Cragg L. and Nation K., (2007), Memory, 15, 526 - 535

• Dissecting the relationship between language skills and learning to read: Semantic and phonological contributions to new vocabulary learning in children with poor reading comprehension

  Nation K. et al, (2007), Advances in Speech Language Pathology, 9, 131 - 139

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

  Nation K. et al, (2007), J Exp Child Psychol, 96, 71 - 84

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

  Groen MA. et al, (2006), Cogn Neuropsychol, 23, 1190 - 1214

• How does orthographic learning happen?

  Castles A. and Nation K., (2006), From Inkmarks to Ideas: Current Issues in Lexical Processing, 151 - 179

• Patterns of reading ability in children with autism spectrum disorder.

  Nation K. et al, (2006), J Autism Dev Disord, 36, 911 - 919

• Reading and genetics: An introduction

  Nation K., (2006), Journal of Research in Reading, 29, 1 - 10

• Exploring written narrative in children with poor reading comprehension

  Cragg L. and Nation K., (2006), Educational Psychology, 26, 55 - 72

• Developmental language disorders

  Nation K., (2005), Psychiatry, 4, 114 - 117

• Perception of transient nonspeech stimuli is normal in specific language impairment: Evidence from glide discrimination

  Bishop DVM. et al, (2005), Applied Psycholinguistics, 26, 175 - 194

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

  Nation K. et al, (2005), J Child Lang, 32, 117 - 137

• Picture naming and developmental reading disorders

  Nation K., (2005), Journal of Research in Reading, 28, 28 - 38

• Why reading comprehension fails: Insights from developmental disorders

  Nation K. and Norbury CF., (2005), Topics in Language Disorders, 25, 21 - 32

• Connections between language and reading in children with poor reading comprehension

  Nation K., (2005), CONNECTIONS BETWEEN LANGUAGE AND READING DISABILITIES, 41 - 54

• Connections between language and reading in children with poor reading comprehension

  Nation K., (2004), The Connections Between Language and Reading Disabilities, 37 - 47

• 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

• Routes to reading success and failure: Toward an integrated cognitive psychology of atypical reading

  Nation K., (2004), QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY SECTION A-HUMAN EXPERIMENTAL PSYCHOLOGY, 57, 379 - 381

• 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

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

  Nation K. et al, (2003), J Exp Child Psychol, 86, 314 - 329

• General cognitive ability in children with reading comprehension difficulties.

  Nation K. et al, (2002), Br J Educ Psychol, 72, 549 - 560

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

  Hulme C. et al, (2002), J Exp Child Psychol, 82, 2 - 28

• 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.

  Nation K. et al, (2001), J Exp Child Psychol, 80, 75 - 94

• Reading and language in children: Exposing hidden deficits

  Nation K., (2001), Psychologist, 14, 238 - 242

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

  Nation K. et al, (2001), Language and Cognitive Processes, 16, 241 - 259

• Factors influencing syntactic awareness skills in normal readers and poor comprehenders

  Nation K. and Snowling MJ., (2000), Applied Psycholinguistics, 21, 229 - 241

• Working memory deficits in poor comprehenders reflect underlying language impairments.

  Nation K. et al, (1999), J Exp Child Psychol, 73, 139 - 158

• Reading skills in hyperlexia: a developmental perspective.

  Nation K., (1999), Psychol Bull, 125, 338 - 355

• Developmental differences in sensitivity to semantic relations among good and poor comprehenders: evidence from semantic priming.

  Nation K. and Snowling MJ., (1999), Cognition, 70, B1 - 13

• Individual differences in contextual facilitation: evidence from dyslexia and poor reading comprehension.

  Nation K. and Snowling MJ., (1998), Child Dev, 69, 996 - 1011

• Semantic processing and the development of word-recognition skills: Evidence from children with reading comprehension difficulties

  Nation K. and Snowling MJ., (1998), Journal of Memory and Language, 39, 85 - 101

• Development and dyslexia: Further comments on ellis, mcdougall, and monk

  Snowling M. and Nation K., (1997), Dyslexia, 3, 9 - 11

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

  Nation K. and Snowling M., (1997), Br J Educ Psychol, 67 ( Pt 3), 359 - 370

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

  Nation K. and Snowling M., (1997), The British journal of educational psychology, 67

• A connectionist perspective on the development of reading skills in children.

  Snowling M. et al, (1997), Trends Cogn Sci, 1, 88 - 91

• Phonemic segmentation, not onset-rime segmentation, predicts early reading and spelling skills

  Nation K. and Hulme C., (1997), Reading Research Quarterly, 32, 154 - 167

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

  Nation K. and Hulme C., (1996), J Exp Child Psychol, 63, 416 - 435

• Skewing the evidence: The effect of input structure on child and adult learning of lexically based patterns in an artificial language

  Nation KA., Journal of Memory and Language

• Nurturing a lexical legacy: reading experience is critical for the development of word reading skill

  Nation KA., Science of Learning

• Children reading spoken words: Interactions between vocabulary and orthographic expectancy

  Nation KA., Developmental Science

Key Publications

• 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

Recent Publications

• 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