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Litt, Robin A.; de Jong, Peter F.; van Bergen, Elsje; Nation, Kate – Journal of Experimental Child Psychology, 2013
Recent research suggests that visual-verbal paired associate learning (PAL) may tap a crossmodal associative learning mechanism that plays a distinct role in reading development. However, evidence from children with dyslexia indicates that deficits in visual-verbal PAL are strongly linked to the verbal demands of the task. The primary aim of this…
Descriptors: Dyslexia, Paired Associate Learning, Structural Equation Models, Reading Ability
Pimperton, Hannah; Nation, Kate – Journal of Memory and Language, 2010
Previous research has suggested that children with specific reading comprehension deficits (poor comprehenders) show an impaired ability to suppress irrelevant information from working memory, with this deficit detrimentally impacting on their working memory ability, and consequently limiting their reading comprehension performance. However, the…
Descriptors: Reading Comprehension, Economically Disadvantaged, Short Term Memory, Memory
Pimperton, Hannah; Nation, Kate – British Journal of Educational Psychology, 2010
Background: Poor comprehenders are children who show significant deficits in their reading comprehension performance, despite average, or above-average word reading ability. To date, there have been no in-depth studies of the mathematical performance profiles of such children. Aims: This study aimed to explore the mathematical profiles of poor…
Descriptors: Reading Comprehension, Age, Oral Language, Language Impairments
Nation, Kate; Cocksey, Joanne – Journal of Experimental Child Psychology, 2009
This experiment examined the item-level relationship between 7-year-olds' ability to read words aloud and their knowledge of the same words in the oral domain. Two types of knowledge were contrasted: familiarity with the phonological form of the word (lexical phonology), measured by auditory lexical decision, and semantic knowledge, measured by a…
Descriptors: Phonology, Semantics, Familiarity, Word Recognition

Nation, Kate; Snowling, Margaret J. – Applied Psycholinguistics, 2000
Using a word order correction paradigm, this study assessed syntactic awareness skills in children with good and poor reading comprehension, matched for age, decoding skill, and nonverbal ability. Poor comprehenders performed less well than normal readers, and the performance of both groups was influenced by the syntactic complexity and semantic…
Descriptors: Decoding (Reading), Metalinguistics, Nonverbal Ability, Reading Ability

Nation, Kate; Hulme, Charles – Reading Research Quarterly, 1997
Gives children (ages 5+ to 9+) four tests of phonological skill to investigate relationships between these measures and their predictive relationship with reading and spelling ability. Finds performance at phonemic segmentation, rhyme sound categorization, and alliteration sound categorization improved with age, but all groups performed onset-rime…
Descriptors: Beginning Reading, Classroom Research, Phonemic Awareness, Predictor Variables

Nation, Kate; Allen, Richard; Hulme, Charles – Journal of Experimental Child Psychology, 2001
Two experiments investigated mechanisms underlying analogical transfer in the clue-reading task. It was concluded that the extent to which beginning readers make orthographic analogies is overestimated and that theories emphasizing orthographic analogy as a mechanism driving early reading development need reexamination. (Author/KB)
Descriptors: Beginning Reading, Children, Orthographic Symbols, Performance Factors

Nation, Kate; Snowling, Margaret J. – Child Development, 1998
Two studies examined individual differences in 7- to 10-year-olds' contextual facilitation. Findings indicated that poor readers showed more contextual facilitation than good readers but the relative context benefit was greater for good readers. Comprehension was a better predictor of contextual facilitation that decoding. Dyslexics showed greater…
Descriptors: Children, Comparative Analysis, Context Effect, Decoding (Reading)