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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 Hits 1 – 20 of 97 1 An Expanded and Interactive Simple View of Reading ... Nation, Kate. - : figshare, 2021 BASE Show details 2 An Expanded and Interactive Simple View of Reading ... Nation, Kate. - : figshare, 2021 BASE Show details 3 An Expanded and Interactive Simple View of Reading ... Nation, Kate. - : figshare, 2021 BASE Show details 4 An Expanded and Interactive Simple View of Reading ... Nation, Kate. - : figshare, 2021 BASE Show details 5 Features of lexical richness in children’s books: Comparisons with child-directed speech ... Dawson, Nicola; Hsiao, Yaling; Tan, Alvin. - : Carnegie Mellon University Library Publishing Service, 2021 BASE Show details 6 Features of lexical richness in children’s books: Comparisons with child-directed speech ... Dawson, Nicola; Hsiao, Yaling; Tan, Alvin. - : Open Science Framework, 2021 BASE Show details 7 The linguistic outcomes of Greek children learning English at preschool: Testing before and after lockdown ... Faitaki, Faidra; Nation, Kate; Murphy, Victoria. - : Open Science Framework, 2020 BASE Show details 8 Defining and understanding dyslexia: past, present and future Snowling, Margaret J.; Hulme, Charles; Nation, Kate In: Oxf Rev Educ (2020) BASE Show details 9 Both Semantic Diversity and Frequency Influence Children’s Sentence Reading Hsiao, Yaling; Bird, Megan; Pagán, Ascensión. - : Taylor & Francis, 2020 BASE Show details 10 The influence of item-level contextual history on lexical and semantic judgments by children and adults. Hsiao, Yaling; Bird, Megan; Norris, Helen. - : American Psychological Association, 2020 BASE Show details 11 Both semantic diversity and frequency influence children’s sentence reading. Pagán, Ascensión; Bird, Megan; Hsiao, Yaling. - : Taylor & Francis (Routledge) for Society for the Scientific Study of Reading, 2019 BASE Show details 12 Nurturing a lexical legacy: understanding the transition from novice-to-expert in children's reading development 2015-2019 ... Nation, Kate. - : UK Data Service, 2019 BASE Show details 13 Learning Words Via Reading: Contextual Diversity, Spacing, and Retrieval Effects in Adults Pagán, Ascensión; Nation, Kate. - : Wiley-Blackwell, 2019 BASE Show details 14 The Role of Linguistic Factors on Crosslinguistic Influence ... Faitaki, Faidra; Murphy, Victoria; Nation, Kate. - : Open Science Framework, 2018 BASE Show details 15 Semantic Diversity, Frequency and the Development of Lexical Quality in Children’s Word Reading ... Hsiao, Yaling; Nation, Kate. - : PsyArXiv, 2018 BASE Show details 16 Orthographic learning, fast and slow : lexical competition effects reveal the time course of word learning in developing readers Tamura, Niina; Castles, Anne; Nation, Kate. - : Elsevier, 2017 BASE Show details 17 Nurturing a lexical legacy: reading experience is critical for the development of word reading skill Nation, Kate. - : Nature Publishing Group UK, 2017 Abstract: The scientific study of reading has taught us much about the beginnings of reading in childhood, with clear evidence that the gateway to reading opens when children are able to decode, or ‘sound out’ written words. Similarly, there is a large evidence base charting the cognitive processes that characterise skilled word recognition in adults. Less understood is how children develop word reading expertise. Once basic reading skills are in place, what factors are critical for children to move from novice to expert? This paper outlines the role of reading experience in this transition. Encountering individual words in text provides opportunities for children to refine their knowledge about how spelling represents spoken language. Alongside this, however, reading experience provides much more than repeated exposure to individual words in isolation. According to the lexical legacy perspective, outlined in this paper, experiencing words in diverse and meaningful language environments is critical for the development of word reading skill. At its heart is the idea that reading provides exposure to words in many different contexts, episodes and experiences which, over time, sum to a rich and nuanced database about their lexical history within an individual’s experience. These rich and diverse encounters bring about local variation at the word level: a lexical legacy that is measurable during word reading behaviour, even in skilled adults. Keyword: Review Article URL: https://doi.org/10.1038/s41539-017-0004-7 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6220205/ BASE Hide details 18 Skewing the evidence : the effect of input structure on child and adult learning of lexically based patterns in an artificial language Brown, Helen; Nation, Kate; Wonnacott, Elizabeth. - : Academic Press, 2017 BASE Show details 19 Early prediction of language and literacy problems: is 18 months too early? Duff, Fiona J.; Nation, Kate; Plunkett, Kim. - : PeerJ Inc., 2015 BASE Show details 20 Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children Joseph, Holly S. S. L.; Bremner, Georgina; Liversedge, Simon P.. - : Routledge, 2015 BASE Show details Page: 1 2 3 4 5

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