Kate Cain

12.9k total citations · 3 hit papers
125 papers, 8.5k citations indexed

About

Kate Cain is a scholar working on Developmental and Educational Psychology, Education and Cognitive Neuroscience. According to data from OpenAlex, Kate Cain has authored 125 papers receiving a total of 8.5k indexed citations (citations by other indexed papers that have themselves been cited), including 96 papers in Developmental and Educational Psychology, 32 papers in Education and 28 papers in Cognitive Neuroscience. Recurrent topics in Kate Cain's work include Reading and Literacy Development (88 papers), Language Development and Disorders (28 papers) and Cognitive and developmental aspects of mathematical skills (25 papers). Kate Cain is often cited by papers focused on Reading and Literacy Development (88 papers), Language Development and Disorders (28 papers) and Cognitive and developmental aspects of mathematical skills (25 papers). Kate Cain collaborates with scholars based in United Kingdom, United States and Canada. Kate Cain's co-authors include Jane Oakhill, Peter Bryant, Elena Florit, J. Ricardo García, Carsten Elbro, Marcia A. Barnes, Macarena Silva, Shelley Xiuli Tong, S. Hélène Deacon and Alan Garnham and has published in prestigious journals such as SHILAP Revista de lepidopterología, Child Development and Journal of Educational Psychology.

In The Last Decade

Kate Cain

116 papers receiving 7.8k citations

Hit Papers

align trajectories sort by overperformance

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills.

2004 1.1k citations Kate Cain, Jane Oakhill et al. Journal of Educational Psychology profile →
The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study

2011 422 citations Jane Oakhill, Kate Cain Scientific Studies of Reading profile →
Decoding and Reading Comprehension

2013 307 citations J. Ricardo García, Kate Cain profile →

Author Peers

Peers are selected by citation overlap in the author's most active subfields. citations · hero ref

Author						Papers	Cites
Kate Cain	7.2k	2.9k	2.4k	1.9k	769	125	8.5k
John R. Kirby	6.1k 0.8×	3.2k 1.1×	1.7k 0.7×	2.4k 1.3×	736 1.0×	143	7.6k
Kate Nation	8.2k 1.1×	3.0k 1.0×	4.4k 1.8×	2.0k 1.1×	681 0.9×	137	9.8k
Jane Oakhill	7.4k 1.0×	2.7k 1.0×	2.8k 1.2×	1.8k 1.0×	1.4k 1.8×	161	9.9k
Ludo Verhoeven	7.8k 1.1×	3.7k 1.3×	2.8k 1.2×	1.7k 0.9×	1.1k 1.5×	411	10.9k
Barbara R. Foorman	6.7k 0.9×	3.9k 1.4×	1.6k 0.7×	2.3k 1.2×	394 0.5×	145	7.9k
Catherine McBride‐Chang	8.9k 1.2×	4.6k 1.6×	3.3k 1.4×	3.5k 1.9×	1.1k 1.4×	150	12.4k
David L. Share	7.4k 1.0×	3.7k 1.3×	2.1k 0.9×	2.3k 1.2×	451 0.6×	97	8.0k
William E. Tunmer	6.1k 0.8×	3.2k 1.1×	1.2k 0.5×	1.9k 1.0×	586 0.8×	79	6.9k
Hugh W. Catts	9.1k 1.3×	3.3k 1.1×	2.5k 1.0×	2.2k 1.2×	488 0.6×	80	9.9k
Linnea C. Ehri	9.1k 1.3×	5.4k 1.9×	1.7k 0.7×	2.4k 1.3×	670 0.9×	131	9.9k

Countries citing papers authored by Kate Cain

Since Specialization

Citations

This map shows the geographic impact of Kate Cain's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Kate Cain with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kate Cain more than expected).

Fields of papers citing papers by Kate Cain

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kate Cain. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Kate Cain. The network helps show where Kate Cain may publish in the future.

Co-authorship network of co-authors of Kate Cain

This figure shows the co-authorship network connecting the top 25 collaborators of Kate Cain. A scholar is included among the top collaborators of Kate Cain based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Kate Cain. Kate Cain is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Cain, Kate, et al.. (2025). Individual differences in word learning from print and digital shared book reading. Journal of Experimental Child Psychology. 260. 106345–106345. 1 indexed citations

Monaghan, Padraic, et al.. (2025). The effect of preschool vocabulary and grammar on early reading comprehension and word reading: A systematic review and meta-analysis. Educational Research Review. 47. 100680–100680. 1 indexed citations

Cain, Kate, et al.. (2025). Caregivers fine-tune their speech to support children’s word learning during shared book reading. Early Childhood Research Quarterly. 75. 14–24.

Cain, Kate, et al.. (2024). Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement. Computers & Education. 214. 105025–105025. 7 indexed citations

Tong, Shelley Xiuli, et al.. (2023). The roles of prosody in Chinese-English reading comprehension. Learning and Instruction. 89. 101846–101846. 2 indexed citations

Cain, Kate, et al.. (2023). The Role of Comprehension Monitoring in Predicting Reading Comprehension Among French Immersion Children. Scientific Studies of Reading. 27(6). 475–492. 1 indexed citations

Cain, Kate, et al.. (2023). The Problem of Reading Motivation Multidimensionality: Theoretical and Statistical Evaluation of a Reading Motivation Scale. Reading Psychology. 44(7). 853–891. 4 indexed citations

Cain, Kate, et al.. (2022). The influence of the temporal characteristics of events on adults’ and children’s pronoun resolution. Journal of Child Language. 50(2). 391–416.

Roch, Maja, Kate Cain, & Christopher Jarrold. (2021). Reading for Comprehension in Individuals with Down Syndrome, Autism Spectrum Disorder and Typical Development: Similar or Different Patterns of Ability?. Brain Sciences. 11(7). 828–828. 3 indexed citations

10.

Tong, Shelley Xiuli, et al.. (2020). The relations between morphological awareness and reading comprehension in beginner readers to young adolescents. Journal of Research in Reading. 44(1). 110–130. 43 indexed citations

11.

Davies, Robert, Shelley Gray, Mindy Sittner Bridges, et al.. (2020). The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics. Scientific Studies of Reading. 25(2). 141–158. 11 indexed citations

12.

García, J. Ricardo, et al.. (2019). Cross-sectional study of the contribution of rhetorical competence to children's expository texts comprehension between third- and sixth-grade. Learning and Individual Differences. 71. 31–42. 7 indexed citations

13.

Florit, Elena, Kate Cain, & Lucia Masón. (2019). Going beyond children's single‐text comprehension: The role of fundamental and higher‐level skills in 4 ^th graders’ multiple‐document comprehension. British Journal of Educational Psychology. 90(2). 449–472. 26 indexed citations

14.

Cain, Kate, et al.. (2019). The role of memory and language ability in children’s production of two-clause sentences containing before and after. Journal of Experimental Child Psychology. 182. 61–85. 6 indexed citations

15.

Cain, Kate, et al.. (2016). Children’s processing and comprehension of complex sentences containing temporal connectives: The influence of memory on the time course of accurate responses.. Developmental Psychology. 52(10). 1517–1529. 24 indexed citations

16.

Silva, Macarena & Kate Cain. (2014). The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension.. Journal of Educational Psychology. 107(2). 321–331. 140 indexed citations

17.

Cain, Kate & Hannah Nash. (2011). The influence of connectives on young readers' processing and comprehension of text.. Journal of Educational Psychology. 103(2). 429–441. 119 indexed citations

18.

Tong, Shelley Xiuli, S. Hélène Deacon, John R. Kirby, Kate Cain, & Rauno Parrila. (2011). Morphological awareness: A key to understanding poor reading comprehension in English.. Journal of Educational Psychology. 103(3). 523–534. 188 indexed citations

19.

Cain, Kate, Jane Oakhill, & Peter Bryant. (2004). Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills.. Journal of Educational Psychology. 96(1). 31–42. 1064 indexed citations breakdown →

20.

Cain, Kate, et al.. (2004). Individual Differences in the Inference of Word Meanings From Context: The Influence of Reading Comprehension, Vocabulary Knowledge, and Memory Capacity.. Journal of Educational Psychology. 96(4). 671–681. 383 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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