Children’s Processing and Comprehension of Complex Sentences Containing Temporal Connectives: The Influence of Memory on the Time Course of Accurate Responses

por Blything, Liam P., Cain, Kate
Publicado 2016

Reading for Comprehension in Individuals with Down Syndrome, Autism Spectrum Disorder and Typical Development: Similar or Different Patterns of Ability?

por Roch, Maja, Cain, Kate, Jarrold, Christopher
Publicado 2021

Do iPads promote symbolic understanding and word learning in children with autism?

por Allen, Melissa L., Hartley, Calum, Cain, Kate
Publicado 2015

Young Children's Comprehension of Temporal Relations in Complex Sentences: The Influence of Memory on Performance

por Blything, Liam P., Davies, Robert, Cain, Kate
Publicado 2015

iPads and the Use of “Apps” by Children with Autism Spectrum Disorder: Do They Promote Learning?

por Allen, Melissa L., Hartley, Calum, Cain, Kate
Publicado 2016

Symbolic Understanding and Word–Picture–Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement

por Wainwright, Bethany R., Allen, Melissa L., Cain, Kate
Publicado 2020

Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition

por Wainwright, Bethany R, Allen, Melissa L, Cain, Kate
Publicado 2020

The influence of labelling on symbolic understanding and dual representation in autism spectrum condition

por Wainwright, Bethany R, Allen, Melissa L, Cain, Kate
Publicado 2020

The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics

por Currie, Nicola K., Francey, Gillian, Davies, Robert, Gray, Shelley, Bridges, Mindy S., Restrepo, Maria Adelaida, Thompson, Marilyn S., Ciraolo, Margeaux F., Hu, Jinxiang, Cain, Kate
Publicado 2020