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Professor Kate Nation

BSc York, PhD York.

Kate Nation

Partner Investigator

Contact Details

Phone : +44 1865 271 328
email : kate.nation@psy.ox.ac.uk
Homepage : http://www.psy.ox.ac.uk/team/principal-investigators/kate-nation
ORCID : http://orcid.org/0000-0001-5048-6107

External Address

Department of Experimental Psychology
University of Oxford, UK

Profile

I am Professor in Experimental Psychology at the University of Oxford and a Fellow of St. John's College, Oxford. I am interested in various different aspects of psycholinguistics, with a particular focus on learning to read. Broadly, I work on two sets of problems, individual words and comprehension. At the word-level we are investigating how children learn to deal with words – the cognitive processes that enable them to move from slow and effortful reading at 5 or 6 years of age to fluent word recognition a few years later. In terms of comprehension, our experiments are examining how we build a mental representation of text as we read – how readers select, integrate, maintain and update information dynamically as they process text. Uniting all our work is a concern with understanding learning processes themselves, rather than just measuring the end point of learning.

Recent Grants Awarded

  • Hong Kong Research Grants Council (General Research Fund) (2016 - 2017) "Reading comprehension difficulties in Hong Kong Chinese children: Linguistic and cognitive underpinnings." (HKD636,470) Chow, B. & Nation, K. ($110,180)
  • The Wellcome Trust Institutional Strategic Support Fund/Fell Fund (2016 - 2017) "The history of dyslexia project." (GBP168,000) Nation, K., Whyte, W., & Snowling, M. ($283,000)
  • ARC Discovery Project Grant [DP150100419] (2015 - 2018) "Making words stick: Lexical consolidation effects in learning to read." Castles, A., Nation, K., & Gaskell, G. ($661,200)
  • ARC CCD Cross Program Support Scheme (2015) "Using eye-tracking to measure the effects of language training on reading comprehension: A feasibility study." Castles, A., Nickels, L., Nation, K., Colenbrander, D., Zhou, P., de Lissa, P., & Wang, H.-C. ($38,000)
  • Economic and Social Research Council (UK) Research Grant (2015 - 2017) "Nurturing a lexical legacy: Understanding the transition from novice-to-expert in children's reading development" (£649,084). Nation, K., & Castles, A. ($1,329,140)
  • Leverhulme Trust Research Grant (2015 - 2016) "The Oxford Children's Corpus: Lessons for education." (£190,000) Nation, K., Pulman, S., & Murphy, V. ($406,460)
  • Macquarie University Faculty of Human Sciences Seeding Fund (2012) "Just sleep on it: Lexical consolidation effects in written word learning." Castles, A., Nation, K., & Gaskell, G. ($9,627)
  • Nuffield Foundation Grant (2012 - 2015) "Infant vocabulary measures as predictors of reading skills in later childhood." (£150,016). Nation, K., & Plunkett, K. ($278,994)
  • St. John’s College Research Centre Grant (2011 - 2012) "Eye movements in literary reading." Nation, K.
  • Economic and Social Research Council (ESRC) Grant (2011 - 2013) "Discourse processing in poor comprehenders: An eye movement study." Nation, K., & Joseph, H.
  • ARC Discovery Project Grant [DP0985138] (2009 - 2012) "Learning to read words: Beyond alphabetic skills." Castles, A., & Nation, K. ($200,000)

Selected Publications

Books

  • Castles, A., & Nation, K. (Eds.). (2008). Orthographic Processes in Reading. Special issue of the Journal of Research in Reading. Oxford: Blackwell Publishing.

Book Chapters

  • Nation, K., & Castles, A. (2017). Putting the learning in orthographic learning. In K. Cain, D. Compton, & R. Parilla (Eds.), Theories of Reading Development (pp. 148-168). Amsterdam, The Netherlands: John Benjamins Publishing Company.
  • Castles, A. & Nation, K. (2006). How does orthographic learning happen? In Andrews, S. (Ed.), From inkmarks to ideas: Challenges and controversies about word recognition and reading (pp. 151-179). London, UK: Psychology Press.

Periodicals

  • Heathcote, L., Nation, K., Castles, A., & Beyersmann, E. (In Press). Do 'blacheap' and 'subcheap' both prime 'cheap'? An investigation of morphemic status and position in early visual word processing. Quarterly Journal of Experimental Psychology. doi:10.1080/17470218.2017.1362704
  • Tamura, N., Castles, A., & Nation, K. (2017). Orthographic learning, fast and slow: Lexical competition effects reveal the time course of word learning in developing readers. Cognition, 163, 93-102. doi:10.1016/j.cognition.2017.03.002
  • Wegener, S., Wang, H.-C., de Lissa, P., Robidoux, S., Nation, K., & Castles, A. (In Press). Children reading spoken words: Interactions between vocabulary and orthographic expectancy. Developmental Science. doi:10.1111/desc.12577
  • Perez, A., Joseph, H.S.S.L., Bajo, T., & Nation, K. (2016). Evaluation and revision of inferential comprehension in narrative texts: An eye movement study. Language, Cognition and Neuroscience, 31(4), 549-566. doi:10.1080/23273798.2015.1115883
  • Wonnoacott, E. A., Joseph, H.S.S.L., Adelman, J.S., & Nation, K (2016). Is children’s reading ‘good enough’? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69(5), 855-879. doi:10.1080/17470218.2015.1011176
  • Duff, F., Nation, K., Plunkett, K., & Bishop, D.V.M (2015). Early prediction of language and literacy problems: is 18 months too early? PeerJ, 3, 31098. doi:10.7717/peerj.1098
  • Duff, F.J., Reen, G., Plunkett, K., & Nation, K. (2015). Do infant vocabulary skills predict school-age language and literacy outcomes? Journal of Child Psychology and Psychiatry, 56(8), 848-856. doi:10.1111/jcpp.12378
  • Joseph, H.S.S.L., Bremner, G., Liversedge, S.P., & Nation, K. (2015). Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children. Journal of Cognitive Psychology, 27(5), 622-639. doi:10.1080/20445911.2015.1005095
  • Marinus, E., Nation, K., & de Jong, P.F. (2015). Density and length in the neighbourhood: Explaining cross-linguistic differences in learning to read in English and in Dutch. Journal of Experimental Child Psychology, 139, 127-147. doi:10.1016/j.jecp.2015.05.006
  • Bishop, D.V.M., Nation, K., & Patterson, K. (2014). When words fail us: Insights into language processing from developmental and acquired disorders. Philosophical Transactions of the Royal Society, Series B, 369, 1634. doi:10.1098/rstb.2012.0403
  • Brock, J., & Nation, K. (2014). The hardest butter to button: Immediate effects of sentence context on spoken word identification. Quarterly Journal of Experimental Psychology, 67, 114-123. doi:10.1080/17470218.2013.791331
  • Joseph, H.S.S.L., Wonnacott, E., Forbes, P. & Nation, K. (2014). Becoming a written word: Eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133, 238-248. doi:10.1016/j.cognition.2014.06.015
  • Litt, R.A., & Nation, K. (2014). The nature and specificity of paired associate learning deficits in children with dyslexia. Journal of Memory and Language, 71(1), 71-88. [Link]
  • Nation, K. (2014). Lexical learning and lexical processing in children with developmental language impairments. Philosophical Transactions of the Royal Society, Series B, 369, 1634. doi:10.1098/rstb.2012.0387
  • Pimperton, H., & Nation, K. (2014). Poor comprehenders in the classroom: Teacher ratings of behaviour in children with poor reading comprehension and its relationship with individual differences in working memory. Journal of Learning Disabilities, 47(3), 199-207. doi:10.1177/0022219412454172
  • Ricketts, J., Sperring, R., & Nation, K. (2014). Educational attainment in poor comprehenders. Frontiers in Psychology, 5, 445. doi:10.3389/fpsyg.2014.00445
  • Joseph, H.S.S.L., & Nation, K. (2013). Using eye movements to investigate word frequency effects in children's sentence reading. School Psychology Review, 42, 207-222.
  • Litt, R.A., de Jong, P.F., van Bergen, E., & Nation, K. (2013). Dissociating crossmodal and verbal demands in paired associate learning (PAL): What drives the PAL-reading relationship? Journal of Experimental Child Psychology, 115, 137-149.
  • Wang, H.-C., Nickels, L., Nation, K., & Castles, A. (2013). Predictors of orthographic learning of regular and irregular words. Scientific Studies of Reading, 17, 369-384. doi:10.1080/10888438.2012.749879
  • Norbury, C.F., & Nation, K. (2012). Understanding variability in reading comprehension in adolescents with autism spectrum disorders: Interactions with language status and decoding skill. Scientific Studies of Reading, 15(3), 191-210.
  • Nation, K. & Hulme, C. (2011). Learning to read changes phonological processing; Evidence from a latent variable longitudinal study of reading and nonword repetition. Developmental Science, 14(4), 649-659.
  • Taylor, J.S.H, Plunkett, K., & Nation, K. (2011). The influence of consistency, frequency and semantics on learning to reading: An artificial orthography paradigm. Journal of Experimental Psychology: Learning, Memory and Cognition, 37(1), 60-76.
  • Wang, H.-C., Castles, A., Nickels, L., & Nation, K. (2011). Context effects on orthographic learning of regular and irregular words. Journal of Experimental Child Psychology, 109, 39-57.
  • Leggett, V., Jacobs, P., Nation, K., Scerif, G., & Bishop, D.V.M. (2010). Neurocognitive outcomes of individuals with a sex chromosome trisomy: XXX, XYY or XXY. A systematic review. Developmental Medicine and Child Neurology, 52, 119-129.
  • Norbury, C.F., Brock, J., Cragg, L., Einav, S., Griffiths, H., & Nation, K. (2009). Eye-movement patterns are associated with communicative competence in autistic spectrum disorders. Journal of Child Psychology and Psychiatry, 50, 834-842.
  • Brock, J., Norbury, C. F., Einav, S., & Nation, K. (2008). Do individuals with autism process words in context? Evidence from language-mediated eye-movements. Cognition.
  • Castles, A., & Nation, K. (2008). Learning to be a good orthographic reader. Journal of Research in Reading, 31, 1-7.
  • Nation, K., Angell, P. & Castles, A. (2007). Orthographic learning via self-teaching in children learning to read English: effects of exposure, durability and context. Journal of Experimental Child Psychology, 96, 71- 84.

Published Abstracts

  • Castles, A., Rabbitts, B., Kohnen, S., & Nation, K. (2009). Context effects in orthographic learning via self-teaching: Are they modulated by prior knowledge of phonology and meaning? [Abstract]. Combined Abstracts of 2009 Australian Psychology Conferences [CDROM].

Conference Presentations, Colloquia, and other presentations

  • Nation, K. (2017, March). Putting the learning into orthographic learning. Paper presented at the Language, Literacy and Learning Conference, Perth Convention and Exhibition Centre, Perth.
  • Nation, K. (2017, March). Learning to read and learning to comprehend. Keynote paper presented at the Language, Literacy and Learning Conference, Perth Convention and Exhibition Centre, Perth.
  • Wegener, S., Wang, H.-C., de Lissa, P., Robidoux, S., Nation, K., & Castles, A. (2016, August). Orthographic learning in children can commence before written words are seen: Evidence from eye movements. Poster session presented at the ARC Centre of Excellence in Cognition and its Disorders Annual Workshop, The Fairmont Resort, Leura.
  • Wegener, S., Wang, H.-C., de Lissa, P., Robidoux, S., Nation, K., & Castles, A. (2016, August). Orthographic learning in children can commence before written words are seen: Evidence from eye movements. Paper presented at the ARC Centre of Excellence in Cognition and its Disorders Annual Workshop, The Fairmont Resort, Leura.
  • Hsiao, Y., & Nation, K. (2016, July). Effects of semantic diversity on word recognition in developing readers. Poster session presented at the 23rd Annual Meeting Society for the Scientific Study of Reading (SSSR), University of Porto, Portugal.
  • Nation, K. (2016, July). Lexical competition and learning to read new words. Paper presented at the 23rd Annual Meeting Society for the Scientific Study of Reading (SSSR), University of Porto, Portugal.
  • Tamura, N., Castles, A., & Nation, K. (2016, July). Children's learning and lexicalisation of novel written words via reading experience. Poster session presented at the 23rd Annual Meeting Society for the Scientific Study of Reading (SSSR), University of Porto, Portugal.
  • Wegener, S., Wang, H.-C., de Lissa, P., Nation, K., & Castles, A. (2016, July). Do spoken words give rise to orthographic ‘skeletons’? Effects of vocabulary knowledge and spelling predictability on silent reading during the initial orthographic exposure. Paper presented at the 23rd Annual Meeting Society for the Scientific Study of Reading (SSSR), University of Porto, Portugal.
  • Castles, A., Wegener, S., Wang, H.-C., de Lissa, P., & Nation, K. (2016, April). Orthographic learning commences before written words are seen: Evidence from eye movements. Paper presented at the 43rd Annual Australasian Experimental Psychology Conference (EPC), Melbourne.
  • Nation, K. (2016, March). Orthographic learning, fast and slow. Invited paper presented at the CCD Developing Mind Series: Learning New Words Workshop, Macquarie University.
  • Cooper, N., & Nation, K. (2015, July). Good-enough processing with garden-path sentences Paper presented at the 22nd Annual Meeting of the Society for the Scientific Study of Reading (SSSR), Hawaii, USA.
  • Joseph, H., & Nation, K. (2015, July). The role of contextual diversity in incidental word learning during reading: An eye movement study. Paper presented at the 22nd Annual Meeting of the Society for the Scientific Study of Reading (SSSR), Hawaii, USA.
  • Tamura, N., Castles, A., & Nation, K. (2015, July). The prime-lexicality effect as an indicator of children’s orthographic learning: Effects of exposure and context. Paper presented at the 22nd Annual Meeting of the Society for the Scientific Study of Reading (SSSR), Hawaii, USA.
  • Litt, R., Nation, K., Badcock, N.A., & Castles, A. (2015, April). Deconstructing paired associate learning deficits in children with dyslexia. Poster session presented at the 42nd Annual Australasian Experimental Psychology Conference (EPC), Sydney.
  • Nation, K. (2015, April). Learning to read and learning to comprehend. Paper presented at the Reading and Spelling: Development, Disorders and Remediation Conference, Macquarie University, Sydney.
  • Litt, R., de Jong, P.F., Norton, E., & Nation, K. (2014, July). To repeat or not to repeat? The effect of item repetition on RAN performance and its relation with reading ability. Poster session presented at the 21st Annual Meeting of the Society for the Scientific Study of Reading Meeting (SSSR), Santa Fe, USA.
  • Nation, K. (2013, November). Language skills and learning to read. Keynote paper presented at the ARC Centre of Excellence in Cognition and its Disorders Annual Workshop, Sydney.
  • Litt, R., & Nation, K. (2013, July). Rethinking paired associate learning deficits in dyslexia: Consequences of crossmodal or verbal demands? Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading Meeting (SSSR), Hong Kong.
  • Litt, R., & Nation, K. (2013, June). A child’s PAL: The role of crossmodal and verbal demands in paired associate learning. Poster session presented at the International Workshop On Reading and Developmental Dyslexia, San Sebastian, Spain.
  • Litt, R., & Nation, K. (2012, August). What can a child’s PAL tell us about reading ability? Paper presented at the 2012 Summer School on Literacy Acquisition, Egmond aan Zee, The Netherlands.
  • Wang, H-C., Nickels, L., Nation, K., & Castles, A. (2012, August). Predictors of orthographic learning of regular and irregular words. Paper presented at the 6th European Graduate School on Literacy Acquisition, Egmond aan Zee, The Netherlands.
  • Litt, R., de Jong, P.F., van Bergen, E., & Nation, K. (2012, July). A child’s PAL: What it tells us about reading ability and why. Paper presented at the Meeting of the Experimental Psychology Society, Bristol, UK.
  • Litt, R., de Jong, P.F., van Bergen, E., & Nation, K. (2012, July). Is a child's PAL an indicator of his reading ability? Dissociating the role of crossmodal and verbal demands in paired associate learning. Poster session presented at the , Montreal, Canada.
  • Castles, A., Anandakumar, T., Nation, K., & Forster, K.I. (2012, April). The prime lexicality effect in developing readers. Paper presented at the 39th Australasian Experimental Psychology Conference (EPC), Sydney.
  • Litt, R., Nation, K., & Watkins, K. (2011, September). What can your child’s PAL tell us about his reading ability? Paper presented at the 17th Meeting of the European Society for Cognitive Psychology: "Learning novel grammars, vocabularies and orthographies: Developmental and neural perspectives", San Sebastian, Spain.
  • Litt, R., Nation, K., & Watkins, K. (2011, July). Paired associate learning deficits in dyslexia: A reflection of association type or verbal task demands? Paper presented at the 18th Annual Meeting of the Society for the Scientific Study of Reading (SSSR), St. Petersburg, USA.
  • Litt, R., Nation, K., & Watkins, K. (2011, June). An investigation of paired associate learning and its relation to reading ability in children with dyslexia. Poster session presented at the 8th British Dyslexia Association Conference, Harrogate, UK.
  • Marinus, E., de Jong, P.F., & Nation, K. (2011, April). The use of rime units and neighbourhood size effects in English and Dutch beginning readers. Poster session presented at the 38th Australasian Experimental Psychology Conference (EPC), Auckland, New Zealand.
  • Marinus, E., de Jong, P.F. & Nation, K. (2010, July). Comparing the development of word-recognition processes in English and Dutch Children. Poster session presented at the SSSR, Berlin, Germany.
  • Castles, A., Rabbitts, B., Kohnen, S. & Nation, K. (2009, June). Context effects in orthographic learning via self-teaching: Are they modulated by prior knowledge of phonology and meaning? Paper presented at the 16th Annual Conference of the Society for Scientific Studies in Reading, Boston, USA.
  • Castles, A., Rabbitts, B., Kohnen, S. & Nation, K. (2009, April). Context effects in orthographic learning via self-teaching: Are they modulated by prior knowledge of phonology and meaning? Paper presented at the 36th Australasian Experimental Psychology Conference (EPC), Woollongong, Australia.
  • Marinus, E., de Jong, P.F. & Nation, K. (2008, October). Are digraphs processed as perceptual units in normal reading and dyslexic children? Paper presented at the Workshop Seminar, Macquarie Center for Cognitive Science, Sydney, Australia.
  • Brock, J., Norbury, C. F., Einav, S., & Nation, K. (2008, May). Do individuals with autism process words in context? Evidence from language-mediated eye-movements. Paper presented at the International Meeting for Autism Research, London, UK..
  • Norbury, C. F., Brock, J., Cragg, L., Einav, S., Griffiths, H., & Nation, K. (2008, May). Visual fixation patterns are associated with communicative competence. Paper presented at the International Meeting for Autism Research, London, UK..
  • Brock, J. & Nation, K. (2007, January). Contextual suppression in spoken language comprehension: evidence from eye-tracking. Paper presented at the Experimental Psychology Society Meeting, London, UK.
  • Brock, J., Norbury, C., Einav, S. & Nation, K. (2006, September). Comprehension in context: language-mediated eye-movements in autism. Paper presented at the British Psychological Society Meeting - Developmental Section, London, UK.
  • Brock, J., Norbury, C., Einav, S., & Nation, K. (2006, May). Language-mediated eye-movements in autism and typical development. Paper presented at the Belgian Association for Psychological Science, Liege, Belgium.
  • Brock, J., Kinsey, K. & Nation, K. (2005, May). Investigating linguistic processing in autism using language-mediated eye-movements. Paper presented at the International Meeting for Autism Research, Boston, USA.

Further Information

Contact Details

Telephone: +61 2 9850 4127
Email : ccd@mq.edu.au
Web : www.ccd.edu.au

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