Kate Nation Explained

Kate Nation
Occupation:Professor of Experimental Psychology
Workplaces:St. John's College, Oxford
Discipline:Psychologist
Sub Discipline:Language development

Kate Nation is an experimental psychologist and expert on language and literacy development in school age children.[1] [2] She is Professor of Experimental Psychology and Fellow of St. John's College of the University of Oxford, where she directs the ReadOxford[3] project and the Language and Cognitive Development Research Group.[4]

Nation won the Spearman Medal in 2000, an award given by the British Psychological Society for outstanding published work by an early career psychologist.[5] Nation's Spearman Medal lecture focused on children with poor reading comprehension whose deficits in language processing often go unnoticed.[6]

Nation gave the 2007 Experimental Psychology Society Prize lecture on "Making connections between learning to read and reading to learn."[7] She was awarded the 2018 AJLD Eminent Researcher Award from Learning Difficulties Australia in recognition of her research on "how children learn to read words and comprehend text, and more generally, the relationship between spoken language and written language".[8]

Biography

Nation received her B.S. and DPhil in Psychology from the University of York. Her dissertation, focusing on children's spelling development, was completed in 1994. Her early research, supervised by Charles Hulme, focused on young children's ability to form analogies between a visually presented stimulus word and a similar sounding target word to be spelled.[9]

Nation worked as a research fellow at the University of York for five years before being appointed as Lecturer in Psychology in 1999. As an early career researcher, Nation collaborated with Maggie Snowling on studies of individuals with reading difficulties, which distinguished the clinical profiles associated with dyslexia[10] and impaired reading comprehension.[11] Their collaborative work highlighted the importance of oral language skills in addition to phonological skills in the development of reading.[12]

Nation moved to the University of Oxford in 2002, where she teaches students in fields of psychology, psycholinguistics, and neuroscience. Nation is an affiliated researcher at the ARC Center of Excellence in Cognition and its Disorders at Macquarie University,[13] [14] where she has collaborated with Anne Castles on studies of orthographic processes in reading.[15] [16]

Nation's research has been supported by grants from the Economic and Social Research Council,[17] the Wellcome Trust, the Nuffield Foundation,[18] and the Leverhulme Trust.[19]

She was elected a Fellow of the British Academy in 2023.[20]

Research

Nation's research program has focuses on the psychology of language and literacy, in typical children and in clinical populations such as children with autism spectrum disorder.[21] [22] Her work indicates that both phonological processing deficits and language comprehension deficits contribute to the development of reading difficulties.[23] [24] Such findings have implications for designing targeted interventions for children with poor reading comprehension skills.

Representative Publications

External links

Notes and References

  1. News: Adams . Richard . 2018-04-18 . Teachers in UK report growing 'vocabulary deficiency' . en-GB . The Guardian . 2019-05-13 . 0261-3077.
  2. Web site: BBC Radio 2 - 500 Words - Learning About Writing From 500 Words. BBC. en-GB. 2019-05-13.
  3. Web site: Experimental Psychology research group ReadOxford launch a groundbreaking citizen science project! — PSY. www.psy.ox.ac.uk. 2019-05-13.
  4. Web site: Kate Nation — PSY. www.psy.ox.ac.uk. 2019-03-21.
  5. Web site: Spearman Medal BPS. www.bps.org.uk. 2019-05-14.
  6. Web site: Spearman Medal Lecture: Reading & Language in Children:Exposing hidden deficits The Psychologist. thepsychologist.bps.org.uk. 2019-05-14.
  7. Web site: EPS Prize Lectures. 2017-11-09. Experimental Psychology Society. en-GB. 2019-05-13.
  8. Web site: Reading and Comprehension with Dr. Kate Nation. SPELD NSW. en-US. 2019-03-21.
  9. Nation. Kate. Hulme. Charles. 1996. The Automatic Activation of Sound-Letter Knowledge: An Alternative Interpretation of Analogy and Priming Effects in Early Spelling Development. Journal of Experimental Child Psychology. en. 63. 2. 416–435. 10.1006/jecp.1996.0056. 8954607.
  10. Snowling. Margaret. Nation. Kate. Moxham. Philippa. Gallagher. Alison. Frith. Uta. 1997. Phonological Processing Skills of Dyslexic Students in Higher Education: A Preliminary Report. Journal of Research in Reading. en. 20. 1. 31–41. 10.1111/1467-9817.00018. 0141-0423.
  11. Nation. Kate. Snowling. Margaret. 1997. Assessing reading difficulties: the validity and utility of current measures of reading skill. British Journal of Educational Psychology. en. 67. 3. 359–370. 10.1111/j.2044-8279.1997.tb01250.x. 9376312.
  12. Nation. Kate. Snowling. Margaret J.. 2004. Beyond phonological skills: broader language skills contribute to the development of reading. Journal of Research in Reading. en. 27. 4. 342–356. 10.1111/j.1467-9817.2004.00238.x. 0141-0423.
  13. Web site: ARC Centre of Excellence in Cognition and Its Disorders. 2018-11-11. Australian Government, Australian Research Council.
  14. Web site: ARC Centre of Excellence in Cognition and its Disorders (CCD) — Macquarie University. researchers.mq.edu.au. 2019-05-13.
  15. Nation. Kate. Angell. Philip. Castles. Anne. 2007. Orthographic learning via self-teaching in children learning to read English: Effects of exposure, durability, and context. Journal of Experimental Child Psychology. en. 96. 1. 71–84. 10.1016/j.jecp.2006.06.004. 16904123.
  16. Castles. Anne. Rastle. Kathleen. Nation. Kate. 2018. Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest. en. 19. 1. 5–51. 10.1177/1529100618772271. 29890888. 1529-1006. free.
  17. Web site: Learning to read words: what's meaning got to do with it? ESRC Economic and Social Research Council. www.researchcatalogue.esrc.ac.uk. 2019-05-13.
  18. Nation. K.. 2013. Lexical learning and lexical processing in children with developmental language impairments. Philosophical Transactions of the Royal Society B: Biological Sciences. en. 369. 1634. 20120387. 10.1098/rstb.2012.0387. 0962-8436. 3866417. 24324231.
  19. Nation. Kate. 2017. Nurturing a lexical legacy: reading experience is critical for the development of word reading skill. npj Science of Learning. en. 2. 1. 3. 10.1038/s41539-017-0004-7. 2056-7936. 6220205. 30631450. 2017npjSL...2....3N.
  20. Web site: Professor Kate Nation FBA . 2023-10-21 . The British Academy . en.
  21. Nation. Kate. Clarke. Paula. Wright. Barry. Williams. Christine. 2006. Patterns of Reading Ability in Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. en. 36. 7. 911–9. 10.1007/s10803-006-0130-1. 16897396. 35584259. 1573-3432.
  22. Brock. Jon. Norbury. Courtenay. Einav. Shiri. Nation. Kate. 2008. Do individuals with autism process words in context? Evidence from language-mediated eye-movements. Cognition. en. 108. 3. 896–904. 10.1016/j.cognition.2008.06.007. 18692181. 6256417.
  23. Nation. Kate. 2019. Children's reading difficulties, language, and reflections on the simple view of reading. Australian Journal of Learning Difficulties. en. 24. 47–73. 10.1080/19404158.2019.1609272. 1940-4158. free.
  24. Nation. Kate. Cocksey. Joanne. Taylor. Jo S.H.. Bishop. Dorothy V.M.. 2010. A longitudinal investigation of early reading and language skills in children with poor reading comprehension: A longitudinal investigation of early reading and language skills. Journal of Child Psychology and Psychiatry. en. 51. 9. 1031–1039. 10.1111/j.1469-7610.2010.02254.x. 20456536. 13781942 .

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