Photo of Jane Oakhill

Jane Oakhill
Professor of Experimental Psychology (Psychology)
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T: +44 (0)1273 678418


Selected publications

Article

Megherbi, Hakima, Elbro, Carsten, Oakhill, Jane, Segui, Juan and New, Boris (2017) The emergence of automaticity in reading: effects of orthographic depth and word decoding ability on an adjusted Stroop measure. Journal of Experimental Child Psychology. ISSN 0022-0965 (Accepted)

Westbrook, Jo, Sutherland, Julia, Oakhill, Jane and Sullivan, Susan (2017) ‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms. Literacy. ISSN 1741-4350 (Accepted)

Garnham, Alan, Oakhill, Jane and Reynolds, David (2017) Anaphoric islands and anaphoric forms: the role of explicit and implicit focus. Discourse Processes. ISSN 0163-853X

Garnham, Alan, Oakhill, Jane, Von Stockhausen, Lisa and Sczesny, Sabine (2016) Editorial: language, cognition and gender. Frontiers in Psychology, 7. p. 772. ISSN 1664-1078

Oakhill, Jane, Cain, Kate and Nesi, Barbara (2016) Understanding of idiomatic expressions in context in skilled and less skilled comprehenders: online processing and interpretation. Scientific Studies of Reading, 20 (2). pp. 124-139. ISSN 1088-8438

Canal, Paolo, Garnham, Alan and Oakhill, Jane (2015) Beyond gender stereotypes in language comprehension: self sex-role descriptions affect the brain’s potentials associated with agreement processing. Frontiers in Psychology, 6. ISSN 1664-1078

Finnegan, Eimear, Oakhill, Jane and Garnham, Alan (2015) Counter-stereotypical pictures as a strategy for overcoming spontaneous gender stereotypes. Frontiers in Psychology, 6. p. 1291. ISSN 1664-1078

Finnegan, Eimear, Garnham, Alan and Oakhill, Jane (2015) Social-consensus feedback as a strategy to overcome spontaneous gender stereotypes. Discourse Processes. ISSN 0163-853X

Sullivan, Susan and Oakhill, Jane (2015) Components of story comprehension and strategies to support them in hearing and deaf or hard of hearing readers. Topics in Language Disorders, 35 (2). pp. 133-143. ISSN 0271-8294

Meteyard, Lotte, Bruce, Carolyn, Edmundson, Anne and Oakhill, Jane (2014) Profiling text comprehension impairments in aphasia. Aphasiology, 29 (1). pp. 1-28. ISSN 0268-7038

De Scalzi, Marika, Rusted, Jennifer and Oakhill, Jane (2014) Embodiment effects and language comprehension in Alzheimer's disease. Cognitive Science, 39 (5). pp. 890-917. ISSN 0364-0213

Hamilton, Stephen T and Oakhill, Jane V (2014) Establishing coherence across sentence boundaries: an individual differences approach. Language, Cognition and Neuroscience, 29 (10). pp. 1240-1248. ISSN 2327-3798

Cain, Kate and Oakhill, Jane (2014) Reading comprehension and vocabulary: is vocabulary more important for some aspects of comprehension? Annee Psychologique, 114 (04). pp. 647-662. ISSN 0003-5033

Garnham, Alan, Gabriel, Ute, Sarrasin, Oriane, Gygax, Pascal and Oakhill, Jane (2012) Gender representation in different languages and grammatical marking on pronouns: when beauticians, musicians, and mechanics remain men. Discourse Processes, 49 (6). pp. 481-500. ISSN 1532-6950

Oakhill, Jane V and Cain, Kate (2012) The precursors of reading ability in young readers: evidence from a four-year longitudinal study. Scientific Studies of Reading, 16 (2). pp. 91-121. ISSN 1088-8438

Oakhill, Jane, Yuill, Nicola and Garnham, Alan (2011) The differential relations between verbal, numerical and spatial working memory abilities and children’s reading comprehension. International Electronic Journal of Elementary Education, 4 (1). pp. 83-106. ISSN 1307-9298

Cain, Kate and Oakhill, Jane (2011) Matthew effects in young readers: Reading comprehension and reading experience aid vocabulary development. Journal of Learning Disabilities, 44 (5). pp. 431-443. ISSN 0022-2194

Coe, J. E. L. and Oakhill, Jane V. (2011) txtN is ez f u no h2 rd': The relation between reading ability and text-messaging behaviour. Journal of Computer Assisted Learning, 27 (1). pp. 4-17. ISSN 0266-4909

Oakhill, Jane, Yuill, Nicola and Garnham, Alan (2011) The differential relations between verbal, numerical and spatial working memory abilities and children's reading comprehension. International Electronic Journal of Elementary Education, 4 (1). pp. 83-106. ISSN 1307-9298

Thevenot, C and Oakhill, Jane (2008) The strategic use of alternative representations in arithmetic word problem solving. International Journal of Psychology, 43 (3-4). p. 530. ISSN 0020-7594

Gabriel, U, Gygax, Pascal, Sarrasin, O, Garnham, Alan and Oakhill, Jane (2008) Au pairs are rarely male: Norms on the gender perception of role names across English, French, and German. Behavior Research Methods, 40 (1). pp. 206-221.

Gygax, Pascal, Gabriel, Ute, Sarrasin, Oriane, Oakhill, Jane and Garnham, Alan (2008) Generically intended, but specifically interpreted: when beauticians, musicians, and mechanics are all men. Language and Cognitive Processes, 23 (3). 464 - 485. ISSN 0169-0965

Book

Oakhill, Jane, Cain, Kate and Elbro, Carsten (2014) Understanding and teaching reading comprehension: a handbook. Routledge, London. ISBN 9780415698313

Book Section

Oakhill, Jane, Berenhaus, Molly S and Cain, Kate (2015) Children’s reading comprehension and reading comprehension difficulites. In: Pollatsek, Alexander and Treiman, Rebecca (eds.) Oxford Handbook of Reading. Oxford Library of Psychology . Oxford University Press. ISBN 9780199324576

Oakhill, Jane, Cain, Kate and McCarthy, Diana (2015) Inference processing in children: the contributions of depth and breadth of vocabulary knowledge. In: O’Brien, Edward J, Cook, Anne E and Lorch, Robert F (eds.) Inferences During Reading. Cambridge University Press, Cambridge, pp. 140-159. ISBN 9781107049796

Oakhill, Jane and Cain, K (2014) Reading comprehension (development, individual differences, difficulties). In: Brooks, Pattricia J and Kempe, Vera (eds.) Encyclopaedia of Language Development. Sage, London. ISBN 9781452258768

Boureux, Magali, Arfé, Barbara, Pasini, Margherita, Carretti, Barbara, Oakhill, Jane and Sullivan, Susan (2012) Assessing connective understanding with visual and verbal tasks. In: International workshop on evidence-based technology enhanced learning. Advances in intelligent and soft computing, 152 . Springer, Heidelberg, pp. 19-26. ISBN 9783642288005

Edited Book

Garnham, Alan, Oakhill, Jane, von Stockhausen, Lisa and Sczesny, Sabine, eds. (2016) Language, cognition and gender. Frontiers in psychology, 6 (1267). Frontier Media, Lausanne. ISBN 9782889198924