Article

Raykov, Petar P, Keidel, James L, Oakhill, Jane and Bird, Chris M (2022) The importance of semantic network brain regions in integrating prior knowledge with an ongoing dialogue. eNeuro, 9 (5). pp. 1-13. ISSN 2373-2822

Cartei, Valentina, Reby, David, Garnham, Alan, Oakhill, Jane and Banerjee, Robin (2022) Peer audience effects on children’s vocal masculinity and femininity. Philosophical Transactions of the Royal Society B: Biological Sciences, 377 (1841). ISSN 0962-8436

Oakhill, Jane (2021) Children’s text comprehension: from theory & research to support & intervention. Pedagogical Linguistics. ISSN 2665-9581

Raykov, Petar P, Keidel, James L, Oakhill, Jane and Bird, Chris M (2021) Activation of person knowledge in medial prefrontal cortex during the encoding of new lifelike events. Cerebral Cortex, 31 (7). pp. 3494-3505. ISSN 1047-3211

Cartei, Valentina, Oakhill, Jane, Garnham, Alan, Banerjee, Robin and Reby, David (2021) Voice cues influence children’s assessment of adults’ occupational competence. Journal of Nonverbal Behavior. ISSN 0191-5886

Sullivan, Susan and Oakhill, Jane (2020) Inference making skill in children with visual impairments. Research in Developmental Disabilities, 104. a103713. ISSN 0891-4222

Cain, Kate, Oakhill, Jane and Elbro, Carsten (2020) Reading comprehension: from research to practice. The Reading League Journal, 1 (3). pp. 32-40. ISSN 2691-7955

Cartei, Valentina, Oakhill, Jane, Garnham, Alan, Banerjee, Robin and Reby, David (2020) “This is what a mechanic sounds like.” Children’s vocal control reveals implicit occupational stereotypes. Psychological Science, 31 (8). pp. 957-967. ISSN 0956-7976

Oakhill, Jane (2020) Four decades of research into children’s reading comprehension: a personal review. Discourse Processes, 57 (5-6). pp. 402-419. ISSN 0163-853X

Cartei, Valentina, Banerjee, Robin, Garnham, Alan, Oakhill, Jane, Roberts, Lucy, Anns, Sophie, Bond, Rod and Reby, David (2020) Physiological and perceptual correlates of masculinity in children’s voices. Hormones and Behavior, 117. ISSN 0018-506X

Child, Scarlett, Oakhill, Jane and Garnham, Alan (2020) Tracking your emotions – an eye-tracking study on reader's engagement with perspective during text comprehension. Quarterly Journal of Experimental Psychology. ISSN 1747-0218

Raykov, Petar P, Keidel, James L, Oakhill, Jane and Bird, Chris M (2019) The brain regions supporting schema-related processing of people’s identities. Cognitive Neuropsychology. pp. 1-17. ISSN 0264-3294

Cartei, Valentina, Garnham, Alan, Oakhill, Jane, Banerjee, Robin, Roberts, Lucy and Reby, David (2019) Children can control the expression of masculinity and femininity through the voice. Royal Society Open Science, 6 (7). pp. 1-9. ISSN 2054-5703

Gygax, Pascal Mark, Elmiger, Daniel, Zufferey, Sandrine, Garnham, Alan, Sczesny, Sabine, von Stockhausen, Lisa, Braun, Frederike and Oakhill, Jane (2019) A language index of grammatical gender dimensions to study the impact of grammatical gender on the way we perceive women and men. Frontiers in Psychology, 10 (1604). pp. 1-6. ISSN 1664-1078

Westbrook, Jo, Sutherland, Julia, Oakhill, Jane and Sullivan, Susan (2019) ‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms. Literacy, 53 (2). pp. 60-68. ISSN 1741-4350

Child, Scarlett, Garnham, Alan and Oakhill, Jane (2019) Remember they were emotional - effects of emotional qualifiers during sentence processing. Open Psychology, 1 (1). pp. 119-131. ISSN 1874-3501

Bagnoud, Jeanne, Burra, Nicolas, Castel, Caroline, Oakhill, Jane and Thevenot, Catherine (2018) Arithmetic word problems describing discrete quantities: E.E.G evidence for the construction of a situation model. Acta Psychologica, 190. pp. 116-121. ISSN 0001-6918

Child, Scarlett, Oakhill, Jane and Garnham, Alan (2018) You’re the emotional one: the role of perspective for emotion processing in reading comprehension. Language, Cognition and Neuroscience, 33 (7). pp. 878-889. ISSN 2327-3798

Oakhill, Jane and Cain, Kate (2018) Children’s problems with inference making: causes and consequences. Bulletin of Educational Psychology, 49 (4). pp. 683-699. ISSN 1011-5714

Garnham, Alan, Oakhill, Jane and Reynolds, David (2018) Anaphoric islands and anaphoric forms: the role of explicit and implicit focus. Discourse Processes, 55 (2). pp. 197-205. ISSN 0163-853X

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, 166. pp. 652-663. ISSN 0022-0965

Elbro, Carsten, Oakhill, Jane, Megherbi, Hakima and Seigneuric, Alix (2017) Aspects of pronominal resolution as markers of reading comprehension: The role of antecedent variability. Reading and Writing, 30 (4). pp. 813-827. ISSN 0922-4777

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. a1953. 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

De Scalzi, Marika, Rusted, Jennifer and Oakhill, Jane (2015) Embodiment effects and language comprehension in Alzheimer's disease. Cognitive Science, 39 (5). pp. 890-917. ISSN 0364-0213

Finnegan, Eimear, Garnham, Alan and Oakhill, Jane (2015) Social-consensus feedback as a strategy to overcome spontaneous gender stereotypes. Discourse Processes, 52 (5-6). pp. 434-462. 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

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

Gygax, Pascal, Gabriel, Ute, Sarrasin, Oriane, Oakhill, Jane and Garnham, Alan (2009) Some grammatical rules are more difficult than others: the case of the generic interpretation of the masculine. European Journal of Psychology of Education, 24 (2). pp. 235-246. ISSN 0256-2928

Thevenot, Catherine and Oakhill, Jane (2008) A generalization of the representational change theory from insight to non-insight problems: The case of arithmetic word problems. Acta Psychologica, 129 (3). pp. 315-324. ISSN 0001-6918

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

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). pp. 464-485. ISSN 0169-0965

Gabriel, Ute, Gygax, Pascal, Sarrasin, Oriane, 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. 206-212. ISSN 1554-351X

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.

Weekes, Brendan S, Hamilton, Stephen, Oakhill, Jane V and Holliday, Robyn E (2008) False recollection in children with reading comprehension difficulties. Cognition, 106 (1). pp. 222-233. ISSN 0010-0277

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

Oakhill, Jane V and Petrides, Alison (2007) Sex differences in the effects of interest on boys' and girls' reading comprehension. British Journal of Psychology, 98. pp. 223-235.

Cain, Kate and Oakhill, Jane (2006) Assessment matters: issues in the measurement of reading comprehension. British Journal of Educational Psychology, 76 (4). pp. 697-708. ISSN 0007-0998

Cain, Kate and Oakhill, Jane (2006) Profiles of children with specific comprehension difficulties. British Journal of Educational Psychology, 76 (4). pp. 683-696. ISSN 0007-0998

Thevenot, Catherine and Oakhill, Jane (2006) Representations and strategies for solving dynamic and static arithmetic word problems:The role of working memory capacities. European Journal of Cognitive Psychology, 18 (5). pp. 756-775. ISSN 0954-1446

Reynolds, David J, Garnham, Alan and Oakhill, Jane (2006) Evidence of immediate activation of gender information from a social role name. Quarterly Journal of Experimental Psychology, 59 (5). pp. 886-903. ISSN 1747-0218

Oakhill, Jane, Hartt, Joanne and Samols, Deborah (2005) Comprehension monitoring and working memory in good and poor comprehenders. Reading and Writing, 18 (7-9). pp. 657-686. ISSN 0922-4777

Oakhill, J, Garnham, A and Reynolds, D (2005) Immediate activation of stereotypical gender information. Memory and Cognition, 33 (6). pp. 972-983. ISSN 0090-502X

Garnham, Alan and Oakhill, Jane (2005) Accounting for belief bias in a mental models framework: Comment on Klauer, Musch, and Naumer (2000). Psychological Review, 112 (2). pp. 509-518. ISSN 0033-295X

Garnham, Alan and Oakhill, Jane V (2005) Postscript: Accounting for belief bias in a mental model framework - No problem for whom? Psychological Review (2). pp. 517-518. ISSN 0033-295X

Garnham, Alan and Oakhill, Jane V (2005) Accounting for belief bias in a mental models framework: Comment on Klauer, Musch, and Naumer. Psychological Review (112). pp. 509-518.

Brandão, Ana Carolina Perrusi and Oakhill, Jane (2005) "How do you know this answer?" - Children's use of text data and general knowledge in story comprehension. Reading and Writing, 18. pp. 687-713.

Cain, Kate, Oakhill, Jane and Lemmon, Kate (2005) The relation between children's reading comprehension level and their comprehension of idioms. Journal of Experimental Child Psychology, 90. pp. 65-87.

Thevenot, Catherine and Oakhill, Jane (2005) The strategic use of alternative representations in arithmetic word problem solving. Quarterly Journal of Experimental Psychology Series a Human Experimental Psychology, 58. pp. 1311-1323. ISSN 0272-4987

Cain, Kate, Oakhill, Jane and Lemmon, Kate (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). pp. 671-681. ISSN 0022-0663

Cain, Kate, Oakhill, Jane and Bryant, Peter (2004) Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96 (1). pp. 31-42. ISSN 0022-0663

Gygax, Pascal, Garnham, Alan and Oakhill, Jane (2004) Inferring characters' emotional states: Can readers infer specific emotions? Language and Cognitive Processes, 19. pp. 613-639. ISSN 0169-0965

Gygax, Pascal, Garnham, Alan and Oakhill, Jane (2004) Inferring characters' emotional states: Can readers infer specific emotions? Language and Cognitive Processes, 19. pp. 613-639.

Oakhill, Jane, Cain, Kate and Bryant, P. E. (2003) Dissociation of word reading and text comprehension skills: Evidence from component skills. Language and Cognitive Processes, 18 (4). pp. 443-468. ISSN 0169-0965

Cain, Kate, Oakhill, Jane V and Elbro, Carsten (2003) The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. Journal of Child Language, 30. pp. 681-694.

Gygax, Pascal, Oakhill, Jane and Garnham, Alan (2003) The representation of characters' emotional responses: Do readers infer specific emotions? Cognition and Emotion, 17 (3). 413-428..

Gygax, Pascal, Oakhill, Jane and Garnham, Alan (2003) The representation of characters' emotional responses: Do readers infer specific emotions? Cognition and Emotion, 17 (413-42). ISSN 0269-9931

Garnham, Alan, Oakhill, Jane and Reynolds, David (2002) Are inferences from stereotyped role names to characters' gender made elaborately? Memory and Cognition, 30 (3). pp. 439-446. ISSN 0090-502X

Garnham, A, Oakhill, J and Reynolds, D (2002) Are inferences from stereotyped role names to characters' gender made elaboratively?". Memory and Cognition, 30 (3). 439-446..

Cain, Kate, Oakhill, Jane V, Barnes, Marcia A and Bryant, Peter E (2001) Comprehension skill, inference-making ability, and their relation to knowledge. Memory and Cognition, 29 (6). pp. 850-859. ISSN 0090-502X

Giulia Cataldo, Maria and Oakhill, Jane (2000) Why are poor comprehenders inefficient searchers? An investigation into the effects of text representation and spatial memory on ability to locate information in a text. Journal of Educational Psychology, 92 (4). pp. 791-799. ISSN 0022-0663

Cataldo, Maria and Oakhill, Jane (2000) Why are poor comprehenders inefficient searchers? An investigation into the effects of text representation and spatial memory on ability to locate information in a text. Journal of Educational Psychology, 92 (4). pp. 791-799. ISSN 0022-0663

Seigneuric, A, Erlich, M-F, Oakhill, J V and Yuill, N M (2000) Working memory resources and children's reading comprehension. Reading and Writing, 13 (1-2). pp. 81-103. ISSN 0922-4777

Oakhill, Jane and Kyle, Fiona (2000) The relation between phonological awareness and working memory. Journal of Experimental Child Psychology, 75 (2). pp. 152-164. ISSN 0022-0965

Oakhill, Jane and Cain, Kate (2000) Children's difficulties in text comprehension: Assessing causal issues. Journal of Deaf Studies and Deaf Education, 5 (1). pp. 51-59. ISSN 1081-4159

Cain, Kate, Oakhill, Jane and Bryant, Peter (2000) Investigating the causes of reading comprehension failure: The comprehension-age match design. Reading and Writing, 12 (1-2). pp. 31-40. ISSN 0922-4777

Cain, Kate, Oakhill, Jane and Bryant, Peter (2000) Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis. Reading and Writing, 13 (1-2). pp. 31-56. ISSN 0922-4777

Cain, Kate and Oakhill, Jane V (1999) Inference making ability and its relation to comprehension failure in young children. Reading and Writing, 11 (5-6). pp. 489-503. ISSN 0922-4777

Cherubini, P, Garnham, Alan, Oakhill, Jane and Morley, E (1998) Can any ostrich fly? Some new data on belief bias in syllogistic reasoning. Cognition, 69 (2). pp. 179-218. ISSN 00100277

Cherubini, Paolo, Garnham, Alan, Oakhill, Jane and Morley, Elizabeth (1998) Can any ostrich fly?: Some new data on belief bias in syllogistic reasoning. Cognition, 69 (2). pp. 179-218. ISSN 0010-0277

Garnham, Alan, Oakhill, Jane and Cain, Kate (1998) Selective retention of information about the superficial for of text: ellipses with antecedents in main and subordinate clauses. Quarterly Journal of Experimental Psychology, 51 (1). pp. 19-39. ISSN 1747-0218

Garnham, Alan, Oakhill, Jane and Cain, Kate (1997) The interpretation of anaphoric noun phrases: Time course and effects of overspecificity. Quarterly Journal of Experimental Psychology Series a Human Experimental Psychology, 50 (1). pp. 149-162. ISSN 0272-4987

de Sousa, Ivor and Oakhill, Jane (1996) Do levels of interest have an effect on children's comprehension monitoring performance? British Journal of Educational Psychology, 66 (4). pp. 471-482. ISSN 0007-0998

Garnham, Alan, Traxler, Matthew, Oakhill, Jane and Gernsbacher, Morton Ann (1996) The locus of implicit causality effects in comprehension. Journal of Memory and Language, 35 (4). pp. 517-543. ISSN 0749-596X

Cain, Kate E and Oakhill, Jane (1996) The nature of the relationship between comprehension skill and the ability to tell a story. British Journal of Developmental Psychology, 14. pp. 187-201.

Carreiras, Manuel, Garnham, Alan, Oakhill, Jane and Cain, Kate (1996) The use of stereotypical gender information in constructing a mental model: Evidence from English and Spanish. Quarterly Journal of Experimental Psychology Series a Human Experimental Psychology, 49 (3). pp. 639-663. ISSN 0272-4987

Garnham, Alan, Oakhill, Jane, Ehrlich, Marie-France and Carreiras, Manuel (1995) Representations and processes in the interpretation of pronouns: New evidence from Spanish and French. Journal of Memory and Language, 34. pp. 41-62.

Garnham, A, Oakhill, J, Erlich, M F and Carreiras, M (1995) Representations and processes in the interpretation of pronouns: new evidence from Spanish and French. Journal of Memory and Language, 34. pp. 41-62.

Oakhill, Jane (1993) How do we understand anaphors? Psychologist, 6. pp. 204-208. ISSN 0952-8229

Oakhill, Jane and Garnham, Alan (1993) On theories of belief bias in syllogistic reasoning. Cognition, 46. pp. 87-92.

Carreiras, Manuel, Oakhill, Jane and Garnham, Alan (1993) The use of superficial and content-based information in the interpretation of pronouns: Evidence from Spanish. European Journal of Cognitive Psychology, 5. pp. 93-116.

Carreiras, Manuel, Garnham, Alan and Oakhill, Jane (1993) The use of superficial and meaning-based representations in interpreting pronouns: evidence from Spanish. European Journal of Cognitive Psychology, 5 (1). pp. 93-116. ISSN 0954-1446

Oakhill, Jane (1993) Children's difficulties in reading comprehension. Educational Psychology Review, 5 (3). pp. 223-237. ISSN 1040-726X

Garnham, Alan and Oakhill, Jane (1992) Aberrant ellipsis: Advertisers do, but why? English Today, 8. pp. 37-40. ISSN 0266-0784

Garnham, Alan and Oakhill, Jane (1992) Discourse processing and text representation from a mental models perspective. Language and Cognitive Processes. 193 - 204. ISSN 0169-0965

Oakhill, Jane and Garnham, Alan (1992) Linguistic Prescriptions and Anaphoric Reality. Text, 12. pp. 161-182.

Oakhill, Jane, Garnham, Alan, Gernsbacher, Morton Ann and Cain, Kate (1992) How natural are conceptual anaphors? Language and Cognitive Processes, 7 (3-4). pp. 257-280. ISSN 0169-0965

Garnham, Alan, Oakhill, Jane and Cruttenden, Hannah (1992) The role of implicit causality and gender cue in the interpretation of pronouns. Language and Cognitive Processes, 7 (3-4). 231 - 255. ISSN 0169-0965

Oakhill, Jane and Patel, Sima (1991) Can imagery training help children who have comprehension problems? Journal of Research in Reading, 14 (2). pp. 106-115. ISSN 0141-0423

Oakhill, Jane and Davies, Anne-Marie (1991) The effects of test expectancy on quality of note taking and recall of text at different times of day. British Journal of Psychology, 82 (2). pp. 179-189. ISSN 0007-1269

Oakhill, Jane, Yuill, Nicola and Donaldson, Morag L (1990) Understanding of causal expressions in skilled and less skilled text comprehenders. British Journal of Developmental Psychology, 8 (4). pp. 401-410. ISSN 0261-510X

Garnham, Alan and Oakhill, Jane (1990) Mental models as contexts for interpreting texts: Implications from studies of anaphora. Journal of Semantics, 7. 379-393..

Oakhill, Jane and Davies, Anne-Marie (1989) The effects of time of day and subjects' test expectations on recall and recognition of prose materials. Acta Psychologica, 72 (2). pp. 145-157. ISSN 0001-6918

Yuill, Nicola, Oakhill, Jane and Parkin, Alan (1989) Working memory, comprehension ability and the resolution of text anomaly. British Journal of Psychology, 80 (3). pp. 351-361. ISSN 0007-1269

Oakhill, Jane, Johnson-Laird, P N and Garnham, Alan (1989) Believability and syllogistic reasoning. Cognition, 31 (2). pp. 117-140. ISSN 0010-0277

Oakhill, Jane (1989) Children's comprehension difficulties: The nature of the deficit. Siegener Periodicum der Internationalen Empirischen Literaturwissenschaft, 8. pp. 25-47.

Oakhill, Jane and Davies, Anne-Marie (1989) Time of day and the representation of text. Current Psychology, 8 (2). pp. 91-101. ISSN 1046-1310

Oakhill, Jane, Garnham, Alan and Vonk, Wietske (1989) The on-line construction of discourse models. Language and Cognitive Processes, 4 (3-4). SI263-SI286. ISSN 0169-0965

Oakhill, Jane (1988) Text memory and integration at different times of day. Applied Cognitive Psychology, 2 (3). pp. 203-212. ISSN 0888-4080

Yuill, Nicola and Oakhill, Jane (1988) Understanding of anaphoric relations in skilled and less skilled comprehenders. British Journal of Psychology, 79 (2). pp. 173-186. ISSN 2044-8295

Yuill, Nicola and Oakhill, Jane (1988) Effects of inference awareness training on poor reading comprehension. Applied Cognitive Psychology, 2 (1). pp. 33-45. ISSN 1099-0720

Garnham, Alan and Oakhill, Jane (1988) "Anaphoric Islands" revisited. Quarterly Journal of Experimental Psychology Series a Human Experimental Psychology, 40 (4). pp. 719-735. ISSN 0272-4987

Garnham, Alan and Oakhill, Jane (1987) Interpreting elliptical verb phrases. Quarterly Journal of Experimental Psychology Series a Human Experimental Psychology, 39. 611- 628. ISSN 0272-4987

Oakhill, Jane and Garnham, Alan (1987) Interpreting elliptical verb phrases at different times of day: effects of plausibility and antecedent distance. Language and Speech, 30 (2). pp. 145-157. ISSN 0023-8309

Oakhill, Jane (1986) Effects of time of day on the integration of information in text. British Journal of Psychology, 77 (4). pp. 481-488. ISSN 0007-1269

Oakhill, Jane, Yuill, Nicola and Parkin, Alan J (1986) On the nature of the difference between skilled and less-skilled comprehenders. Journal of Research in Reading, 9 (2). pp. 80-91. ISSN 1467-9817

Johnson-Laird, Philip N, Oakhill, Jane and Bull, Deborah (1986) Children's syllogistic reasoning. Quarterly Journal of Experimental Psychology Series a Human Experimental Psychology, 38 (1). pp. 35-58. ISSN 0272-4987

Oakhill, Jane and Yuill, Nicola (1986) Pronoun resolution in skilled and less-skilled comprehenders: Effects of memory load and inferential complexity. Language and Speech, 29 (1). pp. 25-37. ISSN 0023-8309

Oakhill, Jane (1986) Effects of time of day and information importance on adults' memory for a short story. Quarterly Journal of Experimental Psychology Series a Human Experimental Psychology, 38 (3). pp. 419-430. ISSN 0272-4987

Oakhill, J V and Johnson-Laird, P N (1985) Rationality, memory and the search for counterexamples. Cognition, 20 (1). pp. 79-94. ISSN 0010-0277

Garnham, Alan and Oakhill, Jane (1985) On-line resolution of anaphoric pronouns: Effects of inference making and verb semantics. British Journal of Psychology, 76. 385-393..

Oakhill, Jane and Garnham, Alan (1985) Referential continuity, transitivity, and the retention of spatial descriptions. Language and Cognitive Processes, 1 (2). pp. 149-162. ISSN 0169-0965

Oakhill, J V and Johnson-Laird, P N (1985) The effects of belief on the spontaneous production of syllogistic conclusions. Quarterly Journal of Experimental Psychology Series a Human Experimental Psychology, 37A (4). pp. 553-569. ISSN 0272-4987

Oakhill, Jane (1984) Why children have difficulty reasoning with three-term series problems. Journal of Developmental Psychology, 2 (3). pp. 223-230. ISSN 0392-0658

Oakhill, Jane (1984) Inferential and memory skills in children's comprehension of stories. British Journal of Educational Psychology, 54 (1). pp. 31-39. ISSN 0007-0998

Oakhill, J V and Johnson-Laird, P N (1984) Representation of spatial descriptions in working memory. Current Psychology, 3 (1). pp. 52-62. ISSN 1046-1310

Lee, Graham and Oakhill, Jane (1984) The effects of externalisation on syllogistic reasoning. Quarterly Journal of Experimental Psychology, 36A (3). pp. 519-530. ISSN 1747-0218

Oakhill, Jane, Shaw, Deborah and Folkard, Simon (1983) Selective impairment of educationally subnormal children's delayed memory for text. Nature, 303. pp. 800-801. ISSN 0028-0836

Oakhill, Jane (1983) Reading comprehension skill and detection errors on the letter t. First Language, 4 (11). pp. 111-120. ISSN 0142-7237

Oakhill, Jane (1983) Instantiation in skilled and less skilled comprehenders. Quarterly Journal of Experimental Psychology Series a Human Experimental Psychology, 35 (3). pp. 441-450. ISSN 0272-4987

Oakhill, Jane (1982) Constructive processes in skilled and less skilled comprehenders' memory for sentences. British Journal of Psychology, 73 (1). pp. 13-20. ISSN 0007-1269

Garnham, Alan, Oakhill, Jane and Johnson-Laird, P N (1982) Referential continuity and the coherence of discourse. Cognition, 11 (1). pp. 29-46. ISSN 0010-0277

Book Section

Sullivan, Susan, Oakhill, Jane, Arfè, Barbara and Gómez-Merino, Nadina (2020) Reading comprehension: a comparison of typically hearing and deaf or hard-of-hearing children. In: Easterbrooks, Susan R and Dostal, Hannah M (eds.) Oxford Handbook of Deaf Studies in Literacy. Oxford University Press, Oxford. ISBN 9780197508268

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

Oakhill, Jane and Cain, Kate (2007) Issues of causality in children's reading comprehension. In: McNamara, Danielle S (ed.) Reading Comprehension strategies: Theory, interventions and technologies. Lawrence Erlbaum Associates. ISBN 9780805859676

Perfetti, Charles A, Landi, Nicole and Oakhill, Jane (2005) The acquisition of reading comprehension skill. In: The science of reading: a handbook. Blackwell handbooks of developmental psychology . Oxford: Blackwell. ISBN 1405114886

Cain, K and Oakhill, Jane (2004) Reading comprehension difficulties. In: Handook of Literacy. Dordrect: Kluwer.

Cain, Kate and Oakhill, Jane (2004) The development of comprehension skills. In: Handbook of children's literacy. Kluwer, Dordrect. ISBN 9781402016202

Book

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

Garnham, Alan and Oakhill, Jane (1996) Manual de psicologia del pensamiento (Spanish translation of "Thinking and Reasoning"). Textos de psicologia . Paidos. ISBN 84-493-0283-8

Garnham, Alan and Oakhill, Jane (1994) Thinking and reasoning. Textbooks . Blackwell, Oxford.. ISBN 0631170022

Oakhill, Jane and Garnham, Alan (1988) Becoming a Skilled Reader. Monographs . Basil Blackwell. ISBN 0-631-15244-X

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

Cain, Kate and Oakhill, Jane, eds. (2007) Children's comprehension problems in oral and written language: A cognitive perspective. Challenges in Language and Literacy . Guilford Press, New York. ISBN 9781593858322

Oakhill, Jane and Garnham, Alan, eds. (1996) Mental models in cognitive science: Essays in honour of Phil Johnson-Laird. Psychology Press. ISBN 9780863774485

Oakhill, Jane and Garnham, Alan, eds. (1993) Discourse Representation and Text Processing. Special Issues of Language and Cognitive Processes . Psychology Press. ISBN 9780863773327