Nicola K Currie
Biographic Data
| ID | 4619853 |
|---|---|
| NAME | Nicola K Currie |
| GIVEN NAMES | Nicola K |
| FAMILY NAME | Currie |
| SIGNATURE | CURRIE N K |
| AFFILIATIONS | Lancaster University |
| ORCID | 0000-0003-4160-5543 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Fiction Book Reading and Wellbeing
Background The relationship between book reading and psychological wellbeing is gaining interest among those working in research, policy and practice, as we seek to better understand whether, and how, reading can support wellbeing. Yet, wellbeing has historically been poorly defined within reading research, and we lack a nuanced understanding of the ways in which children's book reading may support their psychological wellbeing. Methods Twenty‐fo…
Reading Fiction and Psychological Well‐being During Older Adulthood
The relationship between reading and well‐being is gaining increasing interest among those working in research, policy and practice, as we seek to better understand if, and how, reading books supports wellbeing. To date, the majority of research has focused on children and young people, neglecting to consider the well‐being benefits that reading books may have later in life. Drawing upon in‐depth interviews with 15 older adults (aged 63–83) from …
The influence of reader and text characteristics on sixth graders' inference making
Background We examined the influence of text and reader characteristics on sixth graders' inference generation. Methods Eleven‐ to 12‐year‐old US monolingual English speakers ( N = 71) and Spanish‐English bilinguals ( N = 81) read narrative and informational expository texts requiring an inference and answered an inference‐tapping question after each text. We examined the influence of language status, word reading ability, knowledge (background k…
Developmental differences in children’s generation of knowledge-based inferences
We examined knowledge-based inference in 6-, 8- and 10-year-olds. Participants listened to texts where the number of clues for an inference was manipulated and then judged whether single-word probes (target inference, competing inference, literal word from the text and an unrelated concept) were related to the story. Accuracy and response times were analyzed with mixed-effects models. Inference accuracy was higher with three clues, and older chil…
The relations between morphological awareness and reading comprehension in beginner readers to young adolescents
Background Morphological awareness plays a crucial role in supporting higher‐level text processing. We examined its contribution to reading comprehension in children of different ages and ability levels in order to determine when and for whom morphological awareness is of particular importance. Methods Three groups of children (aged 6–8 years, N = 128; 9–11 years, N = 126; and 12–13 years N = 147) completed judgement and production tasks to measu…
The influence of reader and text characteristics on sixth graders' inference making
Background We examined the influence of text and reader characteristics on sixth graders' inference generation. Methods Eleven‐ to 12‐year‐old US monolingual English speakers ( N = 71) and Spanish‐English bilinguals ( N = 81) read narrative and informational expository texts requiring an inference and answered an inference‐tapping question after each text. We examined the influence of language status, word reading ability, knowledge (background k…
The relations between morphological awareness and reading comprehension in beginner readers to young adolescents
Background Morphological awareness plays a crucial role in supporting higher‐level text processing. We examined its contribution to reading comprehension in children of different ages and ability levels in order to determine when and for whom morphological awareness is of particular importance. Methods Three groups of children (aged 6–8 years, N = 128; 9–11 years, N = 126; and 12–13 years N = 147) completed judgement and production tasks to measu…
Developmental differences in children’s generation of knowledge-based inferences
We examined knowledge-based inference in 6-, 8- and 10-year-olds. Participants listened to texts where the number of clues for an inference was manipulated and then judged whether single-word probes (target inference, competing inference, literal word from the text and an unrelated concept) were related to the story. Accuracy and response times were analyzed with mixed-effects models. Inference accuracy was higher with three clues, and older chil…
The influence of reader and text characteristics on sixth graders' inference making
Background We examined the influence of text and reader characteristics on sixth graders' inference generation. Methods Eleven‐ to 12‐year‐old US monolingual English speakers ( N = 71) and Spanish‐English bilinguals ( N = 81) read narrative and informational expository texts requiring an inference and answered an inference‐tapping question after each text. We examined the influence of language status, word reading ability, knowledge (background k…
Reading Fiction and Psychological Well‐being During Older Adulthood
The relationship between reading and well‐being is gaining increasing interest among those working in research, policy and practice, as we seek to better understand if, and how, reading books supports wellbeing. To date, the majority of research has focused on children and young people, neglecting to consider the well‐being benefits that reading books may have later in life. Drawing upon in‐depth interviews with 15 older adults (aged 63–83) from …
Fiction Book Reading and Wellbeing
Background The relationship between book reading and psychological wellbeing is gaining interest among those working in research, policy and practice, as we seek to better understand whether, and how, reading can support wellbeing. Yet, wellbeing has historically been poorly defined within reading research, and we lack a nuanced understanding of the ways in which children's book reading may support their psychological wellbeing. Methods Twenty‐fo…
Psychology (4 works) · Reading and Literacy Development (4 works) · Linguistics (3 works) · Reading (process) (3 works) · Artificial Intelligence (2 works) · Cognitive psychology (2 works) · Communication (2 works) · Computer Science (2 works) · Connection (principal bundle) (2 works) · Developmental psychology (2 works)