Jane Oakhill

Oakhill received her Bachelor's degree in Biological Sciences and Education from the University of Sussex. Reflecting on her research journey, Oakhill stated, "it occurred to me that my observations about discrepancies between children’s word reading and text comprehension competence could make for an interesting research topic." under the supervision of Philip Johnson-Laird, in 1981. After graduating, she worked for several years with Johnson-Laird on studies of deductive reasoning and discourse comprehension. After joining the faculty of the University of Sussex as a lecturer in 1990, Oakhill's primary research focus shifted back to reading comprehension and how children draw inferences while processing text. == Research ==

Oakhill has had a prolific career researching how children learn to read, make inferences, and comprehend text. Her research program has been influenced by conversations with children and educators, First, teachers should model processes of analysis and inference and engage their students in discussion. Second, teachers should ask children what they don't understand in order to encourage metacognition and develop their comprehension monitoring skills. Third, teachers should avoid teaching definitions, as vocabulary should be understood rather than memorized. Oakhill argues that it is inefficient to force memorization, and that reading comprehension is enhanced through oral discussions in which ideas are questioned and debated. Oakhill summarized key findings from research on reading comprehension. She emphasized that inference making is essential to both understanding vocabulary and reading comprehension. When readers (both adults and children) lack such skills, it affects their ability to understand what they are reading. Poor readers have difficulties thinking beyond the scope of the sentences before them and connecting notions between sentences. Such inference making is necessary to develop a coherent representation or mental model of the text. Oakhill stated that "Comprehension skills need to be taught. They don't just develop in all children." The researchers found that each of these variables predicted individual differences in reading comprehension at all ages, after controlling for vocabulary knowledge and decoding (word reading) skills. Other work, focusing specifically on children with fluent and accurate word reading who exhibit poor text comprehension, failed to find a single underlying factor that would explain the children's reading difficulties. == Books ==

• Cain, K., & Oakhill, J. (Eds.). (2008). ''Children's comprehension problems in oral and written language: A cognitive perspective''. Guilford Press. • Cornoldi, C., & Oakhill, J. V. (Eds.). (2013). Reading comprehension difficulties: Processes and intervention. Routledge. • Garnham, A., & Oakhill, J. (1994). Thinking and reasoning. Basil Blackwell. • Garnham, A., & Oakhill, J. (Eds.). (2013). Mental models in cognitive science: Essays in honour of Phil Johnson-Laird. Psychology Press. • Oakhill, J., & Beard, R. (Eds.). (1999). Reading development and the teaching of reading: A psychological perspective. Blackwell Science. • Oakhill, J., Cain, K., & Elbro, C. (2015). Understanding and teaching reading comprehension: A handbook. Routledge. • Oakhill, J., & Garnham, A. (1988). Becoming a skilled reader. Basil Blackwell. • Yuill, N., & Oakhill, J. (1991). ''Children's problems in text comprehension: An experimental investigation''. Cambridge University Press. ==Representative publications==

• Oakhill, J. (1982). Constructive processes in skilled and less skilled comprehenders' memory for sentences. British Journal of Psychology, 73(1), 13-20. https://doi.org/10.1111/j.2044-8295.1982.tb01785.x • Oakhill, J. (1984). Inferential and memory skills in children's comprehension of stories. British Journal of Educational Psychology, 54(1), 31-39. https://doi.org/10.1111/j.2044-8279.1984.tb00842.x • Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91-121. https://doi.org/10.1080/10888438.2010.529219 • Oakhill, J. V., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18(4), 443-468. https://doi.org/10.1080/01690960344000008 • Oakhill, J., Hartt, J., & Samols, D. (2005). Levels of comprehension monitoring and working memory in good and poor comprehenders. Reading and Writing, 18(7-9), 657-686. https://doi.org/10.1007/s11145-005-3355-z ==References==