The relationship between handedness and language ability in children

Journal article

Pritchard, Verena E., Malone, Stephanie A., Burgoyne, Kelly, Delaney, Michelle, Bishop, Dorothy V. M. and Hulme, Charles. (2019). The relationship between handedness and language ability in children. Wellcome Open Research. 4(30), pp. 1 - 11. https://doi.org/10.12688/wellcomeopenres.15077.1
AuthorsPritchard, Verena E., Malone, Stephanie A., Burgoyne, Kelly, Delaney, Michelle, Bishop, Dorothy V. M. and Hulme, Charles
Abstract

Weak or inconsistent hand preference may be a risk factor for developmental language delay. This study will test the extent to which variations in language skills are associated with the strength of hand preference. Data are drawn from a large sample (n = 569) of 6- to 7-year-old children unselected for ability, assessed at two time points, 6 months apart. Hand preference is assessed using the Quantitative Hand Preference task (QHP) and five uni-manual motor tasks. Language skills (expressive and receptive vocabulary, receptive grammar, and morphological awareness) are assessed with standardized measures. If weak cerebral lateralisation (as assessed by the QHP task) is a risk factor for language difficulties, it should be possible to detect such effects in the large representative sample of children examined here.

Keywordslaterality; language; developmental language disorder
Year2019
JournalWellcome Open Research
Journal citation4 (30), pp. 1 - 11
PublisherWellcome Trust Centre for the History of Medicine, University College London
ISSN2398-502X
Digital Object Identifier (DOI)https://doi.org/10.12688/wellcomeopenres.15077.1
Scopus EID2-s2.0-85064391302
Open accessOpen access
Page range1 - 11
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
License
Place of publicationUnited Kingdom
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Reading intervention for poor readers at the transition to secondary school
Clarke, Paula J., Paul, Shirley A.S., Smith, Glynnis, Snowling, Margaret J. and Hulme, Charles. (2017). Reading intervention for poor readers at the transition to secondary school. Scientific Studies of Reading. 21(5), pp. 408 - 427. https://doi.org/10.1080/10888438.2017.1318393
The phonological neighbourhood effect on short-term memory for order
Clarkson, L., Roodenrys, S., Miller, Leonie M. and Hulme, Charles. (2017). The phonological neighbourhood effect on short-term memory for order. Memory. 25(3), pp. 391 - 402. https://doi.org/10.1080/09658211.2016.1179330
Automatic activation of sounds by letters occurs early in development but is not impaired in children with dyslexia
Clayton, Francina J. and Hulme, Charles. (2017). Automatic activation of sounds by letters occurs early in development but is not impaired in children with dyslexia. Scientific Studies of Reading. 22(2), pp. 137 - 151. https://doi.org/10.1080/10888438.2017.1390754
Pattern understanding: relationships with arithmetic and reading development
Burgoyne, Kelly, Witteveen, Kate Margaret, Tolan, Georgina Anne, Malone, Stephanie and Hulme, Charles. (2017). Pattern understanding: relationships with arithmetic and reading development. Child Development Perspectives. 11(4), pp. 239 - 244. https://doi.org/10.1111/cdep.12240
The efficacy of early language intervention in mainstream school settings: a randomized controlled trial
Fricke, Silke, Burgoyne, Kelly, Boyer-Crane, Claudine, Kyriacou, Maria, Zosimidou, Alexandra, Maxwell, Liam, Lervag, Arne, Snowling, Margaret J. and Hulme, Charles. (2017). The efficacy of early language intervention in mainstream school settings: a randomized controlled trial. Journal of Child Psychology and Psychiatry. 58(10), pp. 1141 - 1151. https://doi.org/10.1111/jcpp.12737
Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses
Boyer-Crane, Claudine, Fricke, Silke, Schaefer, Blanca, Lervag, Arne and Hulme, Charles. (2017). Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses. Reading and Writing. 30(4), pp. 771 - 790. https://doi.org/10.1007/s11145-016-9699-8
Are the literacy difficulties that characterize developmental dyslexia associated with a failure to integrate letters and speech sounds?
Nash, Hannah M., Gooch, Debbie, Hulme, Charles, Mahajan, Y., McArthur, G., Steinmetzger, K. and Snowling, Margaret J.. (2017). Are the literacy difficulties that characterize developmental dyslexia associated with a failure to integrate letters and speech sounds? Developmental Science. 20(4), pp. 1 - 16. https://doi.org/10.1111/desc.12423
Training mispronunciation correction and word meanings improves children's ability to learn to read words
Dyson, Hannah, Best, Wendy, Solity, Jonathan and Hulme, Charles. (2017). Training mispronunciation correction and word meanings improves children's ability to learn to read words. Scientific Studies of Reading. 21(5), pp. 392 - 407. https://doi.org/10.1080/10888438.2017.1315424
Predictors of non-return to work 2 years post-injury in road traffic crash survivors : Results from the UQ support study
Heron-Delaney, Michelle, Warren, Jacelle and Kenardy, Justin A.. (2017). Predictors of non-return to work 2 years post-injury in road traffic crash survivors : Results from the UQ support study. Injury. 48(6), pp. 1120-1128. https://doi.org/10.1016/j.injury.2017.03.012
When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia
Hayiou-Thomas, Marianna E., Carroll, Julia M., Leavett, Ruth, Hulme, Charles and Snowling, Margaret J.. (2017). When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia. Journal of Child Psychology and Psychiatry. 58(2), pp. 197 - 205. https://doi.org/10.1111/jcpp.12648
An adult face bias in infants that is modulated by face race
Heron-Delaney, Michelle, Damon, Fabrice, Quinn, Paul C., Méary, David, Xiao, Naiqi G., Lee, Kang and Pascalis, Olivier. (2017). An adult face bias in infants that is modulated by face race. International Journal of Behavioral Development. 41(5), pp. 581-587. https://doi.org/10.1177/0165025416651735
Eye movements during visual speech perception in deaf and hearing children
Worster, Elizabeth, Pimperton, Hannah, Ralph-Lewis, Amelia, Monroy, Laura, Hulme, Charles and Macsweeney, Mairéad. (2017). Eye movements during visual speech perception in deaf and hearing children. Language Learning: a journal of research in language studies. 68(1), pp. 159 - 179. https://doi.org/10.1111/lang.12264
Are the literacy difficulties that characterize developmental dyslexia associated with a failure to integrate letters and speech sounds?
Nash, Hannah, Gooch, Debbie, Hulme, Charles, Mahajan, Yatin, McArthur, Genevieve, Steinmetzger, Kurt and Snowling, Margaret J.. (2017). Are the literacy difficulties that characterize developmental dyslexia associated with a failure to integrate letters and speech sounds? Developmental Science. 20(4), pp. 1 - 16. https://doi.org/10.1111/desc.12423
Recovery trajectories for long-term health-related quality of life following a road traffic crash injury : Results from the UQ SuPPORT study
Kenardy, Justin, Heron-Delaney, Michelle, Hendrikz, Joan, Warren, Jacelle, Edmed, Shannon L. and Brown, Erin A.. (2017). Recovery trajectories for long-term health-related quality of life following a road traffic crash injury : Results from the UQ SuPPORT study. Journal of Affective Disorders. 214, pp. 8-14. https://doi.org/10.1016/j.jad.2017.02.031
Development of category formation for faces differing by age in 9- to 12-month-olds : An effect of experience with infant faces
Damon, Fabrice, Quinn, Paul C., Heron-Delaney, Michelle, Lee, Kang and Pascalis, Olivier. (2016). Development of category formation for faces differing by age in 9- to 12-month-olds : An effect of experience with infant faces. British Journal of Developmental Psychology. 34(4), pp. 582-597. https://doi.org/10.1111/bjdp.12152
An exploration of psychological factors on emoticon usage and implications for judgement accuracy
Wall, Helen J., Kaye, Linda K. and Malone, Stephanie. (2016). An exploration of psychological factors on emoticon usage and implications for judgement accuracy. Computers in Human Behavior. 62, pp. 70 - 78. https://doi.org/10.1016/j.chb.2016.03.040
Bilingualism and Biliteracy in Down Syndrome: Insights From a Case Study
Burgoyne, Kelly, Duff, Fiona J., Nielsen, Dea, Ulicheva, Anastasia and Snowling, Margaret J.. (2016). Bilingualism and Biliteracy in Down Syndrome: Insights From a Case Study. Language Learning. 66(4), pp. 945 - 971. https://doi.org/10.1111/lang.12179
Early maternal reflective functioning and infant emotional regulation in a preterm infant sample at 6 months corrected age
Heron-Delaney, Michelle, Kenardy, Justin, Brown, Erin, Jardin, Chloe, Bogossian, Fiona Elizabeth, Neuman, Louise, de Dassel, Therese and Pritchard, Margo. (2016). Early maternal reflective functioning and infant emotional regulation in a preterm infant sample at 6 months corrected age. Journal of Pediatric Psychology. 41(8), pp. 906 - 914. https://doi.org/10.1093/jpepsy/jsv169
Precursors of reading difficulties in Czech and Slovak Children at-risk of dyslexia
Moll, Kristina, Thompson, Paul A., Mikulajova, Marina, Jagercikova, Zuzana, Kucharska, Anna, Franke, Helena, Hulme, Charles and Snowling, Margaret J.. (2016). Precursors of reading difficulties in Czech and Slovak Children at-risk of dyslexia. Dyslexia. 22(2), pp. 120 - 136. https://doi.org/10.1002/dys.1526
Screening for language delay: Growth trajectories of language ability in low- and high-performing children
Klem, Marianne, Hagtvet, Bente, Hulme, Charles and Gustafsson, Jan-Eric. (2016). Screening for language delay: Growth trajectories of language ability in low- and high-performing children. Journal of Speech, Language, and Hearing Research. 59(5), pp. 1035 - 1045. https://doi.org/10.1044/2016_JSLHR-L-15-0289
The cognitive foundations of early arithmetic skills: It is counting and number judgment, but not finger gnosis, that count
Long, Imogen, Malone, Stephanie, Tolan, Georgina Anne, Burgoyne, Kelly, Heron-Delaney, Michelle Ann, Witteveen, Kate Margaret and Hulme, Charles. (2016). The cognitive foundations of early arithmetic skills: It is counting and number judgment, but not finger gnosis, that count. Journal of Experimental Child Psychology. 152, pp. 327 - 334. https://doi.org/10.1016/j.jecp.2016.08.005
Preschool morphological training produces long-term improvements in reading comprehension
Lyster, Solveig-Alma H., Lervag, Arne and Hulme, Charles. (2016). Preschool morphological training produces long-term improvements in reading comprehension. Reading and Writing. 29(6), pp. 1269 - 1288. https://doi.org/10.1007/s11145-016-9636-x
Working memory training does not improve performance on measures of intelligence or other measures of "Far Transfer": Evidence from a meta-analytic review
Melby-Lervag, Monica, Redick, Thomas S. and Hulme, Charles. (2016). Working memory training does not improve performance on measures of intelligence or other measures of "Far Transfer": Evidence from a meta-analytic review. Perspectives on Psychological Science. 11(4), pp. 512 - 534. https://doi.org/10.1177/1745691616635612
The development of executive function and language skills in the early school years
Gooch, Debbie, Thompson, Paul A., Nash, Hannah M., Snowling, Margaret J. and Hulme, Charles. (2016). The development of executive function and language skills in the early school years. Journal of Child Psychology and Psychiatry and Allied Disciplines. 57(2), pp. 180 - 187. https://doi.org/10.1111/jcpp.12458
The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia
Hamilton, Lorna G., Hayiou-Thomas, Marianna E., Hulme, Charles and Snowling, Margaret J.. (2016). The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia. Scientific Studies of Reading. 20(5), pp. 401 - 419. https://doi.org/10.1080/10888438.2016.1213266
Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes
Pettigrew, Kerry A., Frinton, Emily, Nudel, Ron, Chan, May T. M., Thompson, Paul A., Hayiou-Thomas, Marianna E., Talcott, Joel B., Stein, John, Monaco, Anthony P., Hulme, Charles, Snowling, Margaret J., Newbury, Dianne F. and Paracchini, Silvia. (2016). Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes. Journal of Neurodevelopmental Disorders. 8(1), pp. 1 - 8. https://doi.org/10.1186/s11689-016-9157-6
Is it a name or a fact? Disambiguation of reference via exclusivity and pragmatic reasoning
Malone, Stephanie, Kalashnikova, Marina and Davis, Erin Margaret. (2016). Is it a name or a fact? Disambiguation of reference via exclusivity and pragmatic reasoning. Cognitive Science. 40, pp. 2095 - 2107. https://doi.org/10.1111/cogs.12321
Longitudinal evidence linking processing speed to the development of reasoning
Kail, Robert V., Lervag, Arne and Hulme, Charles. (2016). Longitudinal evidence linking processing speed to the development of reasoning. Developmental Science. 19(6), pp. 1067 - 1074. https://doi.org/10.1111/desc.12352
There is no convincing evidence that working memory training is effective: A reply to Au et al. (2014) and Karbach and Verhaeghen (2014)
Melby-Lervag, Monica and Hulme, Charles. (2016). There is no convincing evidence that working memory training is effective: A reply to Au et al. (2014) and Karbach and Verhaeghen (2014). Psychonomic Bulletin and Review. 23(1), pp. 324 - 330. https://doi.org/10.3758/s13423-015-0862-z
Reading disorders and dyslexia
Hulme, Charles and Snowling, Margaret J.. (2016). Reading disorders and dyslexia. Current Opinion in Pediatrics. 28(6), pp. 731 - 735. https://doi.org/10.1097/MOP.0000000000000411
Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments
Snowling, Margaret J., Duff, Fiona J., Nash, Hannah M. and Hulme, Charles. (2016). Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments. Journal of Child Psychology and Psychiatry and Allied Disciplines. 57(12), pp. 1360 - 1369. https://doi.org/10.1111/jcpp.12497
"Turn that frown upside-down": A contextual account of emoticon usage on different virtual platforms
Kaye, Linda K., Wall, Helen J. and Malone, Stephanie. (2016). "Turn that frown upside-down": A contextual account of emoticon usage on different virtual platforms. Computers in Human Behavior. 60, pp. 463 - 467. https://doi.org/10.1016/j.chb.2016.02.088
Copy number variation screen identifies a rare de Novo deletion at chromosome 15q13.1-13.3 in a child with language impairment
Pettigrew, K. A., Reeves, E., Leavett, R., Hayious-Thomas, Emma, Sharma, A., Simpson, N. H., Martinelli, A., Thompson, Paul A., Hulme, Charles, Snowling, Margaret J., Newbury, D. F. and Paracchini, S.. (2015). Copy number variation screen identifies a rare de Novo deletion at chromosome 15q13.1-13.3 in a child with language impairment. PLoS ONE. 10(8), pp. 1 - 11. https://doi.org/10.1371/journal.pone.0134997
Sentence repetition as a marker of language skills in children with dyslexia
Moll, Kristina, Hulme, Charles, Nag, Sonali and Snowling, Margaret J.. (2015). Sentence repetition as a marker of language skills in children with dyslexia. Applied Psycholonguistics. 36(2), pp. 203 - 221. https://doi.org/10.1017/S0142716413000209
Effect of mental health on long-term disability after a road traffic crash: Results from the UQ SuPPORT study
Kenardy, Justin, Heron-Delaney, Michelle, Warren, Jacelle and Brown, Erin A.. (2015). Effect of mental health on long-term disability after a road traffic crash: Results from the UQ SuPPORT study. Archives of Physical Medicine and Rehabilitation. 96(3), pp. 410 - 417. https://doi.org/10.1016/j.apmr.2014.10.007
Longitudinal relationships between language and verbal short-term memory skills in children with Down syndrome
Næss, Kari-Anne B., Lervag, Arne, Lyster, Solveig-Alma H. and Hulme, Charles. (2015). Longitudinal relationships between language and verbal short-term memory skills in children with Down syndrome. Journal of Experimental Child Psychology. 135, pp. 43 - 55. https://doi.org/10.1016/j.jecp.2015.02.004
The effect of mental health on long-term health-related quality of life following a road traffic crash : Results from the UQ SuPPORT study
Kenardy, Justin, Heron-Delaney, Michelle, Warren, Jacelle and Brown, Erin. (2015). The effect of mental health on long-term health-related quality of life following a road traffic crash : Results from the UQ SuPPORT study. Injury. 46(5), pp. 883-890. https://doi.org/10.1016/j.injury.2014.11.006
Phonological and Semantic Knowledge Are Causal Influences on Learning to Read Words in Chinese
Zhou, Lulin, Duff, Fiona J. and Hulme, Charles. (2015). Phonological and Semantic Knowledge Are Causal Influences on Learning to Read Words in Chinese. Scientific Studies of Reading. 19(6), pp. 409 - 418. https://doi.org/10.1080/10888438.2015.1068317
The foundations of literacy levelopment in children at familial risk of dyslexia
Hulme, Charles, Nash, Hannah M., Gooch, Debbie, Lervag, Arne and Snowling, Margaret J.. (2015). The foundations of literacy levelopment in children at familial risk of dyslexia. Psychological Science. 26(12), pp. 1877 - 1886. https://doi.org/10.1177/0956797615603702
What's working in working memory training? An educational perspective
Redick, T. S., Shipstead, Z., Wiemers, E. A., Melby-Mervag, M. and Hulme, Charles. (2015). What's working in working memory training? An educational perspective. Educational Psychology Review. 27(4), pp. 617 - 633. https://doi.org/10.1007/s10648-015-9314-6
Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls
Moll, Kristina, Snowling, Margaret J., Göbel, Silke M. and Hulme, Charles. (2015). Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls. Learning and Instruction. 38, pp. 53 - 62. https://doi.org/10.1016/j.learninstruc.2015.03.004
Sentence repetition is a measure of children's language skills rather than working memory limitations
Klem, Marianne, Melby-Lervag, Monica, Hagtvet, Bente, Lyster, Solveig-Alma H., Gustafsson, Jan Eric and Hulme, Charles. (2015). Sentence repetition is a measure of children's language skills rather than working memory limitations. Developmental Science. 18(1), pp. 146 - 154. https://doi.org/10.1111/desc.12202
Developmental dyslexia: predicting individual risk
Thompson, Paul A., Hulme, Charles, Nash, Hannah M., Gooch, Debbie, Hayiou-Thomas, Emma and Snowling, Margaret J.. (2015). Developmental dyslexia: predicting individual risk. Journal of Child Psychology and Psychiatry and Allied Disciplines. 56(9), pp. 976 - 987. https://doi.org/10.1111/jcpp.12412
The university of Queensland study of physical and psychological outcomes for claimants with minor and moderate injuries following a road traffic crash (UQ support): Design and methods
Kenardy, Justin, Heron-Delaney, Michelle Ann, Bellamy, Nicholas, Sterling, Michele and Connelly, Luke. (2014). The university of Queensland study of physical and psychological outcomes for claimants with minor and moderate injuries following a road traffic crash (UQ support): Design and methods. European Journal of Psychotraumatology. 5(1), pp. 1 - 11. https://doi.org/10.3402/ejpt.v5.22612
A comparison of parent and staff perceptions of setting-specific and everyday stressors encountered by parents with very preterm infants experiencing neonatal intensive care
Pritchard, Verena E. and Montgomery-Honger, Argene. (2014). A comparison of parent and staff perceptions of setting-specific and everyday stressors encountered by parents with very preterm infants experiencing neonatal intensive care. Early Human Development. 90(10), pp. 549 - 555. https://doi.org/10.1016/j.earlhumdev.2014.07.006
Reading and language intervention for children at risk of dyslexia: A randomised controlled trial
Duff, Fiona J., Hulme, Charles, Grainger, Katy, Hardwick, Samantha J., Miles, Jeremy N.V. and Snowling, Margaret J.. (2014). Reading and language intervention for children at risk of dyslexia: A randomised controlled trial. Journal of Child Psychology and Psychiatry. 55(11), pp. 1234 - 1243. https://doi.org/10.1111/jcpp.12257
Children's arithmetic development: It is number knowledge, not the approximate number sense, that counts
Göbel, Silke M., Watson, Sarah E., Lervåg, Arne and Hulme, Charles. (2014). Children's arithmetic development: It is number knowledge, not the approximate number sense, that counts. Psychological Science. 25(3), pp. 789 - 798. https://doi.org/10.1177/0956797613516471
Identifying very preterm children at educational risk using a school readiness framework
Pritchard, Verena E., Bora, Samudragupta, Austin, Nicola C., Levin, Karelia J. and Woodward, Lianne J.. (2014). Identifying very preterm children at educational risk using a school readiness framework. JAMA Pediatrics. 134(3), pp. 825 - 832. https://doi.org/10.1542/peds.2013-3865
Neonatal cerebral morphometry and later risk of persistent inattention/hyperactivity in children born very preterm
Bora, Samudragupta, Pritchard, Verena E., Chen, Zhe, Inder, Terrie E. and Woodward, Lianne J.. (2014). Neonatal cerebral morphometry and later risk of persistent inattention/hyperactivity in children born very preterm. Journal of Child Psychology and Psychiatry. 55(7), pp. 828 - 838. https://doi.org/10.1111/jcpp.12200
Developmental dyslexia in adults: Behavioural manifestations and cognitive correlates
Nergard-Nilssen, Trude and Hulme, Charles. (2014). Developmental dyslexia in adults: Behavioural manifestations and cognitive correlates. Dyslexia. 20(3), pp. 191 - 207. https://doi.org/10.1002/dys.1477
Very preterm birth: Maternal experiences of the neonatal intensive care environment
Woodward, Lianne J., Bora, Samudragupta, Clark, Caron A.C., Montgomery-Honger, Argene, Pritchard, Verena E., Spencer, Carole and Austin, Nicola C.. (2014). Very preterm birth: Maternal experiences of the neonatal intensive care environment. Journal of Perinatology. 34(7), pp. 555 - 561. https://doi.org/10.1038/jp.2014.43
Child and symbol factors in learning to read a visually complex writing system
Nag, Sonali, Snowling, Margaret J., Quinlan, Philip T. and Hulme, Charles. (2014). Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading. 18(5), pp. 309 - 324. https://doi.org/10.1080/10888438.2014.892489
The interface between spoken and written language: Developmental disorders
Hulme, Charles and Snowling, Margaret J.. (2014). The interface between spoken and written language: Developmental disorders. Philosophical Transactions of the Royal Society B: Biological Sciences. 369(1634), pp. 1 - 8. https://doi.org/10.1098/rstb.2012.0395
Comorbidities in preschool children at family risk of dyslexia
Gooch, Debbie, Hulme, Charles, Nash, Hannah M. and Snowling, Margaret J.. (2014). Comorbidities in preschool children at family risk of dyslexia. Journal of Child Psychology and Psychiatry. 55(3), pp. 237 - 246. https://doi.org/10.1111/jcpp.12139
White matter morphometric changes uniquely predict children's reading acquisition
Myers, Chelsea A., Vandermosten, Maaike, Farris, Emily A., Hancock, Roeland, Gimenez, Paul, Black, Jessica M., Casto, Brandi, Drahos, Miroslav, Tumber, Mandeep, Hendren, Robert L., Hulme, Charles and Hoeft, Fumiko. (2014). White matter morphometric changes uniquely predict children's reading acquisition. Psychological Science. 25(10), pp. 1870 - 1883. https://doi.org/10.1177/0956797614544511
Learning to read new words in individuals with Down syndrome: Testing the role of phonological knowledge
Mengoni, Silvana E., Nash, Hannah M. and Hulme, Charles. (2014). Learning to read new words in individuals with Down syndrome: Testing the role of phonological knowledge. Research in Developmental Disabilities. 35(5), pp. 1098 - 1109. https://doi.org/10.1016/j.ridd.2014.01.030
Developing the reading skills of children with Down syndrome
Burgoyne, Kelly, Baxter, Becky and Buckley, Sue. (2014). Developing the reading skills of children with Down syndrome. In In R. Faragher and B. Clarke (Ed.). Educating learners with down syndrome: Research, theory, and practice with children and adolescents pp. 195 - 220 Routledge.
Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies
Caralovas, Marketa, Lervag, Arne, Defior, Sylvia, Seidlova-Malkova, Gabriela and Hulme, Charles. (2013). Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies. Psychological Science. 24(8), pp. 1398 - 1407. https://doi.org/10.1177/0956797612473122
Efficacy of language intervention in the early years
Fricke, Silke, Bowyer-Crane, Claudine, Haley, Allyson J., Hulme, Charles and Snowling, Margaret J.. (2013). Efficacy of language intervention in the early years. Journal of Child Psychology and Psychiatry and Allied Disciplines. 54(3), pp. 280 - 290. https://doi.org/10.1111/jcpp.12010
Child protection and out of home placement experiences of preschool children born to mothers enrolled in methadone maintenance treatment during pregnancy
Lean, Rachel E., Pritchard, Verena E. and Woodward, Lianne J.. (2013). Child protection and out of home placement experiences of preschool children born to mothers enrolled in methadone maintenance treatment during pregnancy. Children and Youth Services Review. 35(11), pp. 1878 - 1885. https://doi.org/10.1016/j.childyouth.2013.09.003
Training phoneme blending skills in children with Down syndrome
Burgoyne, Kelly, Duff, Fiona, Snowling, Margaret and Hulme, Charles. (2013). Training phoneme blending skills in children with Down syndrome. Child Language Teaching and Therapy. 29(3), pp. 273 - 290. https://doi.org/10.1177/0265659012474674
Children's reading impairments: From theory to practice
Snowling, Margaret J. and Hulme, Charles. (2013). Children's reading impairments: From theory to practice. Japanese Psychological Research. 55(2), pp. 186 - 202. https://doi.org/10.1111/j.1468-5884.2012.00541.x
Developing Reading Comprehension
Clarke, Paula J., Truelove, Emma, Hulme, Charles and Snowling, Margaret J.. (2013). Developing Reading Comprehension Wiley-Blackwell. https://doi.org/10.1002/9781118606711
Nine-month-old infants prefer unattractive bodies over attractive bodies
Heron-Delaney, Michelle, Quinn, Paul, Lee, Kang, Slater, Alan and Pascalis, Olivier. (2013). Nine-month-old infants prefer unattractive bodies over attractive bodies. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2012.12.008
Preschool language profiles of children at family risk of dyslexia: Continuities with specific language impairment
Nash, Hannah M,, Hulme, Charles, Gooch, Debbie and Snowling, Margaret J.. (2013). Preschool language profiles of children at family risk of dyslexia: Continuities with specific language impairment. Journal of Child Psychology and Psychiatry and Allied Disciplines. 54(9), pp. 958 - 968. https://doi.org/10.1111/jcpp.12091
A systematic review of predictors of posttraumatic stress disorder (PTSD) for adult road traffic crash survivors
Heron-Delaney, Michelle, Kenardy, Justin, Charlton, Erin and Matsuoka, Yutaka. (2013). A systematic review of predictors of posttraumatic stress disorder (PTSD) for adult road traffic crash survivors. Injury. https://doi.org/10.1016/j.injury.2013.07.011
Learning to Read: What we know and what we need to understand better
Hulme, Charles and Snowling, Margaret J.. (2013). Learning to Read: What we know and what we need to understand better. Child Development Perspectives. 7(1), pp. 1 - 5. https://doi.org/10.1111/cdep.12005
Is working memory training effective? : A meta-analytic review
Melby-Lervag, Monica and Hulme, Charles. (2013). Is working memory training effective? : A meta-analytic review. Developmental Psychology. https://doi.org/10.1037/a0028228
The benefit of orthographic support for oral vocabulary learning in children with Down syndrome
Mengoni, Silvana E., Nash, Hannah and Hulme, Charles. (2013). The benefit of orthographic support for oral vocabulary learning in children with Down syndrome. Journal of Child Language. 40(1), pp. 221 - 243. https://doi.org/10.1017/S0305000912000396
The role of background knowledge in text comprehension for children learning English as an additional language
Burgoyne, Kelly, Whiteley, Helen E. and Hutchinson, Jane M.. (2013). The role of background knowledge in text comprehension for children learning English as an additional language. Journal of Research in Reading. 36(2), pp. 132 - 148. https://doi.org/10.1111/j.1467-9817.2011.01493.x
Current evidence does not support the claims made for CogMed working memory training
Melby-Lervag, Monica and Hulme, Charles. (2012). Current evidence does not support the claims made for CogMed working memory training. Journal of Applied Research in Memory and Cognition. 1(3), pp. 197 - 200. https://doi.org/10.1016/j.jarmac.2012.06.006
Efficacy of a reading and language intervention for children with down syndrome : a randomized controlled trial
Burgoyne, Kelly, Duff, Fiona, Clarke, Paula, Buckley, Sue, Snowling, Margaret and Hulme, Charles. (2012). Efficacy of a reading and language intervention for children with down syndrome : a randomized controlled trial. Journal of Child Psychology and Psychiatry. 53(10), pp. 1044 - 1053. https://doi.org/10.1111/j.1469-7610.2012.02557.x
Interventions for children's language and literacy difficulties
Snowling, Margaret J. and Hulme, Charles. (2012). Interventions for children's language and literacy difficulties. International Journal of Language and Communication Disorders. 47(1), pp. 27 - 34. https://doi.org/10.1111/j.1460-6984.2011.00081.x
Reading skills in children with Down syndrome: A meta-analytic review
Naess, Kari-Anne, Melby-Lervag, Monica, Hulme, Charles and Lyster, Solveig-Alma. (2012). Reading skills in children with Down syndrome: A meta-analytic review. Research in Developmental Disabilities. 33(2), pp. 737 - 747. https://doi.org/10.1016/j.ridd.2011.09.019
Phonological skills and their role in learning to read : a meta-analytic review
Melby-Lervag, Monica, Lyster, Solveig-Alma and Hulme, Charles. (2012). Phonological skills and their role in learning to read : a meta-analytic review. Psychological Bulletin. 138(2), pp. 322 - 352. https://doi.org/10.1037/a0026744
Developing expertise in human body perception
Slaughter, Virginia, Heron-Delaney, Michelle Ann and Christie, Tamara. (2012). Developing expertise in human body perception. In In V. Slaughter and C. A. Brownell (Ed.). Early Development of Body Representations pp. 81 - 100 Cambridge Publishing.
The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to REad : Combining Intervention Studies with Mediation Analyses
Hulme, Charles, Bowyer-Crane, Claudine, Carroll, Julia, Duff, Fiona and Snowling, Margaret. (2012). The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to REad : Combining Intervention Studies with Mediation Analyses. Psychological Science. 23(6), pp. 572 - 577. https://doi.org/10.1177/0956797611435921
Reaction time variability in Children with ADHD symptoms and/or dyslexia
Gooch, Debbie, Snowling, Margaret and Hulme, Charles. (2012). Reaction time variability in Children with ADHD symptoms and/or dyslexia. Developmental Neuropsychology. 37(5), pp. 452 - 472. https://doi.org/10.1080/87565641.2011.650809
Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles
Duff, Fiona, Hayiou-Thomas, Marianna and Hulme, Charles. (2012). Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles. Reading and Writing: An interdisciplinary journal. 25(3), pp. 621 - 640. https://doi.org/10.1007/s11145-010-9291-6
The role of children's phonological and semantic knowledge in learning to read words
Duff, Fiona and Hulme, Charles. (2012). The role of children's phonological and semantic knowledge in learning to read words. Scientific Studies of Reading. 16(6), pp. 504 - 525. https://doi.org/10.1080/10888438.2011.598199
Validity of a protocol for adult self-report of dyslexia and related difficulties
Snowling, Margaret, Dawes, Piers, Nash, Hannah and Hulme, Charles. (2012). Validity of a protocol for adult self-report of dyslexia and related difficulties. Dyslexia: an international journal of research and practice. 18, pp. 1 - 15. https://doi.org/10.1002/dys.1432
Brief daily exposures to Asian females reverses perceptual narrowing for Asian faces in Caucasian infants
Anzures, Gizelle, Wheeler, Andrea, Quinn, Paul, Pascalis, Olivier, Slater, Alan, Heron-Delaney, Michelle, Tanaka, James and Lee, Kang. (2012). Brief daily exposures to Asian females reverses perceptual narrowing for Asian faces in Caucasian infants. Journal of Experimental Child Psychology. 112(4), pp. 484 - 495. https://doi.org/10.1016/j.jecp.2012.04.005
Maternal History of reading difficulty is associated with reduced language-related gray matter in beginning readers
Black, Jessica, Tanaka, Hiroko, Stanley, Leanne, Nagamine, Masanori, Zakerani, Nahal, Thurston, Alexandra, Kesler, Shelli, Hulme, Charles, Lyytinen, Heikki and Glover, Gary. (2012). Maternal History of reading difficulty is associated with reduced language-related gray matter in beginning readers. NeuroImage. 59, pp. 3021 - 3032. https://doi.org/10.1016/j.neuroimage.2011.10.024
Annual Research Review : The Nature and Classification of Reading Disorders - commentary on proposals for DSM-5
Snowling, Margaret and Hulme, Charles. (2012). Annual Research Review : The Nature and Classification of Reading Disorders - commentary on proposals for DSM-5. Journal of Child Psychology and Psychiatry. 53(5), pp. 593 - 607. https://doi.org/10.1111/j.1469-7610.2011.02495.x
Nonword-Repetition ability does not appear to be a causal influence on Children's vocabulary Development
Melby-Lervag, Monica, Lervag, Arne, Lyster, Solveig-Alma, Klem, Marianne, Hagtvet, Bente and Hulme, Charles. (2012). Nonword-Repetition ability does not appear to be a causal influence on Children's vocabulary Development. Psychological Science. 23(10), pp. 1092 - 1098. https://doi.org/10.1177/0956797612443833
Phoneme awareness, visual-verbal paired-associate learning, and rapid automatized naming as predictors of individual differences in reading ability
Warmington, Meesha and Hulme, Charles. (2012). Phoneme awareness, visual-verbal paired-associate learning, and rapid automatized naming as predictors of individual differences in reading ability. Scientific Studies of Reading. 16(1), pp. 45 - 62. https://doi.org/10.1080/10888438.2010.534832
Response to Early Intervention of Children with Specific and General Language Impairment
Bowyer-Crane, Claudine, Snowling, Margaret, Duff, Fiona and Hulme, Charles. (2011). Response to Early Intervention of Children with Specific and General Language Impairment. Learning Disabilities: A Contemporary Journal. 9(2), pp. 107 - 121.
Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms
Gooch, Debbie, Snowling, Margaret and Hulme, Charles. (2011). Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms. Journal of Child Psychology and Psychiatry and Allied Disciplines. 52(2), pp. 195 - 203. https://doi.org/10.1111/j.1469-7610.2010.02312.x
Perceptual training prevents the emergence of the other race effect during infancy
Heron-Delaney, Michelle, Anzures, Gizelle, Herbert, Jane, Quinn, Paul, Slater, Alan, Tanaka, James, Lee, Kang and Pascalis, Olivier. (2011). Perceptual training prevents the emergence of the other race effect during infancy. PLoS ONE. 6(5), pp. 1 - 5. https://doi.org/10.1371/journal.pone.0019858
Children's Reading Comprehension Difficulties: Nature, Causes, and Treatments
Hulme, Charles and Snowling, Margaret J.. (2011). Children's Reading Comprehension Difficulties: Nature, Causes, and Treatments. Current Directions in Psychological Science. 20(3), pp. 139 - 142. https://doi.org/10.1177/0963721411408673
The brain basis of the phonological deficit in dyslexia is independent of IQ
Tanaka, Hiroko, Black, Jessica, Hulme, Charles, Stanley, Leanne, Kesler, Shelli, Whitfield-Gabrieli, Susan, Reiss, Allan, Gabrieli, John and Hoeft, Fumiko. (2011). The brain basis of the phonological deficit in dyslexia is independent of IQ. Psychological Science. 20(10), pp. 1 - 10. https://doi.org/10.1177/0956797611419521
Developing Language and Literacy: Effective Intervention in the Early Years
Carroll, Julia M., Boyer-Crane, Claudia, Duff, Fiona J., Hulme, Charles and Snowling, Margaret J.. (2011). Developing Language and Literacy: Effective Intervention in the Early Years Wiley-Blackwell. https://doi.org/10.1002/9780470977460
Evidence-based interventions for reading and language difficulties :Creating a virtuous circle
Snowling, Margaret and Hulme, Charles. (2011). Evidence-based interventions for reading and language difficulties :Creating a virtuous circle. British Journal of Educational Psychology. 81(1), pp. 1 - 23. https://doi.org/10.1111/j.2044-8279.2010.02014.x
When do infants expect hands to be connected to a person?
Heron-Delaney, Michelle and Slaughter, Virginia. (2011). When do infants expect hands to be connected to a person? Journal of Experimental Child Psychology. 108(1), pp. 220 - 227. https://doi.org/10.1016/j.jecp.2010.08.005
Infants' knowledge of their own species
Pascalis, Olivier, Wirth, Sylvia and Heron-Delaney, Michelle. (2011). Infants' knowledge of their own species. Royal Society of London. Proceedings B. Biological Sciences. 366(1571), pp. 1753 - 1763. https://doi.org/10.1098/rstb.2010.0371
The development of comprehension and reading-related skills in a sample of children learning English as an additional language and their monolingual, English-Speaking Peers
Burgoyne, K., Whiteley, H. E. and Hutchinson, J. M.. (2011). The development of comprehension and reading-related skills in a sample of children learning English as an additional language and their monolingual, English-Speaking Peers. British Journal of Educational Psychology. 81(2), pp. 344 - 354. https://doi.org/10.1348/000709910X504122
Neural systems predicting long-term outcome in dyslexia
Hoeft, Fumiko, McCandliss, Bruce, Black, Jessica, Gantman, Alexander, Zakerani, Nahal, Hulme, Charles, Lyytinen, Heikki, Whitfield-Gabrieli, Susan, Glover, Gary, Reiss, Allan and Gabrieli, John. (2011). Neural systems predicting long-term outcome in dyslexia. Proceedings of the National Academy of Sciences of USA. 108(1), pp. 361 - 366. https://doi.org/10.1073/pnas.1008950108
The growth of reading skills in children with Down Syndrome
Hulme, Charles, Goetz, Kristina, Brigstocke, Sophie, Nash, Hannah, Lervag, Arne and Snowling, Margaret. (2011). The growth of reading skills in children with Down Syndrome. Developmental Science. 15(3), pp. 320 - 329. https://doi.org/10.1111/j.1467-7687.2011.01129.x
Emotional and behavioural adjustment of children born very preterm at early school age
Bora, Samudragupta, Pritchard, Verena E., Moor, Stephanie, Austin, Nicola C. and Woodward, Lianne J.. (2011). Emotional and behavioural adjustment of children born very preterm at early school age. Journal of Paediatrics and Child Health. 47(12), pp. 863 - 869. https://doi.org/10.1111/j.1440-1754.2011.02105.x
Neonatal white matter abnormalities predict global executive function impairment in children born very preterm
Woodward, Lianne J., Clark, Caron A.C., Pritchard, Verena E., Anderson, Peter J. and Inder, Terrie E.. (2011). Neonatal white matter abnormalities predict global executive function impairment in children born very preterm. Developmental Neuropsychology. 36(1), pp. 22 - 41. https://doi.org/10.1080/87565641.2011.540530
A systematic meta-analytic review of evidence for the effectiveness of the 'Fast ForWord language intervention program
Strong, Gemma, Torgerson, Carole, Torgerson, David and Hulme, Charles. (2011). A systematic meta-analytic review of evidence for the effectiveness of the 'Fast ForWord language intervention program. Journal of Child Psychology and Psychiatry. 52(3), pp. 224 - 235. https://doi.org/10.1111/j.1469-7610.2010.02329.x
Language and verbal short-term memory skills in Children with Down syndrome :A meta-analytic review
Naess, Kari-Anne, Lyster, Solveig-Alma, Hulme, Charles and Melby-Lervag, Monica. (2011). Language and verbal short-term memory skills in Children with Down syndrome :A meta-analytic review. Research in Developmental Disabilities. 32(6), pp. 2225 - 2234. https://doi.org/10.1016/j.ridd.2011.05.014
Preschool executive control on the Shape School Task: Measurement considerations and utility
Pritchard, Verena E. and Woodward, Lianne J.. (2011). Preschool executive control on the Shape School Task: Measurement considerations and utility. Psychological Assessment. 23(1), pp. 31 - 43. https://doi.org/10.1037/a0021095
Classic stroop negative priming effects for children and adults diverge with less-conflicting and nonconflicting conditions
Pritchard, Verena E. and Neumann, Ewald. (2011). Classic stroop negative priming effects for children and adults diverge with less-conflicting and nonconflicting conditions. American Journal of Psychology. 124(4), pp. 405 - 419. https://doi.org/10.5406/amerjpsyc.124.4.0405
Serial and free recall in children can be improved by training : evidence for the importance of phonological and semantic representations in immediate memory tasks
Melby-Lervag, Monica and Hulme, Charles. (2010). Serial and free recall in children can be improved by training : evidence for the importance of phonological and semantic representations in immediate memory tasks. Psychological Science. 21(11), pp. 1694 - 1700. https://doi.org/10.1177/0956797610385355
Ameliorating Children's reading-comprehension difficulties : A randomized controlled trial
Clarke, Paula, Snowling, Margaret, Truelove, Emma and Hulme, Charles. (2010). Ameliorating Children's reading-comprehension difficulties : A randomized controlled trial. Psychological Science. 21(8), pp. 1106 - 1116. https://doi.org/10.1177/0956797610375449
Predicting the growth of early spelling skills : are there heterogeneous developmental trajectories?
Lervag, Arne and Hulme, Charles. (2010). Predicting the growth of early spelling skills : are there heterogeneous developmental trajectories? Scientific Studies of Reading. 14(6), pp. 485 - 513. https://doi.org/10.1080/10888431003623488
Learning to read changes children's phonological skills: Evidence from a latent variable longitudinal study of reading and nonword repetition
Nation, Kate and Hulme, Charles. (2010). Learning to read changes children's phonological skills: Evidence from a latent variable longitudinal study of reading and nonword repetition. Developmental Science. 14(4), pp. 649 - 659. https://doi.org/10.1111/j.1467-7687.2010.01008.x
Brief report : Are children with autism proficient word learners?
Franken, Tessa, Lewis, Charlie and Malone, Stephanie. (2010). Brief report : Are children with autism proficient word learners? Journal of Autism and Developmental Disorders. 40(2), pp. 255 - 259. https://doi.org/10.1007/s10803-009-0847-8
The comprehension skills of children learning English as an additional language
Burgoyne, Kelly. (2009). The comprehension skills of children learning English as an additional language. British Journal of Educational Psychology.
Reading interventions for children with Down syndrome
Burgoyne, Kelly. (2009). Reading interventions for children with Down syndrome. Down Syndrome Research and Practice.
Developmental disorders of language learning and cognition
Hulme, Charles and Snowling, Margaret J.. (2009). Developmental disorders of language learning and cognition Wiley-Blackwell.
Rapid Automatized Naming (RAN) taps a mechanism that places constraints on the development of early reading fluency
Lervag, Arne and Hulme, Charles. (2009). Rapid Automatized Naming (RAN) taps a mechanism that places constraints on the development of early reading fluency. Psychological Science. 20(8), pp. 1040 - 1047. https://doi.org/10.1111/j.1467-9280.2009.02405.x
The cognitive and linguistic foundations of early reading development: A Norwegian latent variable longitudinal study
Lervag, Arne, Braten, Ivar and Hulme, Charles. (2009). The cognitive and linguistic foundations of early reading development: A Norwegian latent variable longitudinal study. Developmental Psychology. 45(3), pp. 764 - 781. https://doi.org/10.1037/a0014132
Training reading and phoneme awareness skills in children with down syndrome
Goetz, Kristina, Hulme, Charles, Brigstocke, Sophie, Carroll, Julia M., Nasir, Louise and Snowling, Margaret J.. (2008). Training reading and phoneme awareness skills in children with down syndrome. Reading and Writing: An interdisciplinary journal. 21, pp. 395 - 412. https://doi.org/10.1007/s11145-007-9089-3
Improving early language and literacy skills: Differential effects of an oral language versus a phonology with reading intervention
Boyer-Crane, Claudine, Snowling, Margaret J., Duff, Fiona J., Fieldsend, Elizabeth, Carroll, Julia M., Miles, Jeremy, Gotz, Kristina and Hulme, Charles. (2008). Improving early language and literacy skills: Differential effects of an oral language versus a phonology with reading intervention. Journal of Child Psychology and Psychiatry. 49(4), pp. 422 - 432. https://doi.org/10.1111/j.1469-7610.2007.01849.x
Reading with vocabulary intervention: Evaluation of an instruction for children with poor response to reading intervention
Duff, Fiona J., Fieldsend, Elizabeth, Bowyer-Crane, Claudine, Hulme, Charles, Smith, Glynnis, Gibbs, Simon and Snowling, Margaret J.. (2008). Reading with vocabulary intervention: Evaluation of an instruction for children with poor response to reading intervention. Journal of Research in Reading. 31(3), pp. 319 - 336. https://doi.org/10.1111/j.1467-9817.2008.00376.x
Reading and other specific learning difficulties
Snowling, Margaret J. and Hulme, Charles. (2008). Reading and other specific learning difficulties. In In M. Rutter, D.V.M. Bishop and D.S. Pine, S. Scott, J. Stevenson, E. Taylor & A. Thapar (Ed.). Rutter's child and adolescent psychiatry pp. 802 - 819 Blackwell Publishers Inc. https://doi.org/10.1002/9781444300895.ch48
Reading intervention for children with language learning difficulties
Snowling, Margaret J. and Hulme, Charles. (2008). Reading intervention for children with language learning difficulties. In In C. Frazier Norbury, J.B. Tomblin and D.V.M. Bishop (Ed.). Understanding developmental language disorders: From theory to practice pp. 175 - 188 Psychology Press.