The phonological neighbourhood effect on short-term memory for order

Journal article


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
AuthorsClarkson, L., Roodenrys, S., Miller, Leonie M. and Hulme, Charles
Abstract

There is a growing body of literature that suggests that long-term memory (LTM) and short-term memory (STM) structures that were once thought to be distinct are actually co-dependent, and that LTM can aid retrieval from STM. The mechanism behind this effect is commonly argued to act on item memory but not on order memory. The aim of the current study was to examine whether LTM could exert an influence on STM for order by examining an effect attributed to LTM, the phonological neighbourhood effect, in a task that reduced the requirement to retain item information. In Experiment 1, 18 participants completed a serial reconstruction task where neighbourhood density alternated within the lists. In Experiment 2, 22 participants completed a serial reconstruction task using pure lists of dense and sparse neighbourhood words. In Experiment 3, 22 participants completed a reconstruction task with both mixed and pure lists. There was a significant effect of neighbourhood density with better recall for dense than sparse neighbourhood words in pure lists but not in mixed lists. Results suggest that LTM exerts an influence prior to that proposed by many models of memory for order.

Keywordsmemory; short-term; serial position; order memory; redintegration; serial reconstruction
Year2017
JournalMemory
Journal citation25 (3), pp. 391 - 402
PublisherRoutledge
ISSN0965-8211
Digital Object Identifier (DOI)https://doi.org/10.1080/09658211.2016.1179330
Scopus EID2-s2.0-84969165145
Page range391 - 402
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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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
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
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
Multilingual contexts: a new positioning for STEM teaching/learning
Clarkson, Philip and Carter, Lyn. (2017). Multilingual contexts: a new positioning for STEM teaching/learning. In In R. Millar (Ed.). Cognitive and Affective Aspects in Science Education Research: Selected Papers from the ESERA 2015 Conference pp. 233 - 242 Springer International Publishing. https://doi.org/10.1007/978-3-319-58685-4_18
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
Understanding time: A research based framework
Thomas, Margaret, Clarke, Doug, McDonough, Andrea and Clarkson, Philip. (2016). Understanding time: A research based framework. In B. White, M. Chinnappan and S. Trenholm (Ed.). 39th Annual Conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 592 - 599
Time: Assessing understanding of core ideas
Thomas, Margaret, McDonough, Andrea Mary, Clarkson, Philip and Clarke, Douglas McLean. (2016). Time: Assessing understanding of core ideas. In B. White, M. Chinnappan and S. Trenholm (Ed.). 39th Annual Conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 600 - 607
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Professional learning and action research: Early career teachers reflect on their practice
Scott, Anne, Clarkson, Philip and McDonough, Andrea. (2012). Professional learning and action research: Early career teachers reflect on their practice. Mathematics Education Research Journal. 24(2), pp. 129 - 151. https://doi.org/10.1007/s13394-012-0035-6
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
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
Fostering professional learning communities beyond school boundaries
Scott, Anne, Clarkson, P. and McDonough, A. M.. (2011). Fostering professional learning communities beyond school boundaries. Australian Journal of Teacher Education. 35(6), pp. 1 - 17. https://doi.org/10.14221/ajte.2011v36n6.2
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
Thinking back : Becoming aware of the global and its impact on choice
Clarkson, Philip. (2011). Thinking back : Becoming aware of the global and its impact on choice. Cultural Studies of Science Education (print version). 6(1), pp. 153 - 163. https://doi.org/10.1007/s11422-010-9306-2
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
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
Mathematics and water in the garden: Weaving mathematics into the students' lived environment
Clarkson, Philip. (2010). Mathematics and water in the garden: Weaving mathematics into the students' lived environment. Australian Primary Mathematics Classroom. 15(1), pp. 11 - 14.
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
Teacher change in response to a professional learning project
McDonough, Andrea, Clarkson, Philip and Scott, Anne. (2010). Teacher change in response to a professional learning project. In L. Sparrow, B. Kissane and C. Hurst (Ed.). 33rd Annual Conference of the Mathematics Education Research Group of Australasia. John Curtin College of the Arts, Fremantle, Western Australia, Australia 03 - 07 Jul 2010 Australia: Mathematics Education Research Group of Australasia. pp. 391 - 398
Beginning the development of SAPP :self-analysis professional portfolio
Scott, Anne, Clarkson, Philip and McDonough, Andrea. (2010). Beginning the development of SAPP :self-analysis professional portfolio. Proceedings of the 2010 annual conference of the American Education Research Association. USA: American Educational Research Association. pp. 1 - 5
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
Mathematics education and student values: The cultivation of mathematical wellbeing
Clarkson, Philip, Bishop, Alan and Seah, Wee Tiong. (2010). Mathematics education and student values: The cultivation of mathematical wellbeing. In In T. Lovat (Ed.). pp. 111 - 135 Springer. https://doi.org/10.1007/978-90-481-8675-4_7
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
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
Potential lessons for teaching in multilingual mathematics classrooms in Australia and southeast Asia
Clarkson, Philip. (2009). Potential lessons for teaching in multilingual mathematics classrooms in Australia and southeast Asia. Journal of Science and Mathematics Education in Southeast Asia. 32(1), pp. 1 - 17.
Exploring the possibilities of using tic-tac-toe to think and communicate about mathematics
Clarkson, Philip. (2008). Exploring the possibilities of using tic-tac-toe to think and communicate about mathematics. Australian Mathematics Teacher. 64(2), pp. 28 - 33.
In conversation with Alan Bishop
Clarkson, Philip. (2008). In conversation with Alan Bishop. In In P. Clarkson and N. Presmeg (Ed.). Critical Issues in Mathematics Education: Major Contributions of Alan Bishop pp. 13 - 28 Springer. https://doi.org/10.1007/978-0-387-09673-5_2
Sociocultural perspectives in mathematics teaching and learning
Seah, Wee Tiong, Atweh, Bill, Clarkson, Philip and Ellerton, Nerida. (2008). Sociocultural perspectives in mathematics teaching and learning. In In H. Forgasz, A. Barkatsas and A. Bishop et al. (Ed.). Research in Mathematics Education in Australasia 2004-2007 pp. 223 - 254 Sense Publishers.
Students' motivation and attitudes towards mathematics and its study
Clarkson, Philip and Hannula, Markku. (2008). Students' motivation and attitudes towards mathematics and its study. In Mogens Niss (Ed.). Proceedings of the 10th International Conference on Mathematical Education. Roskilde, Denmark: IMFUFA. pp. 399 - 401
Iranian bilingual students reported use of language switching when doing mathematics
Parvanehnezhad, Zahra and Clarkson, Philip. (2008). Iranian bilingual students reported use of language switching when doing mathematics. Mathematics Education Research Journal. 20(1), pp. 51 - 80. https://doi.org/10.1007/BF03217469
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
Developing a festschrift with a difference
Clarkson, Philip and Presmeg, Norma. (2008). Developing a festschrift with a difference. In In P. Clarkson and N. Presmeg (Ed.). Critical Issues in Mathematics Education: Major Contributions of Alan Bishop pp. 3 - 11 Springer. https://doi.org/10.1007/978-0-387-09673-5_1
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.
Lessons in Languages from Mathematics classrooms in Australia
Clarkson, Philip. (2007). Lessons in Languages from Mathematics classrooms in Australia. In U.H. Cheah, Y. Wahyudi and R.P. Devadson (Ed.). Refining Learning Culture for Sustainability (Proceedings of the 2nd International Conference on Science and mathematics Education. Penang, Malaysia: SEAMEO RECSAM. pp. 20 - 28
Rhyming and folk tales: Resources for mathematical thinking
Clarkson, Philip. (2006). Rhyming and folk tales: Resources for mathematical thinking. Australian Primary Mathematics Classroom. 11(4), pp. 18 - 23.
Multicultural; classrooms: Contexts for much mathematics teaching and learning
Clarkson, Philip. (2006). Multicultural; classrooms: Contexts for much mathematics teaching and learning. In In F. Favilli (Ed.). Ethnomathematics and mathematics education pp. 9 - 16 Tipografia Editrice Pisana.
Reverting to English to teach mathematics: How are Malaysian teachers and students changing in response to a new language context for learning?
Clarkson, Philip and Indris, Noraini. (2006). Reverting to English to teach mathematics: How are Malaysian teachers and students changing in response to a new language context for learning? Journal of Science and Mathematics Education in Southeast Asia. 29(2), pp. 69 - 96.
Teaching mathematics in multilingual classrooms :The global importance of contexts
Clarkson, Philip. (2004). Teaching mathematics in multilingual classrooms :The global importance of contexts. In I.P. Cheong, H.S. Dhindsa and I.J. Kyeleve (Ed.). Globalisation trends in Science; Mathematics and Technical Education. Brunei Darussalam,Brunei: Universiti Brunei Darussalam. pp. 9 - 23
Multilingual contexts for teaching mathematics
Clarkson, Philip. (2004). Multilingual contexts for teaching mathematics. In M.J. Hoines and A.B. Fuglestad (Ed.). Proceedings of the 28th Conference of the International group for the psychology of mathematics education. Bergen,Norway: International Group for the Psychology of Mathematics Education. pp. 236 - 239
Mathematics education in international and global contexts
Clarkson, Philip, Atweh, Bill and Nebres, Bienvenido. (2003). Mathematics education in international and global contexts. In In A. Bishop, M. Clements and C. Keitel et al. (Ed.). Second international handbook of mathematics education pp. 185 - 232 Kluwer Academic Publishers.
Language; logical thinking and communication in school mathematics: Whose responsibility?
Clarkson, Philip. (2003). Language; logical thinking and communication in school mathematics: Whose responsibility? In In H. S. Dhindsa, L. S. Bee and P. Achleitner et al. (Ed.). Studies in science; mathematics and technical education pp. 99 - 116 Universiti Brunei Darussalam.