Stage 2 registered report: There is no appreciable relationship between strength of hand preference and language ability in 6-to 7-year-old children

Journal article


Pritchard, Verena E., Malone, Stephanie A., Burgoyne, Kelly, Heron-Delaney, Michelle, Bishop, Dorothy V. M. and Hulme, Charles. (2019) Stage 2 registered report: There is no appreciable relationship between strength of hand preference and language ability in 6-to 7-year-old children. Wellcome Open Research. 4(81), pp. 1 - 18. https://doi.org/10.12688/wellcomeopenres.15254.1
AuthorsPritchard, Verena E., Malone, Stephanie A., Burgoyne, Kelly, Heron-Delaney, Michelle, Bishop, Dorothy V. M. and Hulme, Charles
Abstract

Background: Weak or inconsistent hand preference has been postulated to be a risk factor for developmental language delay. Following on from our Registered Stage 1 report this study assessed the extent to which variations in language skills are associated with the strength of hand preference. Methods: 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 was assessed using the Quantitative Hand Preference (QHP) task and five uni-manual motor tasks. Language skills (expressive and receptive vocabulary, receptive grammar, and morphological awareness) were assessed with standardized measures. Results: We found QHP scores did not distinguish children with weaker language skills from those with stronger language skills and the correlation between QHP scores and language ability was negligible in this study. Hand preference on the QHP task was significantly stronger among right-handed than left-handed children and left-handed children were typically inconsistent in the hand used across different tasks. Conclusions: The findings presented here fail to provide any support for the theory that weak cerebral lateralisation (as assessed here by the QHP task) places children at risk of language difficulties.

Keywordshand preference; laterality; language; development
Year2019
JournalWellcome Open Research
Journal citation4 (81), pp. 1 - 18
PublisherWellcome Trust Centre for the History of Medicine, University College London
ISSN2398-502X
Digital Object Identifier (DOI)https://doi.org/10.12688/wellcomeopenres.15254.1
Scopus EID2-s2.0-85067643468
Open accessOpen access
Page range1 - 18
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
License
Place of publicationUnited Kingdom
EditorsZ. Nyakoojo
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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
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