Toward a consensus on dyslexia : Findings from a Delphi study

Journal article

Carroll, Julia M., Holden, Caroline, Kirby, Philip, Thompson, Paul A., Snowling, Margaret J., the Dyslexia Delphi Panel, *Hulme, Charles and *McArthur, Genevieve. (2025). Toward a consensus on dyslexia : Findings from a Delphi study. Journal of Child Psychology and Psychiatry. pp. 1-12. https://doi.org/10.1111/jcpp.14123
AuthorsCarroll, Julia M., Holden, Caroline, Kirby, Philip, Thompson, Paul A., Snowling, Margaret J., the Dyslexia Delphi Panel, *Hulme, Charles and *McArthur, Genevieve
Abstract

Background
Dyslexia is one of the most common neurodevelopmental disorders. There have been many definitions over the past century, and debate continues as to how dyslexia should be defined. This debate contributes to confusion and misinformation. We move beyond the debate by establishing areas of consensus among a wide range of experts.

Methods
We conducted a Delphi study with a panel of dyslexia experts, including academics, specialist teachers, educational psychologists, and individuals with dyslexia, asking them for their views on a set of key statements about dyslexia. We carried out two survey rounds, in each case accepting statements with greater than 80% consensus and reviewing and revising other statements using feedback from the expert panel. This was followed by discussion with a subset of the panel around a few statements with marginal consensus.

Results
Forty-two statements were ultimately accepted. In the current paper we review those statements that pertain to a definition of dyslexia, demonstrate how they align with the research literature, and build on previous definitions of dyslexia.

Conclusions
There was considerable consensus in our expert panel that dyslexia is a difficulty in reading and spelling, associated with multiple factors, and that it frequently co-occurs with other developmental disorders. It was agreed that difficulties in reading fluency and spelling are key markers of dyslexia across different ages and languages. We conclude with a proposed new definition of dyslexia.

Keywordsdyslexia; neurodevelopmental disorders; reading disorder; specific learning difficulties; spelling disorder
Year2025
JournalJournal of Child Psychology and Psychiatry
Journal citationpp. 1-12
PublisherJohn Wiley & Sons Ltd
ISSN1469-7610
Digital Object Identifier (DOI)https://doi.org/10.1111/jcpp.14123
PubMed ID39996533
Scopus EID2-s2.0-85218687669
Open accessPublished as ‘gold’ (paid) open access
Page range1-12
Publisher's version
License
File Access Level
Open
Output statusIn press
Publication dates
Online25 Feb 2025
Publication process dates
Accepted15 Nov 2024
Deposited05 Jun 2025
Additional information

*Authors are members of the Dyslexia Delphi Panel.

© 2025 The Author(s). Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.

This is an open access article under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Malone, Stephanie A., Pritchard, Verena E., Delaney, Michelle, Burgoyne, Kelly, Lervåg, Arne and Hulme, Charles. (2019). The relationship between numerosity discrimination and arithmetic skill reflects the approximate number system and cannot be explained by inhibitory control. Journal of Experimental Child Psychology. 184, pp. 220 - 231. https://doi.org/10.1016/j.jecp.2019.02.009
Dyslexia and developmental language disorder: Comorbid disorders with distinct effects on reading comprehension
Snowling, Margaret J., Hayiou-Thomas, Marianna E., Nash, Hannah M. and Hulme, Charles. (2019). Dyslexia and developmental language disorder: Comorbid disorders with distinct effects on reading comprehension. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.13140
Speech difficulties at school entry are a significant risk factor for later reading difficulties
Burgoyne, Kelly, Lervag, Arne, Malone, Stephanie and Hulme, Charles. (2019). Speech difficulties at school entry are a significant risk factor for later reading difficulties. Early Childhood Research Quarterly. 49, pp. 40 - 48. https://doi.org/10.1016/j.ecresq.2019.06.005
The relationship between handedness and language ability in children
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
Improving storytelling and vocabulary in secondary school students with language disorder: A randomized controlled trial
Joffe, Victoria L., Rixon, Lorna and Hulme, Charles. (2019). Improving storytelling and vocabulary in secondary school students with language disorder: A randomized controlled trial. International Journal of Language and Communication Disorders. 54(4), pp. 656 - 672. https://doi.org/10.1111/1460-6984.12471
Developmental outcomes for children at high risk of dyslexia and children with developmental language disorder
Snowling, Margaret J., Nash, Hannah, Gooch, Debbie, Hayiou-Thomas, Marianna E. and Hulme, Charles. (2019). Developmental outcomes for children at high risk of dyslexia and children with developmental language disorder. Child Development. 90(5), pp. 548 - 564. https://doi.org/10.1111/cdev.13216
Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development
Malone, Stephanie, Delaney, Michelle, Burgoyne, Kelly and Hulme, Charles. (2019). Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development. Cognition. 187, pp. 1 - 9. https://doi.org/10.1016/j.cognition.2018.11.016
Pattern understanding is a predictor of early reading and arithmetic skills
Burgoyne, Kelly, Malone, Stephanie, Lervag, Arne and Hulme, Charles. (2019). Pattern understanding is a predictor of early reading and arithmetic skills. Early Childhood Research Quarterly. 49, pp. 69 - 80. https://doi.org/10.1016/j.ecresq.2019.06.006
A longitudinal study of early reading development: Letter-sound knowledge, phoneme awareness and RAN, but not letter-sound integration, predict variations in reading development
Clayton, Francina J., West, Gillian, Sears, Claire, Hulme, Charles and Lervag, Arne. (2019). A longitudinal study of early reading development: Letter-sound knowledge, phoneme awareness and RAN, but not letter-sound integration, predict variations in reading development. Scientific Studies of Reading. 24(2), pp. 91 - 107. https://doi.org/10.1080/10888438.2019.1622546
A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability
Caralovas, Marketa, Lervåg, Arne, Mikulajova, Marina, Defior, Sylvia, Seidlová-Málková, Gabriela and Hulme, Charles. (2019). A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability. Scientific Studies of Reading. 23(5), pp. 386 - 402. https://doi.org/10.1080/10888438.2019.1580284
Computerized speechreading training for deaf children: A randomized controlled trial
Pimperton, Hannah, Kyle, Fiona, Hulme, Charles, Harris, Margaret, Beedie, Indie, Ralph-Lewis, Amelia, Worster, Elizabeth, Rees, Rachel, Donlan, Chris and Macsweeney, Mairéad. (2019). Computerized speechreading training for deaf children: A randomized controlled trial. Journal of Speech, Language, and Hearing Research. 62(8), pp. 2882 - 2894. https://doi.org/10.1044/2019_JSLHR-H-19-0073
Syntactic processing in music and language : Effects of interrupting auditory streams with alternating timbres
Fiveash, Anna, Thompson, William Forde, Badcock, Nicholas A. and McArthur, Genevieve. (2018). Syntactic processing in music and language : Effects of interrupting auditory streams with alternating timbres. International Journal of Psychophysiology. 129, pp. 31-40. https://doi.org/10.1016/j.ijpsycho.2018.05.003
Syntactic and non-syntactic sources of interference by music on language processing
Fiveash, Anna, McArthur, Genevieve and Thompson, William Forde. (2018). Syntactic and non-syntactic sources of interference by music on language processing. Scientific Reports. 8(1), p. Article 17918. https://doi.org/10.1038/s41598-018-36076-x
Joint attention difficulties in autistic adults : An interactive eye-tracking study
Caruana, Nathan, Stieglitz Ham, Heidi, Brock, Jon, Woolgar, Alexandra, Kloth, Nadine, Palermo, Romina and McArthur, Genevieve. (2018). Joint attention difficulties in autistic adults : An interactive eye-tracking study. Autism. 22(4), pp. 502-512. https://doi.org/10.1177/1362361316676204
Phonics training for English-speaking poor readers (Review)
McArthur, Genevieve, Eve, Phillipa, Jones, Kristy, Banales, Erin, Kohnen, Saskia, Anandakumar, Thushara, Larsen, Linda, Marinus, Eva, Wang, Hua-Chen and Castles, Anne. (2018). Phonics training for English-speaking poor readers (Review). Cochrane Database of Systematic Reviews. 2018(11), p. Article CD009115. https://doi.org/10.1002/14651858.CD009115.pub3
Variations within a subtype : Developmental surface dyslexias in English
Kohnen, Saskia, Nickels, Lyndsey, Geigis, Leonie, Coltheart, Max, McArthur, Genevieve and Castles, Anne. (2018). Variations within a subtype : Developmental surface dyslexias in English. Cortex. 106, pp. 151-163. https://doi.org/10.1016/j.cortex.2018.04.008
An investigation of grapheme parsing and grapheme-phoneme knowledge in two children with dyslexia
Larsen, Linda, Kohnen, Saskia, McArthur, Genevieve and Nickels, Lyndsey. (2018). An investigation of grapheme parsing and grapheme-phoneme knowledge in two children with dyslexia. Reading and Writing. 31(4), pp. 991-1015. https://doi.org/10.1007/s11145-018-9823-z
No meditation-related changes in the auditory N1 during first-time meditation
Barnes, L. J., McArthur, G. M., Biedermann, B. A., de Lissa, P., Polito, V. and Badcock, N. A.. (2018). No meditation-related changes in the auditory N1 during first-time meditation. International Journal of Psychophysiology. 127, pp. 26-37. https://doi.org/10.1016/j.ijpsycho.2018.03.003
Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability
Clayton, Francina J., Sears, Claire, Davis, Alice and Hulme, Charles. (2018). Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability. Journal of Experimental Child Psychology. 171, pp. 46 - 54. https://doi.org/10.1016/j.jecp.2018.01.004
Effectiveness of a small-group vocabulary intervention programme: evidence from a regression discontinuity design
Dyson, Hannah, Solity, Jonathan, Best, Wendy and Hulme, Charles. (2018). Effectiveness of a small-group vocabulary intervention programme: evidence from a regression discontinuity design. International Journal of Language and Communication Disorders. 53(5), pp. 947 - 958. https://doi.org/10.1111/1460-6984.12404
Unpicking the developmental relationship between oral language skills and reading comprehension: it's simple, but complex
Lervåg, Arne, Hulme, Charles and Melby-Lervåg, Monica. (2018). Unpicking the developmental relationship between oral language skills and reading comprehension: it's simple, but complex. Child Development. 89(5), pp. 1821 - 1838. https://doi.org/10.1111/cdev.12861
Language skills, but not frequency discrimination, predict reading skills in children at risk of dyslexia
Snowling, Margaret J., Gooch, Debbie, McArthur, Genevieve and Hulme, Charles. (2018). Language skills, but not frequency discrimination, predict reading skills in children at risk of dyslexia. Psychological Science. 29(8), pp. 1270 - 1282. https://doi.org/10.1177/0956797618763090
The procedural learning deficit hypothesis of language learning disorders: we see some problems
West, Gillian, Vadillo, Miguel A., Shanks, David R. and Hulme, Charles. (2018). The procedural learning deficit hypothesis of language learning disorders: we see some problems. Developmental Science. 21(2), pp. 1 - 13. https://doi.org/10.1111/desc.12552
Evaluation of a parent-delivered early language enrichment programme: evidence from a randomised controlled trial
Burgoyne, Kelly, Gardner, Rachel, Whiteley, Helen, Snowling, Margaret J. and Hulme, Charles. (2018). Evaluation of a parent-delivered early language enrichment programme: evidence from a randomised controlled trial. Journal of Child Psychology and Psychiatry. 59(5), pp. 545 - 555. https://doi.org/10.1111/jcpp.12819
Detecting communicative intent in a computerised test of joint attention
Caruana, Nathan, McArthur, Genevieve, Woolgar, Alexandra and Brock, Jon. (2017). Detecting communicative intent in a computerised test of joint attention. PeerJ. 2017(1), pp. 1-16. https://doi.org/10.7717/peerj.2899
Helping children with reading difficulties : Some things we have learned so far
McArthur, Genevieve and Castles, Anne. (2017). Helping children with reading difficulties : Some things we have learned so far. npj Science of Learning. 2(1), p. Article 7. https://doi.org/10.1038/s41539-017-0008-3
Beliefs about human agency influence the neural processing of gaze during joint attention
Caruana, Nathan, de Lissa, Peter and McArthur, Genevieve. (2017). Beliefs about human agency influence the neural processing of gaze during joint attention. Social Neuroscience. 12(2), pp. 194-206. https://doi.org/10.1080/17470919.2016.1160953
Simulating social interactions for the experimental investigation of joint attention
Caruana, Nathan, McArthur, Genevieve, Woolgar, Alexandra and Brock, Jon. (2017). Simulating social interactions for the experimental investigation of joint attention. Neuroscience and Biobehavioral Reviews. 74, pp. 115-125. https://doi.org/10.1016/j.neubiorev.2016.12.022
Oral language skills intervention in pre-school - a cautionary tale
Haley, Allyson J., Hulme, Charles, Boyer-Crane, Claudine, Snowling, Margaret J. and Fricke, Silke. (2017). Oral language skills intervention in pre-school - a cautionary tale. International Journal of Language and Communication Disorders. 52(1), pp. 71 - 79. https://doi.org/10.1111/1460-6984.12257
The DCDC2 deletion is not a risk factor for dyslexia
Scerri, T.S., Macpherson, E., Martinelli, Angela, Wa, W.C., Monaco, A.P., Stein, John, Zheng, M., Ho, C. S., McBride, C., Snowling, Margaret J., Hulme, Charles, Hayiou-Thomas, Marianna E., Waye, M.M.Y., Talcott, Joel B. and Paracchini, Silvia. (2017). The DCDC2 deletion is not a risk factor for dyslexia. Translational Psychiatry. 7(7), pp. 1 - 7. https://doi.org/10.1038/tp.2017.151
Developmental changes in the cognitive and educational profiles of children and adolescents with 22q11.2 deletion syndrome
Tobia, Valentina, Brigstocke, Sophie, Hulme, Charles and Snowling, Margaret J.. (2017). Developmental changes in the cognitive and educational profiles of children and adolescents with 22q11.2 deletion syndrome. Journal of Applied Research in Intellectual Disabilities. 31(1), pp. 177 - 181. https://doi.org/10.1111/jar.12344
The home literacy environment is a correlate, but perhaps not a cause, of variations in children’s language and literacy development
Puglisi, Marina L., Hulme, Charles, Hamilton, Lorna G. and Snowling, Margaret J.. (2017). The home literacy environment is a correlate, but perhaps not a cause, of variations in children’s language and literacy development. Scientific Studies of Reading. 21(6), pp. 498 - 514. https://doi.org/10.1080/10888438.2017.1346660
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
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
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
Learning disorders and dyslexia
Duff, F. J., Hulme, C. and Snowling, M. J.. (2016). Learning disorders and dyslexia. In Encyclopedia of mental health ; volume 3 pp. 5-11 Elsevier Inc. (USA). https://doi.org/10.1016/B978-0-12-397045-9.00062-8
Low self-concept in poor readers : Prevalence, heterogeneity, and risk
McArthur, Genevieve, Castles, Anne, Kohnen, Saskia and Banales, Erin. (2016). Low self-concept in poor readers : Prevalence, heterogeneity, and risk. PeerJ. 2016(11), p. Article e2669. https://doi.org/10.7717/peerj.2669
Phonics training improves reading in children with neurofibromatosis type 1 : A prospective intervention trial
Arnold, Shelley S., Barton, Belinda, McArthur, Genevieve, North, Kathryn N. and Payne, Jonathan M.. (2016). Phonics training improves reading in children with neurofibromatosis type 1 : A prospective intervention trial. Journal of Pediatrics. 177, pp. 219-226. https://doi.org/10.1016/j.jpeds.2016.06.037
Meditation and auditory attention : An ERP study of meditators and non-meditators
Biedermann, Britta, de Lissa, Peter, Mahajan, Yatin, Polito, Vince, Badcock, Nicolas, Connors, Michael H., Quinto, Lena, Larsen, Linda and McArthur, Genevieve. (2016). Meditation and auditory attention : An ERP study of meditators and non-meditators. International Journal of Psychophysiology. 109, pp. 63-70. https://doi.org/10.1016/j.ijpsycho.2016.09.016
The relationship between spoken language and speech and nonspeech processing in children with autism : A magnetic event-related field study
Yau, Shu Hui, Brock, Jon and McArthur, Genevieve. (2016). The relationship between spoken language and speech and nonspeech processing in children with autism : A magnetic event-related field study. Developmental Science. 19(5), pp. 834-852. https://doi.org/10.1111/desc.12328
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
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
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
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
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
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.