Charles Hulme
| Contact category | Researcher (past) |
|---|---|
| Job title | Professor |
| Research institute | Institute for Learning Sciences and Teacher Education (ILSTE) |
| Faculty of Education and Arts |
Research outputs
Language and reading impairments are associated with increased prevalence of non-right-handedness
Abbondanza, Filippo, Dale, Philip S., Wang, Carol A., Hayiou-Thomas, Marianna, Toseeb, Umar, Koomar, Tanner, Wigg, Karen G., Feng, Yu, Price, Kaitlyn M., Kerr, Elizabeth, Guger, Sharon L., Lovett, Maureen W., Strug, Lisa J., Hulme, Charles and et. al.. (2023). Language and reading impairments are associated with increased prevalence of non-right-handedness. Child Development. 94(4), pp. 970-984. https://doi.org/10.1111/cdev.13914Journal article
Hypothesis-driven genome-wide association studies provide novel insights into genetics of reading disabilities
Price, Kaitlyn M., Wigg, Karen G., Eising, Else, Feng, Yu, Blokland, Kirsten, Wilkinson, Margaret, Kerr, Elizabeth N., Guger, Sharon L., Quantitative Trait Working Group of the GenLang Consortium, Fisher, Simon E., Lovett, Maureen W., Strug, Lisa J., Barr, Cathy L. and Hulme, Charles*. (2022). Hypothesis-driven genome-wide association studies provide novel insights into genetics of reading disabilities. Translational Psychiatry. 12(1), p. Article 495. https://doi.org/10.1038/s41398-022-02250-zJournal article
Scaling up early language intervention in educational settings : First steps matter
Ramacciotti, Mirela, Sousa, Helena, Silveira, Heloisa, Hulme, Charles, Snowling, Margaret, Newbury, Dianne and Puglisi, Marina. (2023). Scaling up early language intervention in educational settings : First steps matter. Oxford Review of Education. 49(1), pp. 29-47. https://doi.org/10.1080/03054985.2022.2088488Journal article
Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people
Eising, Else, Mirza-Schreiber, Nazanin, de Zeeuw, Eveline L., Wang, Carol A., Truong, Dongnhu T., Allegrini, Andrea G., Shapland, Chin Yang, Zhu, Gu, Wigg, Karen G., Gerritse, Margot L., Molz, Barbara, Alagöz, Gökberk, Gialluisi, Alessandro, Abbondanza, Filippo, Rimfeld, Kaili, van Donkelaar, Marjolein, Liao, Zhijie, Jansen, Philip R., Andlauer, Till F. M., ... Fisher, Simon E.. (2022). Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people. Proceedings of the National Academy of Sciences of USA. 119(35), p. Article e2202764119. https://doi.org/10.1073/pnas.2202764119Journal article
Challenges for implementation in diverse settings : Reflections on two randomised controlled trials of educational interventions in South American communities
Newbury, Df, Mesa, Carol, Puglisi, M., Nash, M., Nag, S., Hulme, C. and Snowling, Mj. (2022). Challenges for implementation in diverse settings : Reflections on two randomised controlled trials of educational interventions in South American communities. Research Papers in Education. 38(6), pp. 966-986. https://doi.org/10.1080/02671522.2022.2065526Journal article
Delivering language intervention at scale : Promises and pitfalls
Snowling, Margaret J., West, Gillian, Fricke, Silke, Boyer-Crane, Claudine, Dilnot, Julia, Cripps, Denise, Nash, Marysia and Hulme, Charles. (2022). Delivering language intervention at scale : Promises and pitfalls. Journal of Research in Reading. 45(3), pp. 342-366. https://doi.org/10.1111/1467-9817.12391Journal article
Editorial perspective : Speaking up for developmental language disorder – the top 10 priorities for research
Kulkarni, Amit A., Chadd, Katie E., Lambert, Sarah B., Earl, Gill, Longhurst, Lauren M., McKean, Cristina, Hulme, Charles, McGregor, Karla K., Cunniff, Anna, Pagnamenta, Emma, Joffe, Victoria, Ebbels, Susan E., Bangera, Sai, Wallinger, Josephine and Norbury, Courtenay F.. (2022). Editorial perspective : Speaking up for developmental language disorder – the top 10 priorities for research. Journal of Child Psychology and Psychiatry. 63(8), pp. 957-960. https://doi.org/10.1111/jcpp.13592Journal article
Domain-specific skills, but not fine-motor or executive function, predict later arithmetic and reading in children
Malone, Stephanie A., Pritchard, Verena E. and Hulme, Charles. (2022). Domain-specific skills, but not fine-motor or executive function, predict later arithmetic and reading in children. Learning and Individual Differences. 95, p. Article 102141. https://doi.org/10.1016/j.lindif.2022.102141Journal article
The nature and causes of children’s grammatical difficulties : Evidence from an intervention to improve past tense marking in children with Down syndrome
Baxter, Rebecca, Rees, Rachel, Perovic, Alexandra and Hulme, Charles. (2022). The nature and causes of children’s grammatical difficulties : Evidence from an intervention to improve past tense marking in children with Down syndrome. Developmental Science. 25(4), p. Article e13220. https://doi.org/10.1111/desc.13220Journal article
App-based morphological training produces lasting effects on word knowledge in primary school children : A randomized controlled trial
von Koss Torkildsen, Janne, Bratlie, Siri Steffensen, Kristensen, Jarl Kleppe, Gustafsson, Jan-Eric, Lyster, Solveig-Alma Halaas, Snow, Catherine, Hulme, Charles, Mononen, Riikka Maija, Naess, Kari-Anne, López-Pedersen, Anita, Wie, Ona Bø and Hagtvet, Bente. (2022). App-based morphological training produces lasting effects on word knowledge in primary school children : A randomized controlled trial. Journal of Educational Psychology. 114(4), pp. 833-854. https://doi.org/10.1037/edu0000688Journal article
Non-pharmacological interventions for stuttering in children six years and younger (review)
Sjøstrand, Åse, Kefalianos, Elaina, Hofslundsengen, Hilde, Guttormsen, Linn S., Kirmess, Melanie, Lervåg, Arne, Hulme, Charles and Bottegaard Næss, Kari-Anne. (2021). Non-pharmacological interventions for stuttering in children six years and younger (review). Cochrane Database of Systematic Reviews. (9), p. Article CD013489. https://doi.org/10.1002/14651858.CD013489.pub2Journal article
Speechreading in hearing children can be improved by training
Buchanan-Worster, Elizabeth, Hulme, Charles, Dennan, Rachel and Macsweeney, Mairéad. (2021). Speechreading in hearing children can be improved by training. Developmental Science. 24(6), p. Article e13124. https://doi.org/10.1111/desc.13124Journal article
A rare missense variant in the ATP2C2 gene is associated with language impairment and related measures
Martinelli, Angela, Rice, Mabel L., Talcott, Joel B., Diaz, Rebeca, Smith, Shelley, Raza, Muhammad Hashim, Snowling, Margaret J., Hulme, Charles, Stein, John, Hayiou-Thomas, Marianna E., Hawi, Ziarih, Kent, Lindsey, Pitt, Samantha J., Newbury, Dianne F. and Paracchini, Silvia. (2021). A rare missense variant in the ATP2C2 gene is associated with language impairment and related measures. Human Molecular Genetics. 30(12), pp. 1160-1171. https://doi.org/10.1093/hmg/ddab111Journal article
Preschool phonological, morphological and semantic skills explain it all: Following reading development through a 9-year period
Solveig-Alma Halaas Lyster, Margaret J. Snowling, Charles Hulme and Arne Lervåg. (2020). Preschool phonological, morphological and semantic skills explain it all: Following reading development through a 9-year period. Journal of Research in Reading. 44(1), pp. 175-188. https://doi.org/10.1111/1467-9817.12312Journal article
Early language screening and intervention can be delivered successfully at scale : Evidence from a cluster randomized controlled trial
West, Gillian, Snowling, Margaret J., Lervåg, Arne, Buchanan-Worster, Elizabeth, Duta, Mihaela, Hall, Alexandra, McLachlan, Henrietta and Hulme, Charles. (2021). Early language screening and intervention can be delivered successfully at scale : Evidence from a cluster randomized controlled trial. Journal of Child Psychology and Psychiatry. 62(12), pp. 1425-1434. https://doi.org/10.1111/jcpp.13415Journal article
Separable effects of the approximate number system, symbolic number knowledge, and number ordering ability on early arithmetic development
Malone, Stephanie A., Pritchard, Verena E. and Hulme, Charles. (2021). Separable effects of the approximate number system, symbolic number knowledge, and number ordering ability on early arithmetic development. Journal of Experimental Child Psychology. 208, p. 105120. https://doi.org/10.1016/j.jecp.2021.105120Journal article
Is a procedural learning deficit a causal risk factor for developmental language disorder or dyslexia? A meta-analytic review
West, Gillian, Melby-Lervåg, Monica and Hulme, Charles. (2021). Is a procedural learning deficit a causal risk factor for developmental language disorder or dyslexia? A meta-analytic review. Developmental Psychology. 57(5), pp. 749-770. https://doi.org/10.1037/dev0001172Journal article
Language difficulties are a shared risk factor for both reading disorder and mathematics disorder
Snowling, Margaret J., Moll, Kristina and Hulme, Charles. (2021). Language difficulties are a shared risk factor for both reading disorder and mathematics disorder. Journal of Experimental Child Psychology. 202, p. 105009. https://doi.org/10.1016/j.jecp.2020.105009Journal article
Speechreading ability is related to phonological awareness and single-word reading in both deaf and hearing children
Buchanan-Worster, Elizabeth, MacSweeney, Mairéad, Pimperton, Hannah, Kyle, Fiona, Harris, Margaret, Beedie, Indie, Ralph-Lewis, Amelia and Hulme, Charles. (2020). Speechreading ability is related to phonological awareness and single-word reading in both deaf and hearing children. Journal of Speech, Language, and Hearing Research. 63(11), pp. 3775-3785. https://doi.org/10.1044/2020_JSLHR-20-00159Journal article
Annual research review : Reading disorders revisited - the critical importance of oral language
Snowling, Margaret J. and Hulme, Charles. (2020). Annual research review : Reading disorders revisited - the critical importance of oral language. Journal of Child Psychology and Psychiatry. 62(5), pp. 635-653. https://doi.org/10.1111/jcpp.13324Journal article
Defining and understanding dyslexia : past, present and future
Snowling, Margaret J., Hulme, Charles and Nation, Kate. (2020). Defining and understanding dyslexia : past, present and future. Oxford Review of Education. 46(4), pp. 501-513. https://doi.org/10.1080/03054985.2020.1765756Journal article
Preschool pathways to reading comprehension : A systematic meta-analytic review
Hjetland, Hanne Næss, Brinchmann, Ellen Iren, Scherer, Ronny, Hulme, Charles and Melby-Lervåg, Monica. (2020). Preschool pathways to reading comprehension : A systematic meta-analytic review. Educational Research Review. 30, p. Article: 100323. https://doi.org/10.1016/j.edurev.2020.100323Journal article
The critical role of Arabic numeral knowledge as a longitudinal predictor of arithmetic development
Habermann, Stefanie, Donlan, Chris, Göbel, Silke M. and Hulme, Charles. (2020). The critical role of Arabic numeral knowledge as a longitudinal predictor of arithmetic development. Journal of Experimental Child Psychology. 193, p. Article: 104794. https://doi.org/10.1016/j.jecp.2019.104794Journal article
The effects of reading and language intervention on literacy skills in children in a remote community: An exploratory randomized controlled trial
Mesa, Carol, Newbury, Dianne F., Nash, Marysia, Clarke, Paula, Esposito, Rosanne, Elliott, Louise, De Barbieri, Zulema, Fernández, Ma Angélica, Villanueva, Pia, Hulme, Charles and Snowling, Margaret J.. (2020). The effects of reading and language intervention on literacy skills in children in a remote community: An exploratory randomized controlled trial. International Journal of Educational Research. 100, p. Article: 101535. https://doi.org/10.1016/j.ijer.2020.101535Journal article
Children’s language skills can be improved: Lessons From psychological science for educational policy
Hulme, Charles, Snowling, Margaret J., West, Gillian, Lervåg, Arne and Melby-Lervåg, Monica. (2020). Children’s language skills can be improved: Lessons From psychological science for educational policy. Current Directions in Psychological Science. 29(4), pp. 372 - 377. https://doi.org/10.1177/0963721420923684Journal article
Number knowledge and the approximate number system are two critical foundations for early arithmetic development
Malone, Stephanie A., Burgoyne, Kelly and Hulme, Charles. (2020). Number knowledge and the approximate number system are two critical foundations for early arithmetic development. Journal of Educational Psychology. 112(6), pp. 1167 - 1182. https://doi.org/10.1037/edu0000426Journal article
Early handwriting ability predicts the growth of children's spelling, but not reading, skills
Pritchard, Verena E., Malone, Stephanie A. and Hulme, Charles. (2020). Early handwriting ability predicts the growth of children's spelling, but not reading, skills. Scientific Studies of Reading. https://doi.org/10.1080/10888438.2020.1778705Journal article
Mind the (inferential) gap : Giles et al. (2018) Provide no convincing evidence for a causal relationship between interceptive-timing ability and arithmetic attainment
Hulme, Charles. (2019). Mind the (inferential) gap : Giles et al. (2018) Provide no convincing evidence for a causal relationship between interceptive-timing ability and arithmetic attainment. Psychological Science. 30(7), pp. 1097-1098. https://doi.org/10.1177/0956797619834513Journal article
The procedural deficit hypothesis of language learning disorders : We still see some serious problems
West, Gillian, Vadillo, Miguel A., Shanks, David R. and Hulme, Charles. (2019). The procedural deficit hypothesis of language learning disorders : We still see some serious problems. Developmental Science. 22(4), p. Article: e12813. https://doi.org/10.1111/desc.12813Journal article
Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills
Hulme, Charles, Zhou, Lulin, Tong, Xiuli, Lervåg, Arne and Burgoyne, Kelly. (2019). Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills. Developmental Science. 22(1), pp. 1 - 11. https://doi.org/10.1111/desc.12745Journal article
Stage 2 registered report: There is no appreciable relationship between strength of hand preference and language ability in 6-to 7-year-old children
Pritchard, Verena E., Malone, Stephanie A., Burgoyne, Kelly, 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.15254.1Journal article
Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age
Hjetland, Hanne Naess, Lervåg, Arne, Lyster, Solveig-Alma Halaas, Hagtvet, Bente Eriksen, Hulme, Charles and Melby-Lervåg, Monica. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of Educational Psychology. 111(5), pp. 751 - 763. https://doi.org/10.1037/edu0000321Journal article
Procedural and declarative learning in dyslexia
West, Gillian, Clayton, Francina J., Shanks, David R. and Hulme, Charles. (2019). Procedural and declarative learning in dyslexia. Dyslexia. 25(3), pp. 246 - 255. https://doi.org/10.1002/dys.1615Journal article
Non-pharmacological interventions for stuttering in children aged between birth and six years
Sjøstrand, Åse, Kefalianos, Elaina, Hofslundsengen, Hilde, Guttormsen, Linn S., Kirmess, Melanie, Lervåg, Arne, Hulme, Charles and Naess, Kari-Anne B.. (2019). Non-pharmacological interventions for stuttering in children aged between birth and six years. Cochrane Database of Systematic Reviews. 2019(11), pp. 1 - 34. https://doi.org/10.1002/14651858.CD013489Journal article
Longitudinal relationships between speech perception, phonological skills and reading in children at high-risk of dyslexia
Snowling, Margaret J., Lervag, Arne, Nash, Hannah and Hulme, Charles. (2019). Longitudinal relationships between speech perception, phonological skills and reading in children at high-risk of dyslexia. Developmental Science. 22(1), pp. 1 - 12. https://doi.org/10.1111/desc.12723Journal article
The relationship between numerosity discrimination and arithmetic skill reflects the approximate number system and cannot be explained by inhibitory control
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.2019.02.009Journal article
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.13140Journal article
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.2019.06.005Journal article
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.15077.1Journal article
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/10.1111/1460-6984.12471Journal article
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.13216Journal article
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.2018.11.016Journal article
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.2019.06.006Journal article
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/10.1080/10888438.2019.1622546Journal article
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/10.1080/10888438.2019.1580284Journal article
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-19-0073Journal article
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.2018.01.004Journal article
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/10.1111/1460-6984.12404Journal article
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.12861Journal article
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/10.1177/0956797618763090Journal article
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.12552Journal article
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.12819Journal article
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/10.1111/1460-6984.12257Journal article
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.2017.151Journal article
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.12344Journal article
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/10.1080/10888438.2017.1346660Journal article
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/10.1080/10888438.2017.1318393Journal article
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/10.1080/09658211.2016.1179330Journal article
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/10.1080/10888438.2017.1390754Journal article
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.12240Journal article
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.12737Journal article
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/s11145-016-9699-8Journal article
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.12423Journal article
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/10.1080/10888438.2017.1315424Journal article
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.12648Journal article
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.12264Journal article
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.12423Journal article
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.1526Journal article
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-15-0289Journal article
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.2016.08.005Journal article
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-xJournal article
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/10.1177/1745691616635612Journal article
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.12458Journal article
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/10.1080/10888438.2016.1213266Journal article
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/s11689-016-9157-6Journal article
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.12352Journal article
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-zJournal article
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.0000000000000411Journal article
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.12497Journal article
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.0134997Journal article
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/S0142716413000209Journal article
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.2015.02.004Journal article
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/10.1080/10888438.2015.1068317Journal article
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/10.1177/0956797615603702Journal article
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/s10648-015-9314-6Journal article
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.2015.03.004Journal article
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.12202Journal article
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.12412Journal article
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.12257Journal article
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/10.1177/0956797613516471Journal article
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.1477Journal article
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/10.1080/10888438.2014.892489Journal article
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.2012.0395Journal article
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.12139Journal article
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/10.1177/0956797614544511Journal article
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.2014.01.030Journal article
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/10.1177/0956797612473122Journal article
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.12010Journal article
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/10.1177/0265659012474674Journal article
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.xJournal article
Developing Reading Comprehension
Clarke, Paula J., Truelove, Emma, Hulme, Charles and Snowling, Margaret J.. (2013). Developing Reading Comprehension Wiley-Blackwell. https://doi.org/10.1002/9781118606711Book
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.12091Journal article
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.12005Journal article
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/a0028228Journal article
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/S0305000912000396Journal article
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.2012.06.006Journal article
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.xJournal article
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.xJournal article
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.2011.09.019Journal article
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/a0026744Journal article
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/10.1177/0956797611435921Journal article
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/10.1080/87565641.2011.650809Journal article
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/s11145-010-9291-6Journal article
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/10.1080/10888438.2011.598199Journal article
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.1432Journal article
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.2011.10.024Journal article
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.xJournal article
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/10.1177/0956797612443833Journal article
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/10.1080/10888438.2010.534832Journal article
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.Journal article
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.xJournal article
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/10.1177/0963721411408673Journal article
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/10.1177/0956797611419521Journal article
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/10.1002/9780470977460Book
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.xJournal article
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.1008950108Journal article
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.xJournal article
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.xJournal article
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.2011.05.014Journal article
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/10.1177/0956797610385355Journal article
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/10.1177/0956797610375449Journal article
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/10.1080/10888431003623488Journal article
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.xJournal article
Developmental disorders of language learning and cognition
Hulme, Charles and Snowling, Margaret J.. (2009). Developmental disorders of language learning and cognition Wiley-Blackwell.Book
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.xJournal article
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/a0014132Journal article
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/s11145-007-9089-3Journal article
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.xJournal article
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.xJournal article
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.ch48Book chapter
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.Book chapter
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