Tobia, V, Brigstocke, S, Hulme, C, Snowling, MJ (2018) “Developmental changes in the cognitive and educational profiles of children and adolescents with 22q11.2 deletion syndrome.”, Journal of applied research in intellectual disabilities : JARID. 31(1) e177-e181.
DOI: http://doi.org/10.1111/jar.12344
Hulme, C (2018) “Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability.”, Journal of Experimental Child Psychology.
Lervåg, A, Hulme, C, Melby-Lervåg, M (2018) “Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex.”, Child development. 89(5) 1821-1838.
DOI: http://doi.org/10.1111/cdev.12861
Hulme, C, Zhou, L, Tong, X, Lervåg, A, Burgoyne, K (2018) “Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills.”, Developmental science. e12745+.
DOI: http://doi.org/10.1111/desc.12745
Clayton, FJ, Hulme, C (2018) “Automatic Activation of Sounds by Letters Occurs Early in Development but is not Impaired in Children With Dyslexia”, SCIENTIFIC STUDIES OF READING. 22(2) 137-151.
DOI: http://doi.org/10.1080/10888438.2017.1390754
Worster, E, Pimperton, H, Ralph-Lewis, A, Monroy, L, Hulme, C, MacSweeney, M (2018) “Eye Movements During Visual Speech Perception in Deaf and Hearing Children.”, Language learning. 68(Suppl Suppl 1) 159-179.
DOI: http://doi.org/10.1111/lang.12264
Clayton, FJ, Sears, C, Davis, A, Hulme, C (2018) “Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability.”, Journal of experimental child psychology. 171 46-54.
DOI: http://doi.org/10.1016/j.jecp.2018.01.004
Snowling, MJ, Gooch, D, McArthur, G, Hulme, C (2018) “Language Skills, but Not Frequency Discrimination, Predict Reading Skills in Children at Risk of Dyslexia.”, Psychological science. 29(8) 1270-1282.
DOI: http://doi.org/10.1177/0956797618763090
Dyson, H, Solity, J, Best, W, Hulme, C (2018) “Effectiveness of a small-group vocabulary intervention programme: evidence from a regression discontinuity design”, International Journal of Language and Communication Disorders. 53(5) 947-958.
DOI: http://doi.org/10.1111/1460-6984.12404
Burgoyne, K, Gardner, R, Whiteley, H, Snowling, MJ, Hulme, C (2018) “Evaluation of a parent-delivered early language enrichment programme: evidence from a randomised controlled trial.”, Journal of child psychology and psychiatry, and allied disciplines. 59(5) 545-555.
DOI: http://doi.org/10.1111/jcpp.12819
Snowling, MJ, Lervåg, A, Nash, HM, Hulme, C (2018) “Longitudinal relationships between speech perception, phonological skills and reading in children at high-risk of dyslexia.”, Developmental science. e12723+.
DOI: http://doi.org/10.1111/desc.12723
Puglisi, ML, Hulme, C, Hamilton, LG, Snowling, MJ (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 : the official journal of the Society for the Scientific Study of Reading. 21(6) 498-514.
DOI: http://doi.org/10.1080/10888438.2017.1346660
Clarkson, L, Roodenrys, S, Miller, LM, Hulme, C (2017) “The phonological neighbourhood effect on short-term memory for order.”, Memory (Hove, England). 25(3) 391-402.
DOI: http://doi.org/10.1080/09658211.2016.1179330
Burgoyne, K, Witteveen, K, Tolan, A, Malone, S, Hulme, C (2017) “Pattern Understanding: Relationships With Arithmetic and Reading Development”, CHILD DEVELOPMENT PERSPECTIVES. 11(4) 239-244.
DOI: http://doi.org/10.1111/cdep.12240
Scerri, TS, Macpherson, E, Martinelli, A, Wa, WC, Monaco, AP, Stein, J, Zheng, M, Suk-Han Ho, C, McBride, C, Snowling, M, Hulme, C, Hayiou-Thomas, ME, Waye, MMY, Talcott, JB, Paracchini, S (2017) “The DCDC2 deletion is not a risk factor for dyslexia.”, Translational psychiatry. 7(7) e1182+.
DOI: http://doi.org/10.1038/tp.2017.151
Bowyer-Crane, C, Fricke, S, Schaefer, B, Lervåg, A, Hulme, C (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) 771-790.
DOI: http://doi.org/10.1007/s11145-016-9699-8
Fricke, S, Burgoyne, K, Bowyer-Crane, C, Kyriacou, M, Zosimidou, A, Maxwell, L, Lervåg, A, Snowling, MJ, Hulme, C (2017) “The efficacy of early language intervention in mainstream school settings: a randomized controlled trial.”, Journal of child psychology and psychiatry, and allied disciplines. 58(10) 1141-1151.
DOI: http://doi.org/10.1111/jcpp.12737
Clarke, PJ, Paul, S-AS, Smith, G, Snowling, MJ, Hulme, C (2017) “Reading Intervention for Poor Readers at the Transition to Secondary School”, SCIENTIFIC STUDIES OF READING. 21(5) 408-427.
DOI: http://doi.org/10.1080/10888438.2017.1318393
Dyson, H, Best, W, Solity, J, Hulme, C (2017) “Training Mispronunciation Correction and Word Meanings Improves Children's Ability to Learn to Read Words”, SCIENTIFIC STUDIES OF READING. 21(5) 392-407.
DOI: http://doi.org/10.1080/10888438.2017.1315424
Lyster, S-AH, Lervag, AO, Hulme, C (2016) “Preschool morphological training produces long-term improvements in reading comprehension (vol 29, pg 1269, 2016)”, READING AND WRITING. 29(6) 1289-1289.
DOI: http://doi.org/10.1007/s11145-016-9647-7
Kail, RV, Lervåg, A, Hulme, C (2016) “Longitudinal evidence linking processing speed to the development of reasoning.”, Developmental science. 19(6) 1067-1074.
DOI: http://doi.org/10.1111/desc.12352
Long, I, Malone, SA, Tolan, A, Burgoyne, K, Heron-Delaney, M, Witteveen, K, Hulme, C (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. 152 327-334.
DOI: http://doi.org/10.1016/j.jecp.2016.08.005
Klem, M, Hagtvet, B, Hulme, C, Gustafsson, J-E (2016) “Screening for Language Delay: Growth Trajectories of Language Ability in Low- and High-Performing Children.”, Journal of speech, language, and hearing research : JSLHR. 59(5) 1035-1045.
DOI: http://doi.org/10.1044/2016_jslhr-l-15-0289
Lyster, S-AH, Lervåg, AO, Hulme, C (2016) “Preschool morphological training produces long-term improvements in reading comprehension.”, Reading and writing. 29 1269-1288.
DOI: http://doi.org/10.1007/s11145-016-9636-x
Melby-Lervåg, M, Redick, TS, Hulme, C (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 : a journal of the Association for Psychological Science. 11(4) 512-534.
DOI: http://doi.org/10.1177/1745691616635612
Melby-Lervåg, M, Hulme, C (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 & review. 23(1) 324-330.
DOI: http://doi.org/10.3758/s13423-015-0862-z
Gooch, D, Hulme, C, Nash, HM, Snowling, MJ (2014) “Comorbidities in preschool children at family risk of dyslexia.”, Journal of child psychology and psychiatry, and allied disciplines. 55(3) 237-246.
DOI: http://doi.org/10.1111/jcpp.12139
Mengoni, SE, Nash, HM, Hulme, C (2014) “Learning to read new words in individuals with Down syndrome: testing the role of phonological knowledge.”, Research in developmental disabilities. 35(5) 1098-1109.
DOI: http://doi.org/10.1016/j.ridd.2014.01.030
Nash, HM, Hulme, C, Gooch, D, Snowling, MJ (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) 958-968.
DOI: http://doi.org/10.1111/jcpp.12091
Fricke, S, Bowyer-Crane, C, Haley, AJ, Hulme, C, Snowling, MJ (2013) “Efficacy of language intervention in the early years.”, Journal of child psychology and psychiatry, and allied disciplines. 54(3) 280-290.
DOI: http://doi.org/10.1111/jcpp.12010
Hulme, C, Bowyer-Crane, C, Carroll, JM, Duff, FJ, Snowling, MJ (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) 572-577.
DOI: http://doi.org/10.1177/0956797611435921
Naess, K-AB, Melby-Lervag, M, Hulme, C, Lyster, S-AH (2012) “Reading skills in children with Down syndrome: A meta-analytic review (vol 33, pg 737, 2011)”, RESEARCH IN DEVELOPMENTAL DISABILITIES. 33(4) 1039-1040.
DOI: http://doi.org/10.1016/j.ridd.2012.01.012
Hulme, C, Bowyer-Crane, C, Carroll, JM, Duff, FJ, Snowling, MJ (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) 572-577.
Snowling, MJ, Hulme, C (2011) “Evidence-based interventions for reading and language difficulties: creating a virtuous circle.”, The British journal of educational psychology. 81(Pt 1) 1-23.
DOI: http://doi.org/10.1111/j.2044-8279.2010.02014.x
Carroll, JM, Bowyer-Crane, C, Duff, FJ, Hulme, C, Snowling, MJ (2011) “Developing Language and Literacy: Effective Intervention in the Early Years”, Developing Language and Literacy: Effective Intervention in the Early Years.
DOI: http://doi.org/10.1002/9780470977460
Dretzke, J, Round, J, Connock, M, Tubeuf, S, Pennant, M, Fry-Smith, A, Hulme, C, McCabe, C, Meads, C (2010) “Imatinib as adjuvant treatment following resection of KIT-positive gastrointestinal stromal tumours.”, Health technology assessment (Winchester, England). 14(Suppl. 2) 63-70.
DOI: http://doi.org/10.3310/hta14suppl2/09
Snowling, MJ, Hulme, C (2009) Reading and Other Specific Learning Difficulties. 802-819.
DOI: http://doi.org/10.1002/9781444300895.ch48
Snowling, MJ, Hulme, C (2008) Learning to Read with a Language Impairment. 397-412.
DOI: http://doi.org/10.1002/9780470757642.ch21
Rack, JP, Snowling, MJ, Hulme, C, Gibbs, S (2007) “No evidence that an exercise-based treatment programme (DDAT) has specific benefits for children with reading difficulties.”, Dyslexia (Chichester, England). 13(2) 97-104.
DOI: http://doi.org/10.1002/dys.335
Durand, M, Hulme, C, Larkin, R, Snowling, M (2006) “Erratum: "The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds" (Journal of Experimental Child Psychology (2005) vol. 91 (113-136) 10.1016/j.jecp.2005.01.003)”, Journal of Experimental Child Psychology. 93(3) 282-283.
DOI: http://doi.org/10.1016/j.jecp.2005.07.004
Hatcher, PJ, Goetz, K, Snowling, MJ, Hulme, C, Gibbs, S, Smith, G (2006) “Evidence for the effectiveness of the Early Literacy Support programme.”, The British journal of educational psychology. 76(Pt 2) 351-367.
DOI: http://doi.org/10.1348/000709905x39170
Durand, M, Hulme, C, Larkin, R, Snowling, M (2005) “The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds.”, Journal of experimental child psychology. 91(2) 113-136.
DOI: http://doi.org/10.1016/j.jecp.2005.01.003
Roodenrys, S, Hulme, C, Lethbridge, A, Hinton, M, Nimmo, LM (2002) “Word-frequency and phonological-neighborhood effects on verbal short-term memory.”, Journal of experimental psychology. Learning, memory, and cognition. 28(6) 1019-1034.
DOI: http://doi.org/10.1037//0278-7393.28.6.1019
Hulme, C, Newton, P, Cowan, N, Stuart, G, Brown, G (1999) “Think before you speak: pauses, memory search, and trace redintegration processes in verbal memory span.”, Journal of experimental psychology. Learning, memory, and cognition. 25(2) 447-463.
DOI: http://doi.org/10.1037//0278-7393.25.2.447
Hatcher, PJ, Hulme, C (1999) “Phonemes, rhymes, and intelligence as predictors of children's responsiveness to remedial reading instruction: evidence from a longitudinal intervention study.”, Journal of experimental child psychology. 72(2) 130-153.
DOI: http://doi.org/10.1006/jecp.1998.2480
Walker, I, Hulme, C (1999) “Concrete words are easier to recall than abstract words: Evidence for a semantic contribution to short-term serial recall”, JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION. 25(5) 1256-1271.
DOI: http://doi.org/10.1037/0278-7393.25.5.1256
Walker, I, Hulme, C (1999) “Concrete Words Are Easier to Recall Than Abstract Words: Evidence for a Semantic Contribution to Short-Term Serial Recall”, Journal of Experimental Psychology: Learning Memory and Cognition. 25(5) 1256-1271.
DOI: http://doi.org/10.1037/0278-7393.25.5.1256
Laing, E, Hulme, C (1999) “Phonological and semantic processes influence beginning readers' ability to learn to read words.”, Journal of experimental child psychology. 73(3) 183-207.
DOI: http://doi.org/10.1006/jecp.1999.2500
Brown, GDA, Vousden, JI, McCormack, T, Hulme, C (1999) “The development of memory for serial order: A temporal-contextual distinctiveness model”, INTERNATIONAL JOURNAL OF PSYCHOLOGY. 34(5-6) 389-402.
DOI: http://doi.org/10.1080/002075999399747
Muter, V, Hulme, C, Snowling, M, Taylor, S (1998) “Segmentation, not rhyming, predicts early progress in learning to read.”, Journal of experimental child psychology. 71(1) 3-27.
DOI: http://doi.org/10.1006/jecp.1998.2453
Hulme, C, Muter, V, Snowling, M (1998) “Segmentation does predict early progress in learning to read better than rhyme: A reply to Bryant”, JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY. 71(1) 39-44.
DOI: http://doi.org/10.1006/jecp.1998.2456
Muter, V, Hulme, C, Snowling, M, Taylor, S (1997) “Segmentation, not rhyming, predicts early progress in learning to read.”, Journal of experimental child psychology. 65(3) 370-396.
DOI: http://doi.org/10.1006/jecp.1996.2365
Lowe, G, Britton, R, Carpenter, E, Castle, H, Clayton, C, Hulme, C, Mara, D, Ormerod, J (1997) “Social drinking and laughter.”, Psychological reports. 81(2) 684+.
DOI: http://doi.org/10.2466/pr0.1997.81.2.684
Hulme, C, Roodenrys, S, Schweickert, R, Brown, GD, Martin, M, Stuart, G (1997) “Word-frequency effects on short-term memory tasks: evidence for a redintegration process in immediate serial recall.”, Journal of experimental psychology. Learning, memory, and cognition. 23(5) 1217-1232.
DOI: http://doi.org/10.1037//0278-7393.23.5.1217
Nation, K, Hulme, C (1997) “Phonemic segmentation, not onset-rime segmentation, predicts early reading and spelling skills”, READING RESEARCH QUARTERLY. 32(2) 154-167.
DOI: http://doi.org/10.1598/RRQ.32.2.2
Snowling, M, Hulme, C, Nation, K (1997) “A connectionist perspective on the development of reading skills in children.”, Trends in cognitive sciences. 1(3) 88-91.
DOI: http://doi.org/10.1016/s1364-6613(97)89053-5
Sims, K, Henderson, SE, Morton, J, Hulme, C (1996) “The remediation of clumsiness. II. Is kinaesthesis the answer?”, Developmental medicine and child neurology. 38(11) 988-997.
DOI: http://doi.org/10.1111/j.1469-8749.1996.tb15059.x
Snowling, MJ, Bryant, PE, Hulme, C (1996) “Theoretical and methodological pitfalls in making comparisons between developmental and acquired dyslexia: Some comments on A. Castles & M. Coltheart (1993)”, READING AND WRITING. 8(5) 443-451.
Stothard, SE, Snowling, MJ, Hulme, C (1996) “Deficits in phonology but not dyslexic?”, COGNITIVE NEUROPSYCHOLOGY. 13(5) 641-672.
DOI: http://doi.org/10.1080/026432996381872
Nation, K, Hulme, C (1996) “The Automatic Activation of Sound-Letter Knowledge: An Alternative Interpretation of Analogy and Priming Effects in Early Spelling Development”, Journal of experimental child psychology. 63(2) 416-435.
DOI: http://doi.org/10.1006/jecp.1996.0056
Brown, GD, Hulme, C, Dalloz, P (1996) “Modelling human memory: connectionism and convolution.”, The British journal of mathematical and statistical psychology. 49 ( Pt 1) 1-24.
DOI: http://doi.org/10.1111/j.2044-8317.1996.tb01072.x
Sims, K, Henderson, SE, Hulme, C, Morton, J (1996) “The remediation of clumsiness. I: An evaluation of Laszlo's kinaesthetic approach.”, Developmental medicine and child neurology. 38(11) 976-987.
DOI: http://doi.org/10.1111/j.1469-8749.1996.tb15058.x
HULME, C, ROODENRYS, S, BROWN, G, MERCER, R (1995) “THE ROLE OF LONG-TERM-MEMORY MECHANISMS IN MEMORY SPAN”, BRITISH JOURNAL OF PSYCHOLOGY. 86 527-536.
DOI: http://doi.org/10.1111/j.2044-8295.1995.tb02570.x
Stothard, SE, Hulme, C (1995) “A comparison of phonological skills in children with reading comprehension difficulties and children with decoding difficulties.”, Journal of child psychology and psychiatry, and allied disciplines. 36(3) 399-408.
DOI: http://doi.org/10.1111/j.1469-7610.1995.tb01298.x
Hulme, C, Roodenrys, S (1995) “Practitioner review: verbal working memory development and its disorders.”, Journal of child psychology and psychiatry, and allied disciplines. 36(3) 373-398.
DOI: http://doi.org/10.1111/j.1469-7610.1995.tb01297.x
BROWN, GDA, HULME, C (1995) “MODELING ITEM LENGTH EFFECTS IN MEMORY SPAN - NO REHEARSAL NEEDED”, JOURNAL OF MEMORY AND LANGUAGE. 34(5) 594-621.
DOI: http://doi.org/10.1006/jmla.1995.1027
RACK, J, HULME, C, SNOWLING, M, WIGHTMAN, J (1994) “THE ROLE OF PHONOLOGY IN YOUNG-CHILDREN LEARNING TO READ WORDS - THE DIRECT-MAPPING HYPOTHESIS”, JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY. 57(1) 42-71.
DOI: http://doi.org/10.1006/jecp.1994.1003
COWAN, N, KELLER, TA, HULME, C, ROODENRYS, S, MCDOUGALL, S, RACK, J (1994) “VERBAL MEMORY SPAN IN CHILDREN - SPEECH TIMING CLUES TO THE MECHANISMS UNDERLYING AGE AND WORD-LENGTH EFFECTS”, JOURNAL OF MEMORY AND LANGUAGE. 33(2) 234-250.
DOI: http://doi.org/10.1006/jmla.1994.1012
McDougall, S, Hulme, C, Ellis, A, Monk, A (1994) “Learning to read: the role of short-term memory and phonological skills.”, Journal of experimental child psychology. 58(1) 112-133.
DOI: http://doi.org/10.1006/jecp.1994.1028
Snowling, MJ, Hulme, C, Smith, A, Thomas, J (1994) “The effects of phonetic similarity and list length on children's sound categorization performance.”, Journal of experimental child psychology. 58(1) 160-180.
DOI: http://doi.org/10.1006/jecp.1994.1030
Snowling, M, Hulme, C (1994) “The development of phonological skills.”, Philosophical transactions of the Royal Society of London. Series B, Biological sciences. 346(1315) 21-27.
DOI: http://doi.org/10.1098/rstb.1994.0124
Hatcher, PJ, Hulme, C, Ellis, AW (1994) “Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis”, Child Development. 65(1) 41-57.
DOI: http://doi.org/10.1111/j.1467-8624.1994.tb00733.x
Snowling, M, Hulme, C, Goulandris, N (1994) “Word recognition in developmental dyslexia: a connectionist interpretation.”, The Quarterly journal of experimental psychology. A, Human experimental psychology. 47(4) 895-916.
DOI: http://doi.org/10.1080/14640749408401101
Roodenrys, S, Hulme, C, Alban, J, Ellis, AW, Brown, GD (1994) “Effects of word frequency and age of acquisition on short-term memory span.”, Memory & cognition. 22(6) 695-701.
DOI: http://doi.org/10.3758/bf03209254
HATCHER, PJ, HULME, C, ELLIS, AW (1994) “AMELIORATING EARLY READING FAILURE BY INTEGRATING THE TEACHING OF READING AND PHONOLOGICAL SKILLS - THE PHONOLOGICAL LINKAGE HYPOTHESIS”, CHILD DEVELOPMENT. 65(1) 41-57.
DOI: http://doi.org/10.2307/1131364
Brown, GD, Hulme, C, Hyland, PD, Mitchell, IJ (1994) “Cell suicide in the developing nervous system: a functional neural network model.”, Brain research. Cognitive brain research. 2(1) 71-75.
DOI: http://doi.org/10.1016/0926-6410(94)90022-1
Hulme, C, Lee, G, Brown, GD (1993) “Short-term memory impairments in Alzheimer-type dementia: evidence for separable impairments of articulatory rehearsal and long-term memory.”, Neuropsychologia. 31(2) 161-172.
DOI: http://doi.org/10.1016/0028-3932(93)90044-z
Bock, JM, Monk, AF, Hulme, C (1993) “Perceptual grouping in visual word recognition.”, Memory & cognition. 21(1) 81-88.
DOI: http://doi.org/10.3758/bf03211167
Rack, JP, Hulme, C, Snowling, MJ (1993) “Learning to read: a theoretical synthesis.”, Advances in child development and behavior. 24 99-132.
DOI: http://doi.org/10.1016/S0065-2407(08)60301-8
Roodenrys, S, Hulme, C, Brown, G (1993) “The development of short-term memory span: separable effects of speech rate and long-term memory.”, Journal of experimental child psychology. 56(3) 431-442.
DOI: http://doi.org/10.1006/jecp.1993.1043
STOTHARD, SE, HULME, C (1992) “READING-COMPREHENSION DIFFICULTIES IN CHILDREN - THE ROLE OF LANGUAGE COMPREHENSION AND WORKING MEMORY SKILLS”, READING AND WRITING. 4(3) 245-256.
DOI: http://doi.org/10.1007/BF01027150
SNOWLING, M, HULME, C, WELLS, B, GOULANDRIS, N (1992) “CONTINUITIES BETWEEN SPEECH AND SPELLING IN A CASE OF DEVELOPMENTAL DYSLEXIA”, READING AND WRITING. 4(1) 19-31.
DOI: http://doi.org/10.1007/BF01027070
HULME, C, SNOWLING, M (1992) “DEFICITS IN OUTPUT PHONOLOGY - AN EXPLANATION OF READING FAILURE”, COGNITIVE NEUROPSYCHOLOGY. 9(1) 47-72.
DOI: http://doi.org/10.1080/02643299208252052
HULME, C, SNOWLING, M (1991) “6. Deficits in Output Phonology Cause Developmental Phonological Dyslexia”, Mind & Language. 6(2) 130-134.
DOI: http://doi.org/10.1111/j.1468-0017.1991.tb00183.x
HULME, C, JONES, D (1991) “SPECIAL ISSUE OF THE BRITISH JOURNAL OF PSYCHOLOGY TO MARK THE RETIREMENT OF BROADBENT,DONALD FRS SCD CBE - PREFACE”, BRITISH JOURNAL OF PSYCHOLOGY. 82 257-258.
DOI: http://doi.org/10.1111/j.2044-8295.1991.tb02399.x
HULME, C, MAUGHAN, S, BROWN, GDA (1991) “MEMORY FOR FAMILIAR AND UNFAMILIAR WORDS - EVIDENCE FOR A LONG-TERM-MEMORY CONTRIBUTION TO SHORT-TERM-MEMORY SPAN”, JOURNAL OF MEMORY AND LANGUAGE. 30(6) 685-701.
DOI: http://doi.org/10.1016/0749-596X(91)90032-F
HULME, C, SNOWLING, M, QUINLAN, P (1991) “CONNECTIONISM AND LEARNING TO READ - STEPS TOWARDS A PSYCHOLOGICALLY PLAUSIBLE MODEL”, READING AND WRITING. 3(2) 159-168.
DOI: http://doi.org/10.1007/BF00420032
STOTHARD, S, HULME, C (1991) “A NOTE OF CAUTION CONCERNING THE NEALE ANALYSIS OF READING-ABILITY (REVISED)”, BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 61 226-229.
DOI: http://doi.org/10.1111/j.2044-8279.1991.tb00978.x
SNOWLING, M, CHIAT, S, HULME, C (1991) “WORDS, NONWORDS, AND PHONOLOGICAL PROCESSES - SOME COMMENTS ON GATHERCOLE, WILLIS, EMSLIE, AND BADDELEY”, APPLIED PSYCHOLINGUISTICS. 12(3) 369-373.
DOI: http://doi.org/10.1017/S0142716400009279
Raine, A, Hulme, C, Chadderton, H, Bailey, P (1991) “Verbal short-term memory span in speech-disordered children: implications for articulatory coding in short-term memory.”, Child development. 62(2) 415-423.
DOI: http://doi.org/10.1111/j.1467-8624.1991.tb01541.x
SNOWLING, M, HULME, C (1989) “A LONGITUDINAL CASE-STUDY OF DEVELOPMENTAL PHONOLOGICAL DYSLEXIA”, COGNITIVE NEUROPSYCHOLOGY. 6(4) 379-401.
DOI: http://doi.org/10.1080/02643298908253289
HULME, C, TORDOFF, V (1989) “WORKING MEMORY DEVELOPMENT - THE EFFECTS OF SPEECH RATE, WORD-LENGTH, AND ACOUSTIC SIMILARITY ON SERIAL-RECALL”, JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY. 47(1) 72-87.
DOI: http://doi.org/10.1016/0022-0965(89)90063-5
HULME, C (1988) “THE IMPLAUSIBILITY OF LOW-LEVEL VISUAL DEFICITS AS A CAUSE OF CHILDRENS READING DIFFICULTIES”, COGNITIVE NEUROPSYCHOLOGY. 5(3) 369-374.
DOI: http://doi.org/10.1080/02643298808252942
HULME, C, LORD, R (1988) “KINESTHETIC SENSITIVITY OF NORMAL AND CLUMSY CHILDREN - REPLY”, DEVELOPMENTAL MEDICINE AND CHILD NEUROLOGY. 30(5) 689-690.
Hulme, C, Snowling, M (1988) “The classification of children with reading difficulties.”, Developmental medicine and child neurology. 30(3) 398-402.
DOI: http://doi.org/10.1111/j.1469-8749.1988.tb14569.x
Hulme, C, Lord, R (1988) “The authors have replied as follows:”, Developmental Medicine & Child Neurology. 30(5) 689-691.
DOI: http://doi.org/10.1111/j.1469-8749.1988.tb04814.x
Lord, R, Hulme, C (1988) “Patterns of rotary pursuit performance in clumsy and normal children.”, Journal of child psychology and psychiatry, and allied disciplines. 29(5) 691-701.
DOI: http://doi.org/10.1111/j.1469-7610.1988.tb01889.x
HULME, C (1987) “THE EFFECTS OF ACOUSTIC SIMILARITY ON MEMORY IN CHILDREN - A COMPARISON BETWEEN VISUAL AND AUDITORY PRESENTATION”, APPLIED COGNITIVE PSYCHOLOGY. 1(1) 45-51.
DOI: http://doi.org/10.1002/acp.2350010107
LORD, R, HULME, C (1987) “KINESTHETIC SENSITIVITY OF NORMAL AND CLUMSY CHILDREN”, DEVELOPMENTAL MEDICINE AND CHILD NEUROLOGY. 29(6) 720-725.
MACKENZIE, S, HULME, C (1987) “MEMORY SPAN DEVELOPMENT IN DOWNS-SYNDROME, SEVERELY SUBNORMAL AND NORMAL SUBJECTS”, COGNITIVE NEUROPSYCHOLOGY. 4(3) 303-319.
DOI: http://doi.org/10.1080/02643298708252041
Lord, R, Hulme, C (1987) “Kinaesthetic sensitivity of normal and clumsy children.”, Developmental medicine and child neurology. 29(6) 720-725.
DOI: http://doi.org/10.1111/j.1469-8749.1987.tb08816.x
Lord, R, Hulme, C (1987) “Perceptual judgments of normal and clumsy children.”, Developmental medicine and child neurology. 29(2) 250-257.
DOI: http://doi.org/10.1111/j.1469-8749.1987.tb02143.x
Hulme, C, Lord, R (1986) “Clumsy children--a review of recent research.”, Child: care, health and development. 12(4) 257-269.
DOI: http://doi.org/10.1111/j.1365-2214.1986.tb00505.x
HULME, C, SILVESTER, J, SMITH, S, MUIR, C (1986) “THE EFFECTS OF WORD-LENGTH ON MEMORY FOR PICTURES - EVIDENCE FOR SPEECH CODING IN YOUNG-CHILDREN”, JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY. 41(1) 61-75.
DOI: http://doi.org/10.1016/0022-0965(86)90051-2
Hulme, C, Smart, A, Moran, G, McKinlay, I (1984) “Visual, kinaesthetic and cross-modal judgments of length by clumsy children: a comparison with young normal children.”, Child: care, health and development. 10(2) 117-125.
DOI: http://doi.org/10.1111/j.1365-2214.1984.tb00171.x
HULME, C, THOMSON, N, MUIR, C, LAWRENCE, A (1984) “SPEECH RATE AND THE DEVELOPMENT OF SHORT-TERM-MEMORY SPAN”, JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY. 38(2) 241-253.
DOI: http://doi.org/10.1016/0022-0965(84)90124-3
HULME, C (1984) “DEVELOPMENTAL DIFFERENCES IN THE EFFECTS OF ACOUSTIC SIMILARITY ON MEMORY SPAN”, DEVELOPMENTAL PSYCHOLOGY. 20(4) 650-652.
DOI: http://doi.org/10.1037//0012-1649.20.4.650
Hulme, C (1984) “Developmental differences in the effects of acoustic similarity on memory span”, Developmental Psychology. 20(4) 650-652.
DOI: http://doi.org/10.1037/0012-1649.20.4.650
Hulme, C, Smart, A, Moran, G, Raine, A (1983) “Visual, kinaesthetic and cross-modal development: relationships to motor skill development.”, Perception. 12(4) 477-483.
DOI: http://doi.org/10.1068/p120477
Hulme, C, Turnbull, J (1983) “Intelligence and inspection time in normal and mentally retarded subjects.”, British journal of psychology (London, England : 1953). 74 (Pt 3) 365-370.
DOI: http://doi.org/10.1111/j.2044-8295.1983.tb01868.x
HULME, C, TURNBULL, J (1983) “INTELLIGENCE AND INSPECTION TIME IN NORMAL AND MENTALLY-RETARDED SUBJECTS”, BRITISH JOURNAL OF PSYCHOLOGY. 74(AUG) 365-370.
DOI: http://doi.org/10.1111/j.2044-8295.1983.tb01868.x
Monk, AF, Hulme, C (1983) “Errors in proofreading: evidence for the use of word shape in word recognition.”, Memory & cognition. 11(1) 16-23.
DOI: http://doi.org/10.3758/bf03197657
Hulme, C, Biggerstaff, A, Moran, G, McKinlay, I (1982) “Visual, kinaesthetic and cross-modal judgements of length by normal and clumsy children.”, Developmental medicine and child neurology. 24(4) 461-471.
DOI: http://doi.org/10.1111/j.1469-8749.1982.tb13650.x
Hulme, C, Smart, A, Moran, G (1982) “Visual perceptual deficits in clumsy children.”, Neuropsychologia. 20(4) 475-481.
DOI: http://doi.org/10.1016/0028-3932(82)90046-x
HULME, C, BIGGERSTAFF, A, MORAN, G, MCKINLAY, I (1982) “VISUAL, KINESTHETIC AND CROSS-MODAL JUDGEMENTS OF LENGTH BY NORMAL AND CLUMSY CHILDREN”, DEVELOPMENTAL MEDICINE AND CHILD NEUROLOGY. 24(4) 461-471.
Hulme, C (1981) “The effects of manual tracing on memory in normal and retarded readers: some implications for multi-sensory teaching.”, Psychological research. 43(2) 179-191.
DOI: http://doi.org/10.1007/bf00309828
HULME, C, RICHARDSON, JR (1981) “THE EFFECTS OF ARTICULATORY SUPPRESSION ON READING IDEOGRAPHIC AND ALPHABETIC NUMBERS”, QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY SECTION A-HUMAN EXPERIMENTAL PSYCHOLOGY. 33(MAY) 121-132.
DOI: http://doi.org/10.1080/14640748108400779
Hulme, C (1979) “The interaction of visual and motor memory for graphic forms following tracing.”, The Quarterly journal of experimental psychology. 31(2) 249-261.
DOI: http://doi.org/10.1080/14640747908400724
