Haley, A, Hulme, C, Bowyer-Crane, C, Snowling, MJ, Fricke, S (2017) “Oral language skills intervention in pre-school-a cautionary tale”, International journal of language & communication disorders. 52(1) 71-79.
DOI: http://doi.org/10.1111/1460-6984.12257
Snowling, M, Hulme, C (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.
DOI: http://doi.org/10.1111/jar.12344
Gooch, D, Thompson, P, Nash, HM, Snowling, MJ, Hulme, C (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) 180-187.
DOI: http://doi.org/10.1111/jcpp.12458
Hulme, C, Snowling, MJ (2016) “Reading disorders and dyslexia.”, Current opinion in pediatrics. 28(6) 731-735.
DOI: http://doi.org/10.1097/MOP.0000000000000411
Thompson, PA, Hulme, C, Nash, HM, Gooch, D, Hayiou-Thomas, E, Snowling, MJ (2015) “Developmental dyslexia: Predicting individual risk”, Journal of Child Psychology and Psychiatry and Allied Disciplines. 56(9) 976-987.
DOI: http://doi.org/10.1111/jcpp.12412
Zhou, L, Duff, FJ, Hulme, C (2015) “Phonological and Semantic Knowledge Are Causal Influences on Learning to Read Words in Chinese”, SCIENTIFIC STUDIES OF READING. 19(6) 409-418.
DOI: http://doi.org/10.1080/10888438.2015.1068317
Moll, K, Snowling, MJ, Göbel, SM, Hulme, C (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 53-62.
DOI: http://doi.org/10.1016/j.learninstruc.2015.03.004
Hulme, C, Snowling, MJ (2015) “Learning to Read: What We Know and What We Need to Understand Better.”, Child development perspectives. 7(1) 1-5.
DOI: http://doi.org/10.1111/cdep.12005
Moll, K, Hulme, C, Nag, S, Snowling, MJ (2015) “Sentence repetition as a marker of language skills in children with dyslexia”, Applied Psycholinguistics. 36(2) 203-221.
DOI: http://doi.org/10.1017/S0142716413000209
Duff, FJ, Hulme, C, Grainger, K, Hardwick, SJ, Miles, JNV, Snowling, MJ (2014) “Reading and language intervention for children at risk of dyslexia: A randomised controlled trial”, Journal of Child Psychology and Psychiatry and Allied Disciplines. 55(11) 1234-1243.
DOI: http://doi.org/10.1111/jcpp.12257
Nag, S, Snowling, M, Quinlan, P, Hulme, C (2014) “Child and Symbol Factors in Learning to Read a Visually Complex Writing System”, Scientific Studies of Reading. 18(5) 309-324.
DOI: http://doi.org/10.1080/10888438.2014.892489
Snowling, MJ, Hulme, C (2014) “Closing a Virtuous Circle: Reciprocal Influences Between Theory and Practice in Studies of Reading Intervention”, JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS. 7(3) 300-306.
DOI: http://doi.org/10.1080/19345747.2014.925307
Hulme, C, Snowling, MJ (2014) “The interface between spoken and written language: developmental disorders.”, Philosophical transactions of the Royal Society of London. Series B, Biological sciences. 369(1634) 20120395+.
DOI: http://doi.org/10.1098/rstb.2012.0395
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
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
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
Snowling, MJ, Hulme, C (2013) “Children's reading impairments: From theory to practice”, JAPANESE PSYCHOLOGICAL RESEARCH. 55(2) 186-202.
DOI: http://doi.org/10.1111/j.1468-5884.2012.00541.x
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
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
Caravolas, M, Lervåg, A, Defior, S, Seidlová Málková, G, Hulme, C (2013) “Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies.”, Psychological science. 24(8) 1398-1407.
DOI: http://doi.org/10.1177/0956797612473122
Burgoyne, K, Duff, F, Snowling, M, Buckley, S, Hulme, C (2013) “Training phoneme blending skills in children with Down syndrome”, Child Language Teaching and Therapy. 29(3) 273-290.
DOI: http://doi.org/10.1177/0265659012474674
Melby-Lervåg, M, Hulme, C (2013) “Is working memory training effective? A meta-analytic review.”, Developmental psychology. 49(2) 270-291.
DOI: http://doi.org/10.1037/a0028228
Snowling, M, Dawes, P, Nash, H, Hulme, C (2012) “Validity of a protocol for adult self-report of dyslexia and related difficulties.”, Dyslexia (Chichester, England). 18(1) 1-15.
DOI: http://doi.org/10.1002/dys.1432
Melby-Lervåg, M, Lyster, S-AH, Hulme, C (2012) “Phonological skills and their role in learning to read: a meta-analytic review.”, Psychological bulletin. 138(2) 322-352.
DOI: http://doi.org/10.1037/a0026744
Duff, FJ, Hulme, C (2012) “The Role of Children's Phonological and Semantic Knowledge in Learning to Read Words”, SCIENTIFIC STUDIES OF READING. 16(6) 504-525.
DOI: http://doi.org/10.1080/10888438.2011.598199
Hulme, C, Bowyer-Crane, C, Carroll, JM, Duff, FJ, Snowling, M (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
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.
Hulme, C, Melby-Lervag, M (2012) “Current evidence does not support the claims made for CogMed working memory training”, JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION. 1(3) 197-200.
DOI: http://doi.org/10.1016/j.jarmac.2012.06.006
Melby-Lervåg, M, Lervåg, A, Lyster, S-AH, Klem, M, Hagtvet, B, Hulme, C (2012) “Nonword-repetition ability does not appear to be a causal influence on children's vocabulary development.”, Psychological science. 23(10) 1092-1098.
DOI: http://doi.org/10.1177/0956797612443833
Caravolas, M, Lervåg, A, Mousikou, P, Efrim, C, Litavsky, M, Onochie-Quintanilla, E, Salas, N, Schöffelová, M, Defior, S, Mikulajová, M, Seidlová-Málková, G, Hulme, C (2012) “Common patterns of prediction of literacy development in different alphabetic orthographies.”, Psychological science. 23(6) 678-686.
DOI: http://doi.org/10.1177/0956797611434536
Næss, K-AB, Melby-Lervåg, M, Hulme, C, Lyster, S-AH (2012) “Reading skills in children with Down syndrome: a meta-analytic review.”, Research in developmental disabilities. 33(2) 737-747.
DOI: http://doi.org/10.1016/j.ridd.2011.09.019
Burgoyne, K, Duff, F, Clarke, P, Buckley, S, Snowling, M, Hulme, C (2012) “Cognition, Communication, Social Impairment”, Journal of Intellectual Disability Research. 56(7-8) 696-696.
DOI: http://doi.org/10.1111/j.1365-2788.2012.01583_5.x
Black, JM, Tanaka, H, Stanley, L, Nagamine, M, Zakerani, N, Thurston, A, Kesler, S, Hulme, C, Lyytinen, H, Glover, GH, Serrone, C, Raman, MM, Reiss, AL, Hoeft, F (2012) “Maternal history of reading difficulty is associated with reduced language-related gray matter in beginning readers.”, NeuroImage. 59(3) 3021-3032.
DOI: http://doi.org/10.1016/j.neuroimage.2011.10.024
Hulme, C, Goetz, K, Brigstocke, S, Nash, HM, Lervåg, A, Snowling, MJ (2012) “The growth of reading skills in children with Down Syndrome.”, Developmental science. 15(3) 320-329.
DOI: http://doi.org/10.1111/j.1467-7687.2011.01129.x
Warmington, M, Hulme, C (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) 45-62.
DOI: http://doi.org/10.1080/10888438.2010.534832
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
Burgoyne, K, Duff, FJ, Clarke, PJ, Buckley, S, Snowling, MJ, Hulme, C (2012) “Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial.”, Journal of child psychology and psychiatry, and allied disciplines. 53(10) 1044-1053.
DOI: http://doi.org/10.1111/j.1469-7610.2012.02557.x
Snowling, MJ, Hulme, C (2012) “Interventions for children's language and literacy difficulties.”, International journal of language & communication disorders. 47(1) 27-34.
DOI: http://doi.org/10.1111/j.1460-6984.2011.00081.x
Snowling, MJ, Hulme, C (2012) “Annual research review: the nature and classification of reading disorders--a commentary on proposals for DSM-5.”, Journal of child psychology and psychiatry, and allied disciplines. 53(5) 593-607.
DOI: http://doi.org/10.1111/j.1469-7610.2011.02495.x
Duff, FJ, Hayiou-Thomas, ME, Hulme, C (2012) “Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles”, READING AND WRITING. 25(3) 621-640.
DOI: http://doi.org/10.1007/s11145-010-9291-6
Gooch, D, Snowling, MJ, Hulme, C (2012) “Reaction time variability in children with ADHD symptoms and/or dyslexia.”, Developmental neuropsychology. 37(5) 453-472.
DOI: http://doi.org/10.1080/87565641.2011.650809
Næss, K-AB, Lyster, S-AH, Hulme, C, Melby-Lervåg, M (2011) “Language and verbal short-term memory skills in children with Down syndrome: a meta-analytic review.”, Research in developmental disabilities. 32(6) 2225-2234.
DOI: http://doi.org/10.1016/j.ridd.2011.05.014
Tanaka, H, Black, JM, Hulme, C, Stanley, LM, Kesler, SR, Whitfield-Gabrieli, S, Reiss, AL, Gabrieli, JDE, Hoeft, F (2011) “The brain basis of the phonological deficit in dyslexia is independent of IQ.”, Psychological science. 22(11) 1442-1451.
DOI: http://doi.org/10.1177/0956797611419521
Strong, GK, Torgerson, CJ, Torgerson, D, Hulme, C (2011) “A systematic meta-analytic review of evidence for the effectiveness of the 'Fast ForWord' language intervention program.”, Journal of child psychology and psychiatry, and allied disciplines. 52(3) 224-235.
DOI: http://doi.org/10.1111/j.1469-7610.2010.02329.x
Hoeft, F, McCandliss, BD, Black, JM, Gantman, A, Zakerani, N, Hulme, C, Lyytinen, H, Whitfield-Gabrieli, S, Glover, GH, Reiss, AL, Gabrieli, JDE (2011) “Neural systems predicting long-term outcome in dyslexia.”, Proceedings of the National Academy of Sciences of the United States of America. 108(1) 361-366.
DOI: http://doi.org/10.1073/pnas.1008950108
Bowyer-Crane, C, Duff, F, Hulme, C, Snowling, M (2011) “Response to early intervention of children with specific and general language impairment”, Learning Disabilities: A Contemporary Journal. (9) 107-121.
Nation, K, Hulme, C (2011) “Learning to read changes children's phonological skills: evidence from a latent variable longitudinal study of reading and nonword repetition.”, Developmental science. 14(4) 649-659.
DOI: http://doi.org/10.1111/j.1467-7687.2010.01008.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
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
Gooch, D, Snowling, M, Hulme, C (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) 195-203.
DOI: http://doi.org/10.1111/j.1469-7610.2010.02312.x
Hulme, C, Snowling, MJ (2011) “Children's Reading Comprehension Difficulties: Nature, Causes, and Treatments”, CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE. 20(3) 139-142.
DOI: http://doi.org/10.1177/0963721411408673
Snowling, MJ, Hulme, C (2011) “Evidence-based interventions for reading and language difficulties: Creating a virtuous circle”, British Journal of Educational Psychology. 81(1) 1-23.
DOI: http://doi.org/10.1111/j.2044-8279.2010.02014.x
Melby-Lervåg, M, Hulme, C (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) 1694-1700.
DOI: http://doi.org/10.1177/0956797610385355
Lervag, A, Hulme, C (2010) “Predicting the Growth of Early Spelling Skills: Are There Heterogeneous Developmental Trajectories?”, SCIENTIFIC STUDIES OF READING. 14(6) 485-513.
DOI: http://doi.org/10.1080/10888431003623488
Clarke, PJ, Snowling, MJ, Truelove, E, Hulme, C (2010) “Ameliorating children's reading-comprehension difficulties: a randomized controlled trial.”, Psychological science. 21(8) 1106-1116.
DOI: http://doi.org/10.1177/0956797610375449
Snowling, MJ, Hulme, C (2009) Reading and Other Specific Learning Difficulties. 802-819.
DOI: http://doi.org/10.1002/9781444300895.ch48
Lervåg, A, Hulme, C (2009) “Rapid automatized naming (RAN) taps a mechanism that places constraints on the development of early reading fluency.”, Psychological science. 20(8) 1040-1048.
DOI: http://doi.org/10.1111/j.1467-9280.2009.02405.x
Lervåg, A, Bråten, I, Hulme, C (2009) “The cognitive and linguistic foundations of early reading development: a Norwegian latent variable longitudinal study.”, Developmental psychology. 45(3) 764-781.
DOI: http://doi.org/10.1037/a0014132
Goetz, K, Hulme, C, Brigstocke, S, Carroll, JM, Nasir, L, Snowling, M (2008) “Training reading and phoneme awareness skills in children with Down syndrome”, READING AND WRITING. 21(4) 395-412.
DOI: http://doi.org/10.1007/s11145-007-9089-3
Duff, FJ, Fieldsend, E, Bowyer-Crane, C, Hulme, C, Smith, G, Gibbs, S, Snowling, MJ (2008) “Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention”, JOURNAL OF RESEARCH IN READING. 31(3) 319-336.
DOI: http://doi.org/10.1111/j.1467-9817.2008.00376.x
Bowyer-Crane, C, Snowling, MJ, Duff, FJ, Fieldsend, E, Carroll, JM, Miles, J, Götz, K, Hulme, C (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, and allied disciplines. 49(4) 422-432.
DOI: http://doi.org/10.1111/j.1469-7610.2007.01849.x
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
Hulme, C, Goetz, K, Gooch, D, Adams, J, Snowling, MJ (2007) “Paired-associate learning, phoneme awareness, and learning to read.”, Journal of experimental child psychology. 96(2) 150-166.
DOI: http://doi.org/10.1016/j.jecp.2006.09.002
Hatcher, PJ, Hulme, C, Miles, JNV, Carroll, JM, Hatcher, J, Gibbs, S, Smith, G, Bowyer-Crane, C, Snowling, MJ (2006) “Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial.”, Journal of child psychology and psychiatry, and allied disciplines. 47(8) 820-827.
DOI: http://doi.org/10.1111/j.1469-7610.2005.01559.x
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
Hulme, C, Snowling, M (2006) “Language skills, learning to read and reading intervention”, London Review of Education. 4(1) 63-76.
DOI: http://doi.org/10.1080/13603110600574462
Morin, C, Poirier, M, Fortin, C, Hulme, C (2006) “Word frequency and the mixed-list paradox in immediate and delayed serial recall.”, Psychonomic bulletin & review. 13(4) 724-729.
DOI: http://doi.org/10.3758/bf03193987
Hulme, C, Neath, I, Stuart, G, Shostak, L, Surprenant, AM, Brown, GDA (2006) “The distinctiveness of the word-length effect.”, Journal of experimental psychology. Learning, memory, and cognition. 32(3) 586-594.
DOI: http://doi.org/10.1037/0278-7393.32.3.586
Allen, R, Hulme, C (2006) “Speech and language processing mechanisms in verbal serial recall”, JOURNAL OF MEMORY AND LANGUAGE. 55(1) 64-88.
DOI: http://doi.org/10.1016/j.jml.2006.02.002
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”, British Journal of Educational Psychology. 76(2) 351-367.
DOI: http://doi.org/10.1348/000709905X39170
Nikolopoulos, D, Goulandris, N, Hulme, C, Snowling, MJ (2006) “The cognitive bases of learning to read and spell in Greek: evidence from a longitudinal study.”, Journal of experimental child psychology. 94(1) 1-17.
DOI: http://doi.org/10.1016/j.jecp.2005.11.006
Hulme, C, Snowling, M, Caravolas, M, Carroll, J (2005) “Phonological skills are (probably) one cause of success in learning to read: A comment on Castles and Coltheart”, SCIENTIFIC STUDIES OF READING. 9(4) 351-365.
DOI: http://doi.org/10.1207/s1532799xssr0904_2
Caravolas, M, Kessler, B, Hulme, C, Snowling, M (2005) “Effects of orthographic consistency, frequency, and letter knowledge on children's vowel spelling development.”, Journal of experimental child psychology. 92(4) 307-321.
DOI: http://doi.org/10.1016/j.jecp.2005.08.001
Caravolas, M, Volín, J, Hulme, C (2005) “Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: evidence from Czech and English children.”, Journal of experimental child psychology. 92(2) 107-139.
DOI: http://doi.org/10.1016/j.jecp.2005.04.003
Durand, M, Hulme, C, Larkin, R, Snowling, M (2005) “The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds (vol 91, pg 113, 2005)”, Journal of Experimental Child Psychology. 91(2) 113-136.
DOI: http://doi.org/10.1016/j.jecp.2005.07.004
Clarke, P, Hulme, C, Snowling, M (2005) “Individual differences in RAN and reading: a response timing analysis”, JOURNAL OF RESEARCH IN READING. 28(2) 73-86.
DOI: http://doi.org/10.1111/j.1467-9817.2005.00255.x
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
Hulme, C, Caravolas, M, Málková, G, Brigstocke, S (2005) “Phoneme isolation ability is not simply a consequence of letter-sound knowledge.”, Cognition. 97(1) B1-11.
DOI: http://doi.org/10.1016/j.cognition.2005.01.002
Muter, V, Hulme, C, Snowling, MJ, Stevenson, J (2004) “Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study.”, Developmental psychology. 40(5) 665-681.
DOI: http://doi.org/10.1037/0012-1649.40.5.665
Hatcher, PJ, Hulme, C, Snowling, MJ (2004) “Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure.”, Journal of child psychology and psychiatry, and allied disciplines. 45(2) 338-358.
DOI: http://doi.org/10.1111/j.1469-7610.2004.00225.x
Hulme, C, Suprenant, AM, Bireta, TJ, Stuart, G, Neath, I (2004) “Abolishing the word-length effect.”, Journal of experimental psychology. Learning, memory, and cognition. 30(1) 98-106.
DOI: http://doi.org/10.1037/0278-7393.30.1.98
Snowling, MJ, Hulme, C (2003) “A critique of claims from Reynolds, Nicolson & Hambly (2003) that DDAT is an effective treatment for children with reading difficulties--'lies, damned lies and (inappropriate) statistics'?”, Dyslexia (Chichester, England). 9(2) 127-133.
DOI: http://doi.org/10.1002/dys.245
Hulme, C, Stuart, G, Brown, G, Morin, C (2003) “High- and low-frequency words are recalled equally well in alternating lists: Evidence for associative effects in serial recall”, Journal of Memory and Language. 49(4) 500-518.
DOI: http://doi.org/10.1016/S0749-596X(03)00096-2
Carroll, JM, Snowling, MJ, Hulme, C, Stevenson, J (2003) “The development of phonological awareness in preschool children.”, Developmental psychology. 39(5) 913-923.
DOI: http://doi.org/10.1037/0012-1649.39.5.913
Roodenrys, S, Lethbridge, A, Hinton, M, Nimmo, LM, Hulme, C (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 (2002) “Phonemes, rimes, and the mechanisms of early reading development”, JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY. 82(1) 58-64.
DOI: http://doi.org/10.1006/jecp.2002.2674
Hulme, C, Hatcher, PJ, Nation, K, Brown, A, Adams, J, Stuart, G (2002) “Phoneme awareness is a better predictor of early reading skill than onset-rime awareness.”, Journal of experimental child psychology. 82(1) 2-28.
DOI: http://doi.org/10.1006/jecp.2002.2670
Snowling, MJ, Hulme, C, Mercer, RC (2002) “A deficit in rime awareness in children with Down syndrome”, Reading and Writing. 15(5-6) 471-495.
Caravolas, M, Hulme, C, Snowling, MJ (2001) “The foundations of spelling ability: Evidence from a 3-year longitudinal study”, JOURNAL OF MEMORY AND LANGUAGE. 45(4) 751-774.
DOI: http://doi.org/10.1006/jmla.2000.2785
Nation, K, Allen, R, Hulme, C (2001) “The limitations of orthographic analogy in early reading development: performance on the clue-word task depends on phonological priming and elementary decoding skill, not the use of orthographic analogy.”, Journal of experimental child psychology. 80(1) 75-94.
DOI: http://doi.org/10.1006/jecp.2000.2614
Hulme, C, Laing, E, Karmiloff-Smith, A, Grant, J (2001) “Learning to read in Williams syndrome: looking beneath the surface of atypical reading development.”, Journal of Child Psychology and Psychiatry. 42(6) 729-739.
DOI: http://doi.org/10.1111/1469-7610.00769
Stuart, G, Hulme, C (2000) “The effects of word co-occurrence on short-term memory: associative links in long-term memory affect short-term memory performance.”, Journal of Experimental Psychology: Learning, Memory, and Cognition. 26(3) 796-802.
DOI: http://doi.org/10.1037//0278-7393.26.3.796
Brown, GD, Preece, T, Hulme, C (2000) “Oscillator-based memory for serial order.”, Psychological review. 107(1) 127-181.
DOI: http://doi.org/10.1037/0033-295x.107.1.127
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
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
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
Hulme, C, West, G, Vadillo, M “The procedural learning deficit hypothesis of language learning disorders: we see some problems”, Developmental Science.
DOI: http://doi.org/10.1111/desc.12552
Snowling, M “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.
DOI: http://doi.org/10.1111/jcpp.12648
Snowling, M, Hamilton, L, Hulme, C, Hayiou-Thomas, ME “The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia”, Scientific Studies of Reading.
DOI: http://doi.org/10.1080/10888438.2016.1213266
Newbury, D, Pettigrew, KA, Frinton, E, Nudel, R, Chan, MTM, Thompson, P, Hayiou-Thomas, ME, Talcott, JB, Stein, J, Monaco, AP, Hulme, C, Snowling, MJ, Paracchini, S “Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes”, Journal of Neurodevelopmental Disorders.
DOI: http://doi.org/10.1186/s11689-016-9157-6
Snowling, M, Thompson, P “Precursors of reading difficulties in Czech and Slovak children at-risk of dyslexia”, Dyslexia.
DOI: http://doi.org/10.1002/dys.1526
Snowling, M “Are the literacy difficulties that characterise developmental dyslexia associated with a failure to integrate letters and speech sounds?”, Developmental Science.
DOI: http://doi.org/10.1111/desc.12423
Snowling, M, Duff, FJ, Nash, HM, Hulme, C “Language profiles and literacy outcomes of children with resolving, emerging or persisting language impairment”, Journal of Child Psychology and Psychiatry.
DOI: http://doi.org/10.1111/jcpp.12497
Pettigrew, KA, Reeves, E, Leavett, R, Hayiou-Thomas, ME, Sharma, A, Simpson, NH, Thompson, P, Martinelli, A, Hulme, C, Snowling, MJ, Newbury, DF, Paracchini, S “Copy Number Variation Screen Identifies a Rare De Novo Deletion at Chromosome 15q13.1-13.3 in a Child with Language Impairment.”, PLoS One.
DOI: http://doi.org/10.1371/journal.pone.0134997
