Snowling, MJ, Nash, HM, Gooch, DC, Hayiou-Thomas, ME, Hulme, C, Wellcome Language and Reading Project Team (2019) “Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder.”, Child development.
DOI: http://doi.org/10.1111/cdev.13216
Hulme, C, Zhou, L, Tong, X, Lervåg, A, Burgoyne, K (2019) “Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills.”, Developmental science. 22(1) e12745+.
DOI: http://doi.org/10.1111/desc.12745
Snowling, MJ, Lervåg, A, Nash, HM, Hulme, C (2019) “Longitudinal relationships between speech perception, phonological skills and reading in children at high-risk of dyslexia.”, Developmental science. 22(1) e12723+.
DOI: http://doi.org/10.1111/desc.12723
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
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
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
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
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
Hulme, C (2018) “Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability.”, Journal of Experimental Child Psychology.
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
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
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
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
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
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
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
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
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
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
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
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
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.
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
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
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
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 (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
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
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
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
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
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
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 (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
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
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
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
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
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
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, 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.
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
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
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
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
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
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
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
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
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/10.1111/j.1467-8624.1994.tb00733.x
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
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
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
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, 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
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
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
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
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
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
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
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
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
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
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
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, 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, 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
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
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
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, 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) “KINESTHETIC SENSITIVITY OF NORMAL AND CLUMSY CHILDREN - REPLY”, DEVELOPMENTAL MEDICINE AND CHILD NEUROLOGY. 30(5) 689-690.
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, 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
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
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
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) “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 (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.
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, 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, 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 (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
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, 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
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, 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, 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 (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
