Department of Education

Charles Hulme

Professor of Psychology and Education

College Affiliation: Brasenose College

Charles Hulme is Professor of Psychology and Education in the Department of Education and William Golding Senior Research Fellow at Brasenose College.

He has broad research interests in reading, language and memory processes and their development and is an expert on randomized controlled trials in Education. His work on reading development has made important contributions to understanding the role of phonological skills in learning to read. He has also explored the role of wider language skills (particularly vocabulary knowledge and grammatical skills) as influences on the development of reading comprehension.

His publications include a number of assessment materials including the Phonological Abilities Test (1997), the York Assessment of Reading for Comprehension (YARC, 2009) and Sound Linkage (2014) as well as several books dealing with various aspects of reading development. He is the former Editor-in –Chief of the journal ‘Scientific Studies of Reading’ (2007-2009) and is currently a Senior Editor of the Association of Psychological Science’s flagship journal, Psychological Science.

In 2009 he published “Developmental disorders of language, learning and cognition” (Wiley-Blackwell; co-authored with Maggie Snowling). He holds an honorary doctorate from the University of Oslo (2014) and is a member of Academia Europea and a Fellow of the Academy of Social Sciences. He received the Feitelson Research Award from the International Reading Association (1998) and the Marion Welchman International Award for Contributions to the study of Dyslexia from the British Dyslexia Association (2016).  He is a Fellow of the Academy of Social Sciences, a Fellow of Academia Europaea and a Fellow of the British Academy

Charles Hulme would welcome informal contacts from prospective doctoral students interested in the following topics:

Developmental dyslexia
Reading comprehension impairment
The development of arithmetic skills
Reading and language intervention

Research interests:
Developmental cognitive disorders; development of reading, language and arithmetic skills in children; randomized controlled trials in education.

Google Scholar Citations

Funded Research Projects:

  • Newbury, D. Snowling, M. & Hulme, C.

  • 2015-2018

    A language and reading intervention programme for Chile, piloted in the Robinson Crusoe population. ESRC. £348,731. ES/N01913X/1

  • Hulme, C., Nash, H., & Halliday, L.

  • 2015-2018

    The role of automatic letter-speech sound integration in reading development and dyslexia. ESRC. £352,000

  • Hulme, C., & Snowling, The Nuffield Early Language Intervention Programme – Primary

  • 2017-2019

    A randomized controlled trial. Education Endowment Foundation. £450K

  • Herman, R., Kyle, F., Roy, P.

  • 2018-2019

    Evaluating a language and reading programme for deaf and hearing children. £100,000 . Nuffield Foundation.

  • Hulme, C., & Snowling, The Nuffield Nursery Language Programme

  • 2019-2021

    Development and Evaluation. £571,825.87 Grant ref EDO/43387. Nuffield Foundation

Doctoral Applications

Charles welcomes doctoral applications from students interested in the following research areas:

  • Developmental dyslexia
  • Reading comprehension impairment
  • The development of arithmetic skills
  • Reading and language intervention

Publications:

  • Books

    • Hulme, C, Hatcher, PJ, Duff, F (2014) Sound Linkage. Third Edition. Wiley-Blackwell: Chichester, England.

    • Clarke, PJ, Truelove, E, Hulme, C, Snowling, MJ (2013) Developing reading comprehension.
      DOI: http://doi.org/10.1002/9781118606711

    • Burgoyne, K, Duff, F, Clarke, P, Smith, G, Buckley, S, Hulme, C, Snowling, M, Duff, F (2012) A Reading and Language Intervention for Children with Down Syndrome. Down Syndrome Education International.

    • Carroll, JM, Bowyer-Crane, C, Duff, FJ, Hulme, C, Snowling, MJ (2011) Developing Language and Literacy: Effective Intervention in the Early Years.
      DOI: http://doi.org/10.1002/9780470977460

    • Hulme, C, Snowling, M (2009) Developmental Disorders of Language Learning and Cognition. Oxford, England: Wiley-Blackwell.

    • Snowling, MJ, Hulme, C (2008) The Science of Reading: A Handbook.
      DOI: http://doi.org/10.1002/9780470757642

  • Book chapters

    • Snowling, MJ, Hulme, C (2015) “Disorders of reading, mathematical and motor development”, In: Rutter's Child and Adolescent Psychiatry: Sixth Edition. 702-718
      DOI: http://doi.org/10.1002/9781118381953.ch53

    • Snowling, MJ, Hulme, C (2008) “Reading intervention for children with language learning difficulties”, In: Understanding Developmental Language Disorders: From Theory to Practice. 175-188
      DOI: http://doi.org/10.4324/9780203882580

    • Stuart, GP, Hulme, C (2008) “Lexical and semantic influences on immediate serial recall: A role for redintegration”, In: Interactions Between Short-Term and Long-Term Memory in the Verbal Domain. 157-176
      DOI: http://doi.org/10.4324/9780203938966

    • Hulme, C, Snowling, M (2008) “Reading and other specific learning difficulties”, In: M Rutter (ed.) Rutter's child and adolescent psychiatry. Oxford, England: Blackwell. 802-819

    • Hulme, C, Snowling, M (2008) “Reading Intervention for Children with Language Learning Difficulties”, In: CF Norbury, JB Tomblin, DVM Bishop (eds.) Understanding Developmental Language Disorders From Theory to Practice. Hove, England: Psychology Press. 175-188

    • Hulme, C, Monaghan, P, Chater, N (2005) “Levels of representation in language development”, In: B Bara, L Barsalou, M Bucciarelli (eds.) Proceedings of the 27th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum. 1531-1536

    • Hulme, C, Snowling, M (2005) “Learning to read with a language impairment”, In: C Hulme, M Snowling (eds.) The Science of Reading: A Handbook. Oxford, England: Blackwell. 397-412

  • Journal articles

    • West, G, Vadillo, MA, Shanks, DR, Hulme, C (2018) “The procedural learning deficit hypothesis of language learning disorders: we see some problems.”, Developmental science. 21(2)
      DOI: http://doi.org/10.1111/desc.12552

    • Hayiou-Thomas, ME, Carroll, JM, Leavett, R, Hulme, C, Snowling, MJ (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, and allied disciplines. 58(2) 197-205.
      DOI: http://doi.org/10.1111/jcpp.12648

    • Nash, HM, Gooch, D, Hulme, C, Mahajan, Y, McArthur, G, Steinmetzger, K, Snowling, MJ (2017) “Are the literacy difficulties that characterize developmental dyslexia associated with a failure to integrate letters and speech sounds?”, Developmental science. 20(4)
      DOI: http://doi.org/10.1111/desc.12423

    • 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. Brief report”, Journal of Applied Research in Intellectual Disabilities.

    • Moll, K, Thompson, PA, Mikulajova, M, Jagercikova, Z, Kucharska, A, Franke, H, Hulme, C, Snowling, MJ (2016) “Precursors of Reading Difficulties in Czech and Slovak Children At-Risk of Dyslexia.”, Dyslexia (Chichester, England). 22(2) 120-136.
      DOI: http://doi.org/10.1002/dys.1526

    • 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

    • Pettigrew, KA, Frinton, E, Nudel, R, Chan, MTM, Thompson, P, Hayiou-Thomas, ME, Talcott, JB, Stein, J, Monaco, AP, Hulme, C, Snowling, MJ, Newbury, DF, Paracchini, S (2016) “Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes.”, Journal of neurodevelopmental disorders. 8 24+.
      DOI: http://doi.org/10.1186/s11689-016-9157-6

    • Hamilton, LG, Hayiou-Thomas, ME, Hulme, C, Snowling, MJ (2016) “The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia.”, Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading. 20(5) 401-419.
      DOI: http://doi.org/10.1080/10888438.2016.1213266

    • 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

    • Snowling, MJ, Duff, FJ, Nash, HM, Hulme, C (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) 1360-1369.
      DOI: http://doi.org/10.1111/jcpp.12497

    • 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

    • 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

    • 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

    • 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

    • Hulme, C, Nash, HM, Gooch, D, Lervåg, A, Snowling, MJ (2015) “The Foundations of Literacy Development in Children at Familial Risk of Dyslexia.”, Psychological science. 26(12) 1877-1886.
      DOI: http://doi.org/10.1177/0956797615603702

    • Pettigrew, KA, Reeves, E, Leavett, R, Hayiou-Thomas, ME, Sharma, A, Simpson, NH, Martinelli, A, Thompson, P, Hulme, C, Snowling, MJ, Newbury, DF, 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) e0134997+.
      DOI: http://doi.org/10.1371/journal.pone.0134997

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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

    • Burgoyne, K, Duff, F, Snowling, M, Buckley, S, Hulme, C (2013) “Training phoneme blending skills in children with Down syndrome”, CHILD LANGUAGE TEACHING & 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

    • 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, 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

    • 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

    • 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

    • 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

    • 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, 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

    • (2012) “Cognition, Communication, Social Impairment”, Journal of Intellectual Disability Research. 56(7-8) 693-702.
      DOI: http://doi.org/10.1111/j.1365-2788.2012.01583_5.x

    • 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

    • 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 (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

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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”, British Journal of Educational Psychology. 81(1) 1-23.
      DOI: http://doi.org/10.1111/j.2044-8279.2010.02014.x

    • 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.

    • 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.”, The British journal of educational psychology. 81(Pt 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

    • 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

    • 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

    • 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

    • Snowling, MJ, Hulme, C (2006) “Language skills, learning to read and reading intervention”, London Review of Education. 4(1) 63-76.
      DOI: http://doi.org/10.1080/13603110600574462

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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 (2006) “The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds (vol 91, pg 113, 2005)”, JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY. 93(3) 282-283.
      DOI: http://doi.org/10.1016/j.jecp.2005.07.004

    • 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

    • 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

    • 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.”, Journal of experimental child psychology. 91(2) 113-136.
      DOI: http://doi.org/10.1016/j.jecp.2005.01.003

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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

    • Hulme, C, Stuart, G, Brown, GDA, 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

    • 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

    • 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.

    • 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

    • 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

    • Laing, E, Hulme, C, Grant, J, Karmiloff-Smith, A (2001) “Learning to read in Williams syndrome: looking beneath the surface of atypical reading development.”, Journal of child psychology and psychiatry, and allied disciplines. 42(6) 729-739.
      DOI: http://doi.org/10.1111/1469-7610.00769

    • 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

    • 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

    • 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

    • 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

  • Other

    • Hulme, C, Brigstocke, S, Moll, K (2016) Test of Arithmetic and Basic Number Skills (TOBANS). Oxford, England: Oxford University Press.

    • Hulme, C, Stothard, SE, Clarke, P, Barmby, P, Snowling, M (2010) YARC York Assessment of Reading for Comprehension (Secondary). GL Assessment.

    • Hulme, C, Snowling, M, Stothard, SE, Clarke, P, Bowyer-Crane, C, Harrington, A, Truelove, E, Nation, K (2009) YARC York Assessment of Reading for Comprehension. Passage Reading. GL Publishers.

    • Hulme, C, Stothard, SE, Clarke, P, Bowyer-Crane, C, Harrington, A, Truelove, E, Snowling, M (2009) YARC York Assessment of Reading for Comprehension. Early Reading.. GL Publishers.

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