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.
In April 2021 it was announced that an Oxford team, led by Charles and Maggie Snowling, has developed the Nuffield Early Language Intervention (NELI) programme which improves oral language skills in young children. As a result of official funding, it is hoped that all primary schools in England that want it, will benefit from the Oxford oral language programme. Last autumn, the Department for Education announced a £9 million investment in the programme, with a further £8 million announced for next academic year. Read more on the University of Oxford’s Arts Blog.
Charles’ 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 a former Senior Editor of the Association of Psychological Science’s flagship journal, Psychological Science (2012-2019).
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
Research
Books
Hulme, C., & Mackenzie, S. (2014). Working Memory and Severe Learning Difficulties (PLE: Memory). Taylor & Francis. https://doi.org/10.4324/9781315795737
Hulme, C., Hatcher, P., & Duff, F. (2014). Sound Linkage. Chichester, England.
Clarke, P., Truelove, E., Hulme, C., & Snowling, M. (2013). Developing reading comprehension (pp. 1-193). https://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, J., Bowyer-Crane, C., Duff, F., Hulme, C., & Snowling, M. (2011). Developing Language and Literacy: Effective Intervention in the Early Years. https://doi.org/10.1002/9780470977460
Hulme, C., & Snowling, M. (2009). Developmental Disorders of Language Learning and Cognition. Wiley-Blackwell.
Snowling, M., & Hulme, C. (2008). The Science of Reading: A Handbook (pp. 1-661). https://doi.org/10.1002/9780470757642
Book chapters
Duff, F., Hulme, C., & Snowling, M. (2016). Learning Disorders and Dyslexia. In Encyclopedia of Mental Health: Second Edition (pp. 5-11). https://doi.org/10.1016/B978-0-12-397045-9.00062-8
Hulme, C., & Melby-Lervåg, M. (2015). Educational interventions for children’s learning difficulties. In Rutter’s Child and Adolescent Psychiatry: Sixth Edition (pp. 533-544). https://doi.org/10.1002/9781118381953.ch41
Snowling, M., & Hulme, C. (2015). Disorders of reading, mathematical and motor development. In Rutter’s Child and Adolescent Psychiatry: Sixth Edition (pp. 702-718). https://doi.org/10.1002/9781118381953.ch53
Hulme, C., & Snowling, M. (2008). Reading Intervention for Children with Language Learning Difficulties. In C. Norbury, J. Tomblin, & D. Bishop (Eds.), Understanding Developmental Language Disorders From Theory to Practice (pp. 175-188). Psychology Press.
Stuart, G., & 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 (pp. 157-176). https://doi.org/10.4324/9780203938966
Snowling, M., & Hulme, C. (2008). Reading intervention for children with language learning difficulties. In Understanding Developmental Language Disorders: From Theory to Practice (pp. 175-188). https://doi.org/10.4324/9780203882580
Hulme, C., & Snowling, M. (2008). Reading and other specific learning difficulties. In M. Rutter (Ed.), Rutter’s child and adolescent psychiatry (pp. 802-819). Blackwell.
Hulme, C., & Snowling, M. (2005). Learning to read with a language impairment. In C. Hulme & M. Snowling (Eds.), The Science of Reading: A Handbook (pp. 397-412). Blackwell.
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 (pp. 1531-1536). Lawrence Erlbaum.
Journal articles
Kulkarni, A., Chadd, K., Lambert, S., Earl, G., Longhurst, L., McKean, C., Hulme, C., McGregor, K., Cunniff, A., Pagnamenta, E., Joffe, V., Ebbels, S., Bangera, S., Wallinger, J., & Norbury, C. (2022). Editorial Perspective: Speaking up for developmental language disorder - the top 10 priorities for research. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 63(8), 957-960. https://doi.org/10.1111/jcpp.13592
Snowling, M., West, G., Fricke, S., Bowyer-Crane, C., Dilnot, J., Cripps, D., Nash, M., & Hulme, C. (2022). Delivering language intervention at scale: promises and pitfalls. Journal of Research in Reading, 45(3), 342-366. https://doi.org/10.1111/1467-9817.12391
Torkildsen, J., Bratlie, S., Kristensen, J., Gustafsson, J.-E., Lyster, S.-A., Snow, C., Hulme, C., Mononen, R.-M., Naess, K.-A., Lopez-Pedersen, A., Wie, O., & Hagtvet, B. (2022). App-Based Morphological Training Produces Lasting Effects on Word Knowledge in Primary School Children: A Randomized Controlled Trial. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 114(4), 833-854. https://doi.org/10.1037/edu0000688
Buchanan-Worster, E., Hulme, C., Dennan, R., & MacSweeney, M. (2021). Speechreading in hearing children can be improved by training. Developmental Science, 24(6), e13124. https://doi.org/10.1111/desc.13124
Malone, S., Pritchard, V., & Hulme, C. (2021). Separable effects of the approximate number system, symbolic number knowledge, and number ordering ability on early arithmetic development. Journal of Experimental Child Psychology, 208, 105120. https://doi.org/10.1016/j.jecp.2021.105120
West, G., Melby-Lervag, M., & Hulme, C. (2021). Is a procedural learning deficit a causal risk factor for developmental language disorder or dyslexia? a meta-analytic review. Developmental Psychology, 57(5), 749-770. https://doi.org/10.1037/dev0001172
Snowling, M., Hulme, C., & Stein, J. (2021). A rare missense variant in the ATP2C2 gene is associated with language impairment and related measures. Human Molecular Genetics, 30(12), 1160-1171. https://doi.org/10.1093/hmg/ddab111
West, G., Snowling, M., Lervåg, A., Duta, M., & Hulme, C. (2021). Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial. Journal of Child Psychology and Psychiatry, 62(12), 1425-1434. https://doi.org/10.1111/jcpp.13415
Hulme, C., Snowling, M., West, G., Melby-Lervåg, M., & Lervåg, A. (2020). Children’s language skills can be improved: lessons from psychological science for educational policy. Current Directions in Psychological Science, 29(4), 372-377. https://doi.org/10.1177/0963721420923684
Mesa Guecha, C., Newbury, D., Hulme, C., Snowling, M., & Nash, M. (2020). The effects of reading and language intervention on literacy skills in children in a remote community: an exploratory randomized controlled trial. International Journal of Educational Research, 100(2020). https://doi.org/10.1016/j.ijer.2020.101535
Malone, S., Burgoyne, K., & Hulme, C. (2020). Number Knowledge and the Approximate Number System Are Two Critical Foundations for Early Arithmetic Development. Journal of Educational Psychology, 112(6), 1167-1182. https://doi.org/10.1037/edu0000426
Snowling, M., Hayiou-Thomas, M., Nash, H., & Hulme, C. (2019). Dyslexia and developmental language disorder: Comorbid disorders with distinct effects on reading comprehension. Journal of Child Psychology and Psychiatry, 61(6), 672-680. https://doi.org/10.1111/jcpp.13140
Malone, S., Pritchard, V., Heron-Delaney, M., Burgoyne, K., Lervåg, A., & Hulme, C. (2019). Data on numerosity discrimination, inhibition and arithmetic during the early school years. Data in Brief, 25, 104062. https://doi.org/10.1016/j.dib.2019.104062
Hulme, C. (2019). Mind the (inferential) gap: Giles et al. (2018) provide no convincing evidence for a causal relationship between interceptive-timing ability and arithmetic attainment. Psychological Science, 30(7), 1097-1098. https://ora.ox.ac.uk/objects/uuid:86c6fda2-f2c4-4537-9543-371461cf17b6
Pritchard, V., Malone, S., Burgoyne, K., Heron-Delaney, M., Bishop, D., & Hulme, C. (2019). Stage 2 Registered Report: There is no appreciable relationship between strength of hand preference and language ability in 6- to 7-year-old children. Wellcome Open Research, 4. https://doi.org/10.12688/wellcomeopenres.15254.1
Malone, ., Pritchard, V., Heron-Delaney, M., Burgoyne, K., Lervåg, A., & Hulme, C. (2019). The relationship between numerosity discrimination and arithmetic skill reflects the approximate number system and cannot be explained by inhibitory control. Journal of Experimental Child Psychology, 184, 220-231. https://doi.org/10.1016/j.jecp.2019.02.009
Pritchard, V., Malone, ., Burgoyne, K., Heron-Delaney, M., Bishop, D., & Hulme, C. (2019). Stage 1 Registered Report: The relationship between handedness and language ability in children. Wellcome Open Research, 4. https://doi.org/10.12688/wellcomeopenres.15077.1
West, G., Vadillo, M., Shanks, ., & Hulme, C. (2019). The procedural deficit hypothesis of language learning disorders: We still see some serious problems. Developmental Science, 22(4). https://doi.org/10.1111/desc.12813
Snowling, M., Nash, H., Gooch, D., Hayiou-Thomas, M., & Hulme, C. (2019). Developmental outcomes for children at high risk of dyslexia and children with developmental language disorder. Child Development, 90(5), e548 - e564. https://doi.org/10.1111/cdev.13216
Burgoyne, K., Lervag, A., Malone, S., & Hulme, C. (2019). Speech difficulties at school entry are a significant risk factor for later reading difficulties. EARLY CHILDHOOD RESEARCH QUARTERLY, 49, 40-48. https://doi.org/10.1016/j.ecresq.2019.06.005
Pritchard, V., Malone, S., Burgoyne, K., Heron-Delaney, M., Bishop, D., & Hulme, C. (2019). Stage 1 Registered Report: The relationship between handedness and language ability in children. https://doi.org/10.12688/wellcomeopenres.15077.1
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, 22(1). https://doi.org/10.1111/desc.12745
Snowling, M., Lervag, A., Nash, H., & Hulme, C. (2018). Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia. Developmental Science, 22(1). https://doi.org/10.1111/desc.12723
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. https://doi.org/10.1111/1460-6984.12404
Snowling, M., 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. https://doi.org/10.1177/0956797618763090
Clayton, F., 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. https://doi.org/10.1016/j.jecp.2018.01.004
Clayton, F., 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. https://doi.org/10.1016/j.jecp.2018.01.004
Clayton, F., & Hulme, C. (2017). Automatic activation of sounds by letters occurs early in development but is not impaired in children with dyslexia. Scientific Studies of Reading, 22(2), 137-151. https://doi.org/10.1080/10888438.2017.1390754
Worster, E., Pimperton, H., Ralph-Lewis, A., Monroy, L., Hulme, C., & Macsweeney, M. (2017). Eye movements during visual speech perception in deaf and hearing children. Language Learning, 68(Suppl 1), 159-179. https://doi.org/10.1111/lang.12264
Burgoyne, K., Gardner, R., Snowling, M., & Hulme, C. (2017). Evaluation of a parent-delivered early language enrichment programme: Evidence from a Randomised Controlled Trial. Journal of Child Psychology and Psychiatry, 59(5), 545-555. https://doi.org/10.1111/jcpp.12819
Long, I., Malone, S., Tolan, A., Burgoyne, K., Heron-Delaney, M., Witteveen, K., & Hulme, C. (2017). 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. https://doi.org/10.1016/j.jecp.2016.08.005
Puglisi, M., Hulme, C., Hamilton, L., & Snowling, M. (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. https://doi.org/10.1080/10888438.2017.1346660
Scerri, T., Macpherson, E., Martinelli, A., Wa, W., Monaco, A., Stein, J., Zheng, M., Ho, C.-H., McBride, C., Snowling, M., Hulme, C., Hayiou-Thomas, M., Waye, M., Talcott, J., & Paracchini, S. (2017). The DCDC2 deletion is not a risk factor for dyslexia. Translation Psychiatry, 7, e1182. https://doi.org/10.1038/tp.2017.151
Lervåg, A., Hulme, C., & Melby-Lervåg, M. (2017). Unpicking the developmental relationship between oral language skills and reading comprehension: It’s simple, but complex. Child Development, 89(5), 1821-1838. https://doi.org/10.1111/cdev.12861
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. https://doi.org/10.1111/cdep.12240
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. https://doi.org/10.1080/10888438.2017.1315424
Fricke, S., Burgoyne, K., Bowyer-Crane, C., Kyriacou, M., Zosimidou, A., Maxwell, L., Lervåg, A., Snowling, M., & Hulme, C. (2017). The efficacy of early language intervention in mainstream school settings: a randomized controlled trial. Journal of Child Psychology and Psychiatry, 58(10), 1141-1151. https://doi.org/10.1111/jcpp.12737
Clarke, P., Paul, S.-A., Smith, G., Snowling, M., & Hulme, C. (2017). Reading intervention for poor readers at the transition to secondary school. Scientific Studies of Reading, 21(5), 408-427. https://doi.org/10.1080/10888438.2017.1318393
West, G., Vadillo, M., Shanks, D., & Hulme, C. (2017). The procedural learning deficit hypothesis of language learning disorders: we see some problems. Developmental Science, 21(2). https://doi.org/10.1111/desc.12552
Tobia, V., Brigstocke, S., Hulme, C., & Snowling, M. (2017). Developmental changes in the cognitive and educational profiles of children and adolescents with 22q11.2 deletion syndrome. Journal of Applied Research in Intellectual Disabilities, 31(1), e177 - e181. https://doi.org/10.1111/jar.12344
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, 31(1), e177 - e181. https://doi.org/10.1111/jar.12344
Hulme, C., & Snowling, M. (2016). Reading disorders and dyslexia. Current Opinion in Pediatrics, 28(6), 731-735. https://doi.org/10.1097/MOP.0000000000000411
Hayiou-Thomas, M., Carroll, J., Leavett, R., Hulme, C., & Snowling, M. (2016). 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. https://doi.org/10.1111/jcpp.12648
Kail, R., Lervåg, A., & Hulme, C. (2016). Longitudinal evidence linking processing speed to the development of reasoning. Developmental Science, 19(6), 1067-1074. https://doi.org/10.1111/desc.12352
Bowyer-Crane, C., Fricke, S., Schaefer, B., Lervåg, A., & Hulme, C. (2016). 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. https://doi.org/10.1007/s11145-016-9699-8
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, 59(5), 1035-1035. https://doi.org/10.1044/2016_JSLHR-L-15-0289
Snowling, M., Hamilton, L., Hulme, C., & Hayiou-Thomas, M. (2016). The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia. Scientific Studies of Reading, 20(5), 401-419. https://doi.org/10.1080/10888438.2016.1213266
Melby-Lervåg, M., Redick, T., & Hulme, C. (2016). Working memory training does not improve performance on measures of intelligence or other measures of “far transfer”. Perspectives on Psychological Science, 11(4), 512-534. https://doi.org/10.1177/1745691616635612
Haley, A., Hulme, C., Bowyer-Crane, C., Snowling, M., & Fricke, S. (2016). Oral language skills intervention in pre-school-a cautionary tale. International Journal of Language and Communication Disorders, 52(1), 71-79. https://doi.org/10.1111/1460-6984.12257
Newbury, D., Pettigrew, K., Frinton, E., Nudel, R., Chan, M., Thompson, P., Hayiou-Thomas, M., Talcott, J., Stein, J., Monaco, A., Hulme, C., Snowling, M., & Paracchini, S. (2016). Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes. Journal of Neurodevelopmental Disorders. https://doi.org/10.1186/s11689-016-9157-6
Clarkson, L., Roodenrys, S., Miller, L., & Hulme, C. (2016). The phonological neighbourhood effect on short-term memory for order. Memory, 25(3), 391-402. https://doi.org/10.1080/09658211.2016.1179330
Moll, K., Thompson, P., Mikulajova, M., Jagercikova, Z., Kucharska, A., Franke, H., Hulme, C., & Snowling, M. (2016). Precursors of reading difficulties in Czech and Slovak children at-risk of dyslexia. Dyslexia, 22(2), 120-136. https://doi.org/10.1002/dys.1526
Lyster, S.-A., Lervåg, A., & Hulme, C. (2016). Preschool morphological training produces long-term improvements in reading comprehension. Reading and Writing, 29(6), 1269-1288. https://doi.org/10.1007/s11145-016-9636-x
Gooch, D., Thompson, P., Nash, H., Snowling, M., & 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. https://doi.org/10.1111/jcpp.12458
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. https://doi.org/10.3758/s13423-015-0862-z
Lyster, S.-A., Lervåg, A., & Hulme, C. (2016). Preschool morphological training produces long-term improvements in reading comprehension. Reading and Writing, 29, 1269-1288. https://doi.org/10.1007/s11145-016-9636-x
Nash, H., Gooch, D., Hulme, C., Mahajan, Y., McArthur, G., Steinmetzger, K., & Snowling, M. (2016). Are the literacy difficulties that characterise developmental dyslexia associated with a failure to integrate letters and speech sounds?. Developmental Science. https://ora.ox.ac.uk/objects/uuid:1662ace3-8047-49b0-a866-06d2ccbd06a6
Snowling, M., Duff, F., Nash, H., & Hulme, C. (2015). Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments. Journal of Child Psychology and Psychiatry, 57(12), 1360-1369. https://doi.org/10.1111/jcpp.12497
Redick, T., Shipstead, Z., Wiemers, E., Melby-Lervåg, M., & Hulme, C. (2015). What’s working in working memory training? An educational perspective. Educational Psychology Review, 27(4), 617-633. https://doi.org/10.1007/s10648-015-9314-6
Hulme, C., Nash, H., Gooch, D., Leavett, R., Lervåg, A., & Snowling, M. (2015). The foundations of literacy development in children at familial risk of dyslexia. Psychological Science, 26(12), 1877-1886. https://doi.org/10.1177/0956797615603702
Zhou, L., Duff, F., & 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. https://doi.org/10.1080/10888438.2015.1068317
Thompson, P., Hulme, C., Nash, H., Gooch, D., Hayiou-Thomas, E., & Snowling, M. (2015). Developmental dyslexia: Predicting individual risk. Journal of Child Psychology and Psychiatry and Allied Disciplines, 56(9), 976-987. https://doi.org/10.1111/jcpp.12412
Moll, K., Snowling, M., Göbel, S., & 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. https://doi.org/10.1016/j.learninstruc.2015.03.004
Næss, K.-A., Lervåg, A., Lyster, S.-A., & Hulme, C. (2015). Longitudinal relationships between language and verbal short-term memory skills in children with Down syndrome. Journal of Experimental Child Psychology, 135, 43-55. https://doi.org/10.1016/j.jecp.2015.02.004
Hulme, C., & Snowling, M. (2015). Learning to Read: What We Know and What We Need to Understand Better. Child Development Perspectives, 7(1), 1-5. https://doi.org/10.1111/cdep.12005
Moll, K., Hulme, C., Nag, S., & Snowling, M. (2015). Sentence repetition as a marker of language skills in children with dyslexia. Applied Psycholinguistics, 36(2), 203-221. https://doi.org/10.1017/S0142716413000209
Pettigrew, K., Reeves, E., Leavett, R., Hayiou-Thomas, M., Sharma, A., Simpson, N., Martinelli, A., Thompson, P., Hulme, C., Snowling, M., Newbury, D., & 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. https://doi.org/10.1371/journal.pone.0134997
Klem, M., Melby-Lervåg, M., Hagtvet, B., Lyster, S.-A., Gustafsson, J.-E., & Hulme, C. (2015). Sentence repetition is a measure of children’s language skills rather than working memory limitations. Developmental Science, 18(1), 146-154. https://doi.org/10.1111/desc.12202
Duff, F., Hulme, C., Grainger, K., Hardwick, S., Miles, J., & Snowling, M. (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. https://doi.org/10.1111/jcpp.12257
Myers, C., Vandermosten, M., Farris, E., Hancock, R., Gimenez, P., Black, J., Casto, B., Drahos, M., Tumber, M., Hendren, R., Hulme, C., & Hoeft, F. (2014). White matter morphometric changes uniquely predict children’s reading acquisition. Psychological Science, 25(10), 1870-1883. https://doi.org/10.1177/0956797614544511
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. https://doi.org/10.1080/10888438.2014.892489
Nergård-Nilssen, T., & Hulme, C. (2014). Developmental dyslexia in adults: behavioural manifestations and cognitive correlates. Dyslexia (Chichester, England), 20(3), 191-207. https://doi.org/10.1002/dys.1477
Mengoni, S., Nash, H., & 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. https://doi.org/10.1016/j.ridd.2014.01.030
Gooch, D., Hulme, C., Nash, H., & Snowling, M. (2014). Comorbidities in preschool children at family risk of dyslexia. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 55(3), 237-246. https://doi.org/10.1111/jcpp.12139
Göbel, S., Watson, S., Lervåg, A., & Hulme, C. (2014). Children’s arithmetic development: it is number knowledge, not the approximate number sense, that counts. Psychological Science, 25(3), 789-798. https://doi.org/10.1177/0956797613516471
Hulme, C., & Snowling, M. (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. https://doi.org/10.1098/rstb.2012.0395
Snowling, M., & 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. https://doi.org/10.1080/19345747.2014.925307
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. https://doi.org/10.1177/0265659012474674
Nash, H., Hulme, C., Gooch, D., & Snowling, M. (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. https://doi.org/10.1111/jcpp.12091
Nash, H., Hulme, C., Gooch, D., & Snowling, M. (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. https://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. https://doi.org/10.1177/0956797612473122
Fricke, S., Bowyer-Crane, C., Haley, A., Hulme, C., & Snowling, M. (2013). Efficacy of language intervention in the early years. Journal of Child Psychology and Psychiatry and Allied Disciplines, 54(3), 280-290. https://doi.org/10.1111/jcpp.12010
Fricke, S., Bowyer-Crane, C., Haley, A., Hulme, C., & Snowling, M. (2013). Efficacy of language intervention in the early years. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 54(3), 280-290. https://doi.org/10.1111/jcpp.12010
Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49(2), 270-291. https://doi.org/10.1037/a0028228
Mengoni, S., Nash, H., & Hulme, C. (2013). The benefit of orthographic support for oral vocabulary learning in children with Down syndrome. Journal of Child Language, 40(1), 221-243. https://doi.org/10.1017/s0305000912000396
Snowling, M., & Hulme, C. (2013). Children’s reading impairments: From theory to practice. JAPANESE PSYCHOLOGICAL RESEARCH, 55(2), 186-202. https://doi.org/10.1111/j.1468-5884.2012.00541.x
Burgoyne, K., Duff, F., Clarke, P., Buckley, S., Snowling, M., & 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. https://doi.org/10.1111/j.1469-7610.2012.02557.x
Melby-Lervåg, M., Lervåg, A., Lyster, S.-A., 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. https://doi.org/10.1177/0956797612443833
Hulme, C., Bowyer-Crane, C., Carroll, J., Duff, F., & 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. https://doi.org/10.1177/0956797611435921
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. https://doi.org/10.1177/0956797611434536
Hulme, C., Goetz, K., Brigstocke, S., Nash, H., Lervåg, A., & Snowling, M. (2012). The growth of reading skills in children with Down Syndrome. Developmental Science, 15(3), 320-329. https://doi.org/10.1111/j.1467-7687.2011.01129.x
Snowling, M., & 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. https://doi.org/10.1111/j.1469-7610.2011.02495.x
Melby-Lervåg, M., Lyster, S.-A., & Hulme, C. (2012). Phonological skills and their role in learning to read: a meta-analytic review. Psychological Bulletin, 138(2), 322-352. https://doi.org/10.1037/a0026744
Næss, K.-A., Melby-Lervåg, M., Hulme, C., & Lyster, S.-A. (2012). Reading skills in children with Down syndrome: a meta-analytic review. Research in Developmental Disabilities, 33(2), 737-747. https://doi.org/10.1016/j.ridd.2011.09.019
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. https://doi.org/10.1002/dys.1432
Black, J., Tanaka, H., Stanley, L., Nagamine, M., Zakerani, N., Thurston, A., Kesler, S., Hulme, C., Lyytinen, H., Glover, G., Serrone, C., Raman, M., Reiss, A., & Hoeft, F. (2012). Maternal history of reading difficulty is associated with reduced language-related gray matter in beginning readers. NeuroImage, 59(3), 3021-3032. https://doi.org/10.1016/j.neuroimage.2011.10.024
Hulme, C., & Melby-Lervåg, 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. https://doi.org/10.1016/j.jarmac.2012.06.006
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. https://doi.org/10.1080/10888438.2010.534832
Hulme, C., Bowyer-Crane, C., Carroll, J., Duff, F., & 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.
Hulme, C., Bowyer-Crane, C., Carroll, J., Duff, F., & 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. https://doi.org/10.1177/0956797611435921
Gooch, D., Snowling, M., & Hulme, C. (2012). Reaction time variability in children with ADHD symptoms and/or dyslexia. Developmental Neuropsychology, 37(5), 453-472. https://doi.org/10.1080/87565641.2011.650809
Duff, F., & 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. https://doi.org/10.1080/10888438.2011.598199
Duff, F., Hayiou-Thomas, M., & 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. https://doi.org/10.1007/s11145-010-9291-6
Naess, K.-A., Melby-Lervag, M., Hulme, C., & Lyster, S.-A. (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. https://doi.org/10.1016/j.ridd.2012.01.012
Snowling, M., & Hulme, C. (2012). Interventions for children’s language and literacy difficulties. International Journal of Language & Communication Disorders, 47(1), 27-34. https://doi.org/10.1111/j.1460-6984.2011.00081.x
Tanaka, H., Black, J., Hulme, C., Stanley, L., Kesler, S., Whitfield-Gabrieli, S., Reiss, A., Gabrieli, J., & Hoeft, F. (2011). The brain basis of the phonological deficit in dyslexia is independent of IQ. Psychological Science, 22(11), 1442-1451. https://doi.org/10.1177/0956797611419521
Næss, K.-A., Lyster, S.-A., 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. https://doi.org/10.1016/j.ridd.2011.05.014
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. https://doi.org/10.1111/j.1467-7687.2010.01008.x
Carroll, J., Bowyer-Crane, C., Duff, F., Hulme, C., & Snowling, M. (2011). Developing Language and Literacy: Effective Intervention in the Early Years. Developing Language and Literacy: Effective Intervention in the Early Years. https://doi.org/10.1002/9780470977460
Snowling, M., & Hulme, C. (2011). Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology, 81(1), 1-23. https://doi.org/10.1111/j.2044-8279.2010.02014.x
Snowling, M., & 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. https://doi.org/10.1111/j.2044-8279.2010.02014.x
Strong, G., Torgerson, C., 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. https://doi.org/10.1111/j.1469-7610.2010.02329.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. https://doi.org/10.1111/j.1469-7610.2010.02312.x
Hulme, C., & Snowling, M. (2011). Children’s Reading Comprehension Difficulties: Nature, Causes, and Treatments. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE, 20(3), 139-142. https://doi.org/10.1177/0963721411408673
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.
Hoeft, F., McCandliss, B., Black, J., Gantman, A., Zakerani, N., Hulme, C., Lyytinen, H., Whitfield-Gabrieli, S., Glover, G., Reiss, A., & Gabrieli, J. (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. https://doi.org/10.1073/pnas.1008950108
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. https://doi.org/10.1177/0956797610385355
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. https://doi.org/10.3310/hta14suppl2/09
Clarke, P., Snowling, M., Truelove, E., & Hulme, C. (2010). Ameliorating children’s reading-comprehension difficulties: a randomized controlled trial. Psychological Science, 21(8), 1106-1116. https://doi.org/10.1177/0956797610375449
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. https://doi.org/10.1080/10888431003623488
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. https://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. https://doi.org/10.1037/a0014132
Snowling, M., & Hulme, C. (2009). Reading and Other Specific Learning Difficulties. 802-819. https://doi.org/10.1002/9781444300895.ch48
Duff, F., Fieldsend, E., Bowyer‐Crane, C., Hulme, C., Smith, G., Gibbs, S., & Snowling, M. (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. https://doi.org/10.1111/j.1467-9817.2008.00376.x
Bowyer-Crane, C., Snowling, M., Duff, F., Fieldsend, E., Carroll, J., 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. https://doi.org/10.1111/j.1469-7610.2007.01849.x
Goetz, K., Hulme, C., Brigstocke, S., Carroll, J., Nasir, L., & Snowling, M. (2008). Training reading and phoneme awareness skills in children with Down syndrome. READING AND WRITING, 21(4), 395-412. https://doi.org/10.1007/s11145-007-9089-3
Rack, J., Rack, J., Snowling, M., 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. https://doi.org/10.1002/dys.335
Hulme, C., Goetz, K., Gooch, D., Adams, J., & Snowling, M. (2007). Paired-associate learning, phoneme awareness, and learning to read. Journal of Experimental Child Psychology, 96(2), 150-166. https://doi.org/10.1016/j.jecp.2006.09.002
Hatcher, P., Hulme, C., Miles, J., Carroll, J., Hatcher, J., Gibbs, S., Smith, G., Bowyer-Crane, C., & Snowling, M. (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. https://doi.org/10.1111/j.1469-7610.2005.01559.x
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. https://doi.org/10.3758/bf03193987
Hatcher, P., Goetz, K., Snowling, M., 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. https://doi.org/10.1348/000709905x39170
Hatcher, P., Goetz, K., Snowling, M., 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. https://doi.org/10.1348/000709905X39170
Nikolopoulos, D., Goulandris, N., Hulme, C., & Snowling, M. (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. https://doi.org/10.1016/j.jecp.2005.11.006
Hulme, C., Neath, I., Stuart, G., Shostak, L., Surprenant, A., & Brown, G. (2006). The distinctiveness of the word-length effect. Journal of Experimental Psychology. Learning, Memory, and Cognition, 32(3), 586-594. https://doi.org/10.1037/0278-7393.32.3.586
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. https://doi.org/10.1016/j.jecp.2005.07.004
Snowling, M., & Hulme, C. (2006). Language skills, learning to read and reading intervention. London Review of Education, 4(1), 63-76. https://doi.org/10.1080/13603110600574462
Allen, R., & Hulme, C. (2006). Speech and language processing mechanisms in verbal serial recall. JOURNAL OF MEMORY AND LANGUAGE, 55(1), 64-88. https://doi.org/10.1016/j.jml.2006.02.002
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. https://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. https://doi.org/10.1016/j.jecp.2005.04.003
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. https://doi.org/10.1016/j.cognition.2005.01.002
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. https://doi.org/10.1016/j.jecp.2005.01.003
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. https://doi.org/10.1111/j.1467-9817.2005.00255.x
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. https://doi.org/10.1207/s1532799xssr0904_2
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. https://doi.org/10.1016/j.jecp.2005.01.003
Snowling, M., & Hulme, C. (2005). Learning to Read with a Language Impairment. SCIENCE OF READING: A HANDBOOK, 397-412.
Muter, V., Hulme, C., Snowling, M., & 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. https://doi.org/10.1037/0012-1649.40.5.665
Hatcher, P., Hulme, C., & Snowling, M. (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. https://doi.org/10.1111/j.1469-7610.2004.00225.x
Hulme, C., Suprenant, A., Bireta, T., Stuart, G., & Neath, I. (2004). Abolishing the word-length effect. Journal of Experimental Psychology. Learning, Memory, and Cognition, 30(1), 98-106. https://doi.org/10.1037/0278-7393.30.1.98
Carroll, J., Snowling, M., Hulme, C., & Stevenson, J. (2003). The development of phonological awareness in preschool children. Developmental Psychology, 39(5), 913-923. https://doi.org/10.1037/0012-1649.39.5.913
Snowling, M., & 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. https://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. https://doi.org/10.1016/S0749-596X(03)00096-2
Roodenrys, S., Hulme, C., Lethbridge, A., Hinton, M., & Nimmo, L. (2002). Word-Frequency and Phonological-Neighborhood Effects on Verbal Short-Term Memory. Journal of Experimental Psychology Learning Memory and Cognition, 28(6), 1019-1034. https://doi.org/10.1037/0278-7393.28.6.1019
Roodenrys, S., Hulme, C., Lethbridge, A., Hinton, M., & Nimmo, L. (2002). Word-frequency and phonological-neighborhood effects on verbal short-term memory. Journal of Experimental Psychology. Learning, Memory, and Cognition, 28(6), 1019-1034. https://doi.org/10.1037//0278-7393.28.6.1019
Hulme, C., Hatcher, P., 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. https://doi.org/10.1006/jecp.2002.2670
Snowling, M., Hulme, C., & Mercer, R. (2002). A deficit in rime awareness in children with Down syndrome. Reading and Writing, 15(5-6), 471-495. https://doi.org/10.1023/a:1016333021708
Hulme, C. (2002). Phonemes, rimes, and the mechanisms of early reading development. JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 82(1), 58-64. https://doi.org/10.1006/jecp.2002.2674
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. https://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. https://doi.org/10.1111/1469-7610.00769
Caravolas, M., Hulme, C., & Snowling, M. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. JOURNAL OF MEMORY AND LANGUAGE, 45(4), 751-774. https://doi.org/10.1006/jmla.2000.2785
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. https://doi.org/10.1037//0278-7393.26.3.796
Brown, G., Preece, T., & Hulme, C. (2000). Oscillator-based memory for serial order. Psychological Review, 107(1), 127-181. https://doi.org/10.1037/0033-295x.107.1.127
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. https://doi.org/10.1006/jecp.1999.2500
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. https://doi.org/10.1037//0278-7393.25.2.447
Hatcher, P., & 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. https://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. https://doi.org/10.1037/0278-7393.25.5.1256
Brown, G., Vousden, J., 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. https://doi.org/10.1080/002075999399747
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. https://doi.org/10.1037/0278-7393.25.5.1256
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. https://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. https://doi.org/10.1006/jecp.1998.2453
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. https://doi.org/10.2466/pr0.1997.81.2.684
Hulme, C., Roodenrys, S., Schweickert, R., Brown, G., 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. https://doi.org/10.1037//0278-7393.23.5.1217
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. https://doi.org/10.1016/s1364-6613(97)89053-5
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. https://doi.org/10.1006/jecp.1996.2365
Nation, K., & Hulme, C. (1997). Phonemic Segmentation, Not Onset‐Rime Segmentation, Predicts Early Reading and Spelling Skills. Reading Research Quarterly, 32(2), 154-167. https://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. https://doi.org/10.1006/jecp.1996.0056
Sims, K., Henderson, S., Morton, J., & Hulme, C. (1996). The remediation of clumsiness. II. Is kinaesthesis the answer?. Developmental Medicine and Child Neurology, 38(11), 988-997. https://doi.org/10.1111/j.1469-8749.1996.tb15059.x
Sims, K., Henderson, S., 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. https://doi.org/10.1111/j.1469-8749.1996.tb15058.x
Brown, G., Hulme, C., & Dalloz, P. (1996). Modelling human memory: connectionism and convolution. The British Journal of Mathematical and Statistical Psychology, 49 ( Pt 1), 1-24. https://doi.org/10.1111/j.2044-8317.1996.tb01072.x
Stothard, S., Snowling, M., & Hulme, C. (1996). Deficits in phonology but not dyslexic?. COGNITIVE NEUROPSYCHOLOGY, 13(5), 641-672. https://doi.org/10.1080/026432996381872
Snowling, M., Bryant, P., & 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.
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. https://doi.org/10.1111/j.1469-7610.1995.tb01297.x
Stothard, S., & 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. https://doi.org/10.1111/j.1469-7610.1995.tb01298.x
BROWN, G., & HULME, C. (1995). MODELING ITEM LENGTH EFFECTS IN MEMORY SPAN - NO REHEARSAL NEEDED. JOURNAL OF MEMORY AND LANGUAGE, 34(5), 594-621. https://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. https://doi.org/10.1111/j.2044-8295.1995.tb02570.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. https://doi.org/10.1080/14640749408401101
Roodenrys, S., Hulme, C., Alban, J., Ellis, A., & Brown, G. (1994). Effects of word frequency and age of acquisition on short-term memory span. Memory & Cognition, 22(6), 695-701. https://doi.org/10.3758/bf03209254
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. https://doi.org/10.1098/rstb.1994.0124
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. https://doi.org/10.1006/jecp.1994.1028
Snowling, M., 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. https://doi.org/10.1006/jecp.1994.1030
Brown, G., Hulme, C., Hyland, P., & Mitchell, I. (1994). Cell suicide in the developing nervous system: a functional neural network model. Brain Research. Cognitive Brain Research, 2(1), 71-75. https://doi.org/10.1016/0926-6410(94)90022-1
COWAN, N., KELLER, T., 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. https://doi.org/10.1006/jmla.1994.1012
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. https://doi.org/10.1006/jecp.1994.1003
HATCHER, P., HULME, C., & ELLIS, A. (1994). AMELIORATING EARLY READING FAILURE BY INTEGRATING THE TEACHING OF READING AND PHONOLOGICAL SKILLS - THE PHONOLOGICAL LINKAGE HYPOTHESIS. CHILD DEVELOPMENT, 65(1), 41-57. https://doi.org/10.1111/j.1467-8624.1994.tb00733.x
Hatcher, P., Hulme, C., & Ellis, A. (1994). Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis. Child Development, 65(1), 41-57. https://doi.org/10.1111/j.1467-8624.1994.tb00733.x
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. https://doi.org/10.1006/jecp.1993.1043
Hulme, C., Lee, G., & Brown, G. (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. https://doi.org/10.1016/0028-3932(93)90044-z
Rack, J., Hulme, C., & Snowling, M. (1993). Learning to read: a theoretical synthesis. Advances in Child Development and Behavior, 24, 99-132. https://doi.org/10.1016/s0065-2407(08)60301-8
Bock, J., Monk, A., & Hulme, C. (1993). Perceptual grouping in visual word recognition. Memory & Cognition, 21(1), 81-88. https://doi.org/10.3758/bf03211167
Hulme, C., & Snowling, M. (1992). Deficits in output phonology: an explanation of reading failure?. Cognitive Neuropsychology, 9(1), 47-72. https://doi.org/10.1080/02643299208252052
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. https://doi.org/10.1007/BF01027070
STOTHARD, S., & HULME, C. (1992). READING-COMPREHENSION DIFFICULTIES IN CHILDREN - THE ROLE OF LANGUAGE COMPREHENSION AND WORKING MEMORY SKILLS. READING AND WRITING, 4(3), 245-256. https://doi.org/10.1007/BF01027150
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. https://doi.org/10.1111/j.1467-8624.1991.tb01541.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. https://doi.org/10.1017/S0142716400009279
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. https://doi.org/10.1007/BF00420032
HULME, C., MAUGHAN, S., & BROWN, G. (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. https://doi.org/10.1016/0749-596X(91)90032-F
HULME, C., & SNOWLING, M. (1991). 6. Deficits in Output Phonology Cause Developmental Phonological Dyslexia. Mind & Language, 6(2), 130-134. https://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. https://doi.org/10.1111/j.2044-8295.1991.tb02399.x
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. https://doi.org/10.1111/j.2044-8279.1991.tb00978.x
Snowling, M., & Hulme, C. (1989). A longitudinal case study of developmental phonological dyslexia. Cognitive Neuropsychology, 6(4), 379-401. https://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. https://doi.org/10.1016/0022-0965(89)90063-5
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. https://doi.org/10.1111/j.1469-7610.1988.tb01889.x
Hulme, C., & Snowling, M. (1988). The classification of children with reading difficulties. Developmental Medicine and Child Neurology, 30(3), 398-402. https://doi.org/10.1111/j.1469-8749.1988.tb14569.x
Hulme, C. (1988). The implausibility of low-level visual deficits as a cause of children’s reading difficulties. Cognitive Neuropsychology, 5(3), 369-374. https://doi.org/10.1080/02643298808252942
Hulme, C., & Lord, R. (1988). The authors have replied as follows:. Developmental Medicine & Child Neurology, 30(5), 689-691. https://doi.org/10.1111/j.1469-8749.1988.tb04814.x
LORD, R., & HULME, C. (1987). KINESTHETIC SENSITIVITY OF NORMAL AND CLUMSY CHILDREN. DEVELOPMENTAL MEDICINE AND CHILD NEUROLOGY, 29(6), 720-725.
Lord, R., & Hulme, C. (1987). Kinaesthetic sensitivity of normal and clumsy children. Developmental Medicine and Child Neurology, 29(6), 720-725. https://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. https://doi.org/10.1111/j.1469-8749.1987.tb02143.x
MACKENZIE, S., & HULME, C. (1987). MEMORY SPAN DEVELOPMENT IN DOWNS-SYNDROME, SEVERELY SUBNORMAL AND NORMAL SUBJECTS. COGNITIVE NEUROPSYCHOLOGY, 4(3), 303-319. https://doi.org/10.1080/02643298708252041
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. https://doi.org/10.1002/acp.2350010107
Hulme, C., & Lord, R. (1986). Clumsy children--a review of recent research. Child: Care, Health and Development, 12(4), 257-269. https://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. https://doi.org/10.1016/0022-0965(86)90051-2
Hulme, C. (1984). Developmental differences in the effects of acoustic similarity on memory span. Developmental Psychology, 20(4), 650-652. https://doi.org/10.1037/0012-1649.20.4.650
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. https://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. https://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. https://doi.org/10.1037/0012-1649.20.4.650
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. https://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(3), 365-370. https://doi.org/10.1111/j.2044-8295.1983.tb01868.x
Monk, A., & Hulme, C. (1983). Errors in proofreading: evidence for the use of word shape in word recognition. Memory & Cognition, 11(1), 16-23. https://doi.org/10.3758/bf03197657
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. https://doi.org/10.1068/p120477
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. https://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. https://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. https://doi.org/10.1007/bf00309828
HULME, C., & RICHARDSON, J. (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. https://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. https://doi.org/10.1080/14640747908400724
Other
Hulme, C., Brigstocke, S., & Moll, K. (2016). Test of Arithmetic and Basic Number Skills (TOBANS). Oxford University Press.
Hulme, C., Stothard, S., Clarke, P., Barmby, P., & Snowling, M. (2010). YARC York Assessment of Reading for Comprehension (Secondary). GL Assessment.
Hulme, C., Snowling, M., Stothard, S., 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, S., Clarke, P., Bowyer-Crane, C., Harrington, A., Truelove, E., & Snowling, M. (2009). YARC York Assessment of Reading for Comprehension. Early Reading. GL Publishers.
