Charles Hulme was 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.
Hulme, C., Hatcher, P., & Duff, F. (2014). Sound Linkage. Chichester, England.
Clarke, P., Truelove, E., Hulme, C., & Snowling, M. (2013). Developing Reading Comprehension. Wiley.
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. Wiley.
Hulme, C., & Snowling, M. (2009). Developmental Disorders of Language Learning and Cognition. Wiley-Blackwell.
Snowling, M., … Hulme, C. (Eds.). (2005). The Science of Reading: A Handbook. Blackwell Publishing Ltd.
Book chapters
Duff, F., Hulme, C., & Snowling, M. (2016). Learning Disorders and Dyslexia. In Encyclopedia of Mental Health (pp. 5-11). Elsevier.
Hulme, C., & Melby‐Lervåg, M. (2015). Educational interventions for children’s learning difficulties. In Rutter’s Child and Adolescent Psychiatry (pp. 533-544). Wiley.
Snowling, M., & Hulme, C. (2015). Disorders of reading, mathematical and motor development. In Rutter’s Child and Adolescent Psychiatry (pp. 702-718). Wiley.
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.
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).
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
Eising, E., Mirza-Schreiber, N., de Zeeuw, E., Wang, C., Truong, D., Allegrini, A., Shapland, C., Zhu, G., Wigg, K., Gerritse, M., Molz, B., Alagöz, G., Gialluisi, A., Abbondanza, F., Rimfeld, K., van Donkelaar, M., Liao, Z., Jansen, P., Andlauer, T., Bates, T., Bernard, M., Blokland, K., Bonte, M., Børglum, A., Bourgeron, T., Brandeis, D., Ceroni, F., Csépe, V., Dale, P., de Jong, P., DeFries, J., Démonet, J.-F., Demontis, D., Feng, Y., Gordon, S., Guger, S., Hayiou-Thomas, M., Hernández-Cabrera, J., Hottenga, J.-J., Hulme, C., Kere, J., Kerr, E., Koomar, T., Landerl, K., Leonard, G., Lovett, M., Lyytinen, H., Martin, N., Martinelli, A., & Maurer, U. (2022). Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people. Proceedings of the National Academy of Sciences, 119(35).
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.
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.
von Koss Torkildsen, J., Bratlie, S., Kristensen, J., Gustafsson, J.-E., Lyster, S.-A., Snow, C., Hulme, C., Mononen, R.-M., Næss, K.-A., López-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.
Buchanan-Worster, E., Hulme, C., Dennan, R., & MacSweeney, M. (2021). Speechreading in hearing children can be improved by training. Developmental Science, 24(6), e13124.
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.
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.
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.
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.
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.
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).
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.
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.
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.
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.
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.
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.
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.
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).
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.
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.
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.
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).
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).
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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).
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.
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.
Hulme, C., & Snowling, M. (2016). Reading disorders and dyslexia. Current Opinion in Pediatrics, 28(6), 731-735.
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.
Kail, R., Lervåg, A., & Hulme, C. (2016). Longitudinal evidence linking processing speed to the development of reasoning. Developmental Science, 19(6), 1067-1074.
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.
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.
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.
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.
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.
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.
Clarkson, L., Roodenrys, S., Miller, L., & Hulme, C. (2016). The phonological neighbourhood effect on short-term memory for order. Memory, 25(3), 391-402.
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.
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.
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.
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.
Lyster, S.-A., Lervåg, A., & Hulme, C. (2016). Preschool morphological training produces long-term improvements in reading comprehension. Reading and Writing, 29, 1269-1288.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Nergård-Nilssen, T., & Hulme, C. (2014). Developmental dyslexia in adults: behavioural manifestations and cognitive correlates. Dyslexia (Chichester, England), 20(3), 191-207.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49(2), 270-291.
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.
Snowling, M., & Hulme, C. (2013). Children’s reading impairments: From theory to practice. JAPANESE PSYCHOLOGICAL RESEARCH, 55(2), 186-202.
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.
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.
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.
Næss, K.-A., Melby-Lervåg, M., Hulme, C., & Lyster, S.-A. (2012). Corrigendum to: “Reading skills in children with Down syndrome: A meta-analytic review” [Res. Dev. Disabil. 33 (2) (2011) 737–747]. Research in Developmental Disabilities, 33(4), 1039-1040.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Gooch, D., Snowling, M., & Hulme, C. (2012). Reaction time variability in children with ADHD symptoms and/or dyslexia. Developmental Neuropsychology, 37(5), 453-472.
Snowling, M., & Hulme, C. (2012). Interventions for children’s language and literacy difficulties. International Journal of Language & Communication Disorders, 47(1), 27-34.
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.
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.
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.
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.
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.
Hulme, C., & Snowling, M. (2011). Children’s Reading Comprehension Difficulties. Current Directions in Psychological Science, 20(3), 139-142.
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.
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.
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.
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.
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.
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.
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.
Lervåg, A., & Hulme, C. (2010). Predicting the Growth of Early Spelling Skills: Are There Heterogeneous Developmental Trajectories?. Scientific Studies of Reading, 14(6), 485-513.
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.
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.
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.
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.
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.
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.
Snowling, M., & Hulme, C. (2008). Reading and Other Specific Learning Difficulties. 802-819.
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.
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.
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.
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.
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.
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.
Allen, R., & Hulme, C. (2006). Speech and language processing mechanisms in verbal serial recall. Journal of Memory and Language, 55(1), 64-88.
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.
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.
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.
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.
Durand, M., Hulme, C., Larkin, R., & Snowling, M. (2006). Erratum to “The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds” [Journal of Experimental Child Psychology 91 (2005) 113–136]. Journal of Experimental Child Psychology, 93(3), 282-283.
Snowling, M., & Hulme, C. (2006). Language skills, learning to read and reading intervention. London Review of Education, 4(1), 63-76.
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.
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.
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.
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.
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.
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.
Snowling, M., & Hulme, C. (2005). Learning to Read with a Language Impairment. 397-412.
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.
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.
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.
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.
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.
Carroll, J., Snowling, M., Hulme, C., & Stevenson, J. (2003). The development of phonological awareness in preschool children. Developmental Psychology, 39(5), 913-923.
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.
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.
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.
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.
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.
Hulme, C. (2002). Phonemes, Rimes, and the Mechanisms of Early Reading Development. Journal of Experimental Child Psychology, 82(1), 58-64.
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.
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.
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.
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.
Brown, G., Preece, T., & Hulme, C. (2000). Oscillator-based memory for serial order. Psychological Review, 107(1), 127-181.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Nation, K., & Hulme, C. (1997). Phonemic Segmentation, Not Onset‐Rime Segmentation, Predicts Early Reading and Spelling Skills. Reading Research Quarterly, 32(2), 154-167.
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.
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.
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.
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.
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.
Stothard, S., Snowling, M., & Hulme, C. (1996). Deficits in phonology but not dyslexic?. COGNITIVE NEUROPSYCHOLOGY, 13(5), 641-672.
Hulme, C., Roodenrys, S., Brown, G., & Mercer, R. (1995). The role of long‐term memory mechanisms in memory span. British Journal of Psychology, 86(4), 527-536.
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.
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.
BROWN, G., & HULME, C. (1995). MODELING ITEM LENGTH EFFECTS IN MEMORY SPAN - NO REHEARSAL NEEDED. JOURNAL OF MEMORY AND LANGUAGE, 34(5), 594-621.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Rack, J., Hulme, C., & Snowling, M. (1993). Learning to read: a theoretical synthesis. Advances in Child Development and Behavior, 24, 99-132.
Bock, J., Monk, A., & Hulme, C. (1993). Perceptual grouping in visual word recognition. Memory & Cognition, 21(1), 81-88.
Stothard, S., & Hulme, C. (1992). Reading comprehension difficulties in children. Reading and Writing, 4(3), 245-256.
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.
Hulme, C., & Snowling, M. (1992). Deficits in output phonology: an explanation of reading failure?. Cognitive Neuropsychology, 9(1), 47-72.
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.
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.
STOTHARD, S., & HULME, C. (1991). A NOTE OF CAUTION CONCERNING THE NEALE ANALYSIS OF READING ABILITY (REVISED). British Journal of Educational Psychology, 61(2), 226-229.
HULME, C., & SNOWLING, M. (1991). 6. Deficits in Output Phonology Cause Developmental Phonological Dyslexia*. Mind & Language, 6(2), 130-134.
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.
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.
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.
Snowling, M., & Hulme, C. (1989). A longitudinal case study of developmental phonological dyslexia. Cognitive Neuropsychology, 6(4), 379-401.
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.
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.
Hulme, C., & Snowling, M. (1988). The classification of children with reading difficulties. Developmental Medicine and Child Neurology, 30(3), 398-402.
Hulme, C. (1988). The implausibility of low-level visual deficits as a cause of children’s reading difficulties. Cognitive Neuropsychology, 5(3), 369-374.
Hulme, C., & Lord, R. (1988). The authors have replied as follows:. Developmental Medicine & Child Neurology, 30(5), 689-691.
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.
Lord, R., & Hulme, C. (1987). Perceptual judgments of normal and clumsy children. Developmental Medicine and Child Neurology, 29(2), 250-257.
MACKENZIE, S., & HULME, C. (1987). MEMORY SPAN DEVELOPMENT IN DOWNS-SYNDROME, SEVERELY SUBNORMAL AND NORMAL SUBJECTS. COGNITIVE NEUROPSYCHOLOGY, 4(3), 303-319.
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.
Hulme, C., & Lord, R. (1986). Clumsy children--a review of recent research. Child: Care, Health and Development, 12(4), 257-269.
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.
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.
Hulme, C. (1984). Developmental differences in the effects of acoustic similarity on memory span. Developmental Psychology, 20(4), 650-652.
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.
HULME, C. (1984). DEVELOPMENTAL DIFFERENCES IN THE EFFECTS OF ACOUSTIC SIMILARITY ON MEMORY SPAN. DEVELOPMENTAL PSYCHOLOGY, 20(4), 650-652.
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.
Hulme, C., & Turnbull, J. (1983). Intelligence and inspection time in normal and mentally retarded subjects. British Journal of Psychology, 74(3), 365-370.
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.
Monk, A., & Hulme, C. (1983). Errors in proofreading: evidence for the use of word shape in word recognition. Memory & Cognition, 11(1), 16-23.
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.
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.
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.
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.
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.
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.
