Charles Hulme

Search results

• 2024

  Literacy instruction from afar: evidence for the effectiveness of a remotely delivered language-rich reading programme

  Downing, C., Evans-Jones, G., Calabrich, S. L., Wynne, C., Cartin, R., Dunton, J., Elliott, R., Caravolas, M., Hulme, C. & Jones, M., 6 Jan 2024, In: READING AND WRITING. 15 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access
• 2022

  Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people

  GenLang Consortium, 30 Aug 2022, In: Proceedings of the National Academy of Sciences of the United States of America. 119, 35, 12 p., e2202764119.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File

• Hypothesis-driven genome-wide association studies provide novel insights into genetics of reading disabilities

  Quantitative Trait Working Group of the GenLang Consortium, 29 Nov 2022, In: Translational psychiatry. 12, 1, 9 p., 495.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File
• 2021

  A rare missense variant in the ATP2C2 gene is associated with language impairment and related measures

  Martinelli, A., Rice, M. L., Talcott, J. B., Diaz, R., Smith, S., Raza, M. H., Snowling, M. J., Hulme, C., Stein, J., Hayiou-Thomas, M. E., Hawi, Z., Kent, L., Pitt, S. J., Newbury, D. F. & Paracchini, S., 9 Jun 2021, In: Human Molecular Genetics. 30, 12, p. 1160-1171 12 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File
• 2020

  The critical role of Arabic numeral knowledge as a longitudinal predictor of arithmetic development

  Habermann, S., Donlan, C., Göbel, S. M. & Hulme, C., 12 Feb 2020, (E-pub ahead of print) In: Journal of Experimental Child Psychology. 193, p. 104794

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File
• 2019

  Developmental Outcomes for Children at High Risk of Dyslexia and Children with Developmental Language Disorder

  Snowling, M. J., Nash, H., Gooch, D. C., Hayiou-Thomas, M. E. & Hulme, C., 18 Sept 2019, In: Child Development. 90, 5, p. e548-e564 17 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File

• Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension

  Snowling, M. J., Hayiou-Thomas, M. E., Nash, H. M. & Hulme, C., 20 Oct 2019, (E-pub ahead of print) In: Journal of Child Psychology & Psychiatry. 9 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File
• 2017

  Oral language skills intervention in preschool: a cautionary tale

  Haley, A. J., Hulme, C., Bowyer-Crane, C. A., Snowling, M. J. & Fricke, S., 5 Jan 2017, In: International journal of language & communication disorders.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File

• The DCDC2 deletion is not a risk factor for dyslexia

  Scerri, T. S., Macpherson, E., Martinelli, A., Wa, W. C., Monaco, A. P., Stein, J., Zheng, M., Suk-Han Ho, C., McBride, C., Snowling, M., Hulme, C., Hayiou-Thomas, M. E., Waye, M. M. Y., Talcott, J. B. & Paracchini, S., 25 Jul 2017, In: Translational psychiatry. 7, 7 p., e1182(2017).

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File

• The efficacy of early language intervention in mainstream school settings: a randomized controlled trial

  Fricke, S., Burgoyne, K., Bowyer-Crane, C. A., Kyriacou, M., Zosimidou, A., Maxwell, L., Lervag, A., Snowling, M. J. & Hulme, C., 1 Oct 2017, In: Journal of Child Psychology & Psychiatry. 58, 10, p. 1141-1151 11 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File
• 2016

  The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia

  Hamilton, L. G., Hayiou-Thomas, M. E., Hulme, C. & Snowling, M. J., 2 Sept 2016, In: Scientific Studies of Reading. 20, 5, p. 401-419 19 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File
• 2015

  Copy Number Variation Screen Identifies a Rare De Novo Deletion at Chromosome 15q13.1-13.3 in a Child with Language Impairment

  Pettigrew, K. A., Reeves, E., Leavett, R., Hayiou-Thomas, M. E., Sharma, A., Simpson, N. H., Martinelli, A., Thompson, P., Hulme, C., Snowling, M. J., Newbury, D. F. & Paracchini, S., 2015, In: PLoS ONE. 10, 8, e0134997.

  Research output: Contribution to journal › Article › peer-review

• Developmental dyslexia: Predicting individual risk

  Thompson, P. A., Hulme, C., Nash, H. M., Gooch, D., Hayiou-Thomas, E. & Snowling, M. J., 2015, In: Journal of Child Psychology & Psychiatry. 12 p.

  Research output: Contribution to journal › Article › peer-review

• Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls

  Moll, K., Snowling, M. J., Göbel, S. M. & Hulme, C., 2015, In: Learning and Instruction. 38, p. 53-62 10 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File
• 2014

  Children's arithmetic development: it is number knowledge, not the approximate number sense, that counts

  Göbel, S. M., Watson, S. E., Lervåg, A. & Hulme, C., 1 Mar 2014, In: Psychological Science. 25, 3, p. 789-798 10 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File
• 2013

  Efficacy of language intervention in the early years.

  Fricke, S., Bowyer-Crane, C. A., Haley, A. J., Hulme, C. & Snowling, M., Mar 2013, In: Journal of Child Psychology & Psychiatry. 54, 3, p. 280-290 11 p.

  Research output: Contribution to journal › Article › peer-review
• 2012

  Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles

  Duff, F. J., Hayiou-Thomas, M. E. & Hulme, C., Mar 2012, In: READING AND WRITING. 25, 3, p. 621-640 20 p.

  Research output: Contribution to journal › Article › peer-review

• The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses

  Hulme, C., Bowyer-Crane, C., Carroll, J. M., Duff, F. J. & Snowling, M. J., Jun 2012, In: Psychological Science. 23, 6, p. 572-7 6 p.

  Research output: Contribution to journal › Article › peer-review
• 2011

  A systematic meta-analytic review of evidence for the effectiveness of the 'Fast ForWord' language intervention program

  Strong, G. K., Torgerson, C. J., Torgerson, D. & Hulme, C., Mar 2011, In: Journal of Child Psychology & Psychiatry. 52, 3, p. 224-35 12 p.

  Research output: Contribution to journal › Article › peer-review

• Response to early intervention of children with specific and general language impairment.

  Bowyer-Crane, C. A., Duff, F. J., Hulme, C. & Snowling, M., 2011, In: Learning Disabilities: A Contemporary Journal. 9, 2, p. 107-121

  Research output: Contribution to journal › Article › peer-review

• 2010

  Predicting the Growth of Early Spelling Skills: Are There Heterogeneous Developmental Trajectories?

  Lervag, A. & Hulme, C., Nov 2010, In: Scientific Studies of Reading. 14, 6, p. 485-513 29 p.

  Research output: Contribution to journal › Article › peer-review
• 2009

  Rapid Automatized Naming (RAN) Taps a Mechanism That Places Constraints on the Development of Early Reading Fluency

  Lervag, A. & Hulme, C., Aug 2009, In: Psychological Science. 20, 8, p. 1040-1048 9 p.

  Research output: Contribution to journal › Article › peer-review

• The Cognitive and Linguistic Foundations of Early Reading Development: A Norwegian Latent Variable Longitudinal Study

  Lervag, A., Braten, I. & Hulme, C., May 2009, In: Developmental Psychology. 45, 3, p. 764-781 18 p.

  Research output: Contribution to journal › Article › peer-review
• 2008

  Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention

  Bowyer-Crane, C. A., Snowling, M. J., Duff, F. J., Fieldsend, E., Carroll, J. M., Miles, J., Gotz, K. & Hulme, C., Apr 2008, In: Journal of child psychology and psychiatry. 49, 4, p. 422-432 11 p.

  Research output: Contribution to journal › Article › peer-review

• Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention

  Duff, F. J., Fieldsend, E., Bowyer-Crane, C., Hulme, C., Smith, G., Gibbs, S. & Snowling, M. J., Aug 2008, In: Journal of Research in Reading. 31, 3, p. 319-336 18 p.

  Research output: Contribution to journal › Article › peer-review

• Training reading and phoneme awareness skills in children with Down syndrome

  Goetz, K., Hulme, C., Brigstocke, S., Carroll, J. M., Nasir, L. & Snowling, M., Jun 2008, In: READING AND WRITING. 21, 4, p. 395-412 18 p.

  Research output: Contribution to journal › Article › peer-review
• 2006

  Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial

  Hatcher, P. J., Hulme, C., Miles, J. N. V., Carroll, J. M., Hatcher, J., Smith, G., Bowyer-Crane, C., Snowling, M. J. & Gibbs, S., Aug 2006, In: Journal of Child Psychology & Psychiatry. 47, 8, p. 820-827 8 p.

  Research output: Contribution to journal › Article › peer-review

• Evidence for the effectiveness of the Early Literacy Support programme

  Hatcher, P. J., Goetz, K., Snowling, M. J., Hulme, C., Gibbs, S. & Smith, G., Jun 2006, In: British Journal of Educational Psychology. 76, p. 351-367 17 p.

  Research output: Contribution to journal › Article › peer-review

• Speech and language processing mechanisms in verbal serial recall

  Allen, R. & Hulme, C., Jul 2006, In: Journal of Memory and Language. 55, 1, p. 64-88 25 p.

  Research output: Contribution to journal › Article › peer-review

• The cognitive bases of learning to read and spell in Greek: Evidence from a longitudinal study

  Nikolopoulos, D., Goulandris, N., Hulme, C. & Snowling, M. J., May 2006, In: Journal of Experimental Child Psychology. 94, 1, p. 117 17 p.

  Research output: Contribution to journal › Article › peer-review

• The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds (vol 91, pg 113, 2005)

  Durand, M., Hulme, C., Larkin, R. & Snowling, M., Mar 2006, In: Journal of Experimental Child Psychology. 93, 3, p. 282-283 2 p.

  Research output: Contribution to journal › Article › peer-review

• The distinctiveness of the word-length effect

  Hulme, C., Neath, I., Stuart, G., Shostak, L., Surprenant, A. M. & Brown, G. D. A., May 2006, In: Journal of Experimental Psychology: Learning, Memory, and Cognition. 32, 3, p. 586-594 9 p.

  Research output: Contribution to journal › Article › peer-review
• 2005

  Effects of orthographic consistency, frequency, and letter knowledge on children's vowel spelling development

  Caravolas, M., Kessler, B., Hulme, C. & Snowling, M., Dec 2005, In: Journal of Experimental Child Psychology. 92, 4, p. 307-321 15 p.

  Research output: Contribution to journal › Article › peer-review

• Individual differences in RAN and reading: a response timing analysis

  Hulme, C., Snowling, M. & Clarke, P., May 2005, In: Journal of Research in Reading. 28, 2, p. 73-86 14 p.

  Research output: Contribution to journal › Article › peer-review

• Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: Evidence from Czech and English children

  Caravolas, M., Volin, J. & Hulme, C., Oct 2005, In: Journal of Experimental Child Psychology. 92, 2, p. 107-139 33 p.

  Research output: Contribution to journal › Article › peer-review

• Phoneme isolation ability is not simply a consequence of letter-sound knowledge

  Hulme, C., Caravolas, M., Málková, G. & Brigstocke, S., Aug 2005, In: Cognition. 97, 1, p. B1-B11 11 p.

  Research output: Contribution to journal › Article › peer-review

• Phonological skills are (probably) one cause of success in learning to read: A comment on Castles and Coltheart

  Hulme, C., Snowling, M., Caravolas, M. & Carroll, J., 2005, In: Scientific Studies of Reading. 9, 4, p. 351-365 15 p.

  Research output: Contribution to journal › Article › peer-review

• The cognitive foundations of reading and arithmetic skills in 7-to 10-year-olds

  Durand, M., Hulme, C., Larkin, R. & Snowling, M., Jun 2005, In: Journal of Experimental Child Psychology. 91, 2, p. 113-136 24 p.

  Research output: Contribution to journal › Article › peer-review
• 2004

  Abolishing the word-length effect

  Hulme, C., Suprenant, A. M., Bireta, T. J., Stuart, G. & Neath, I., Jan 2004, In: Journal of Experimental Psychology: Learning, Memory, and Cognition. 30, 1, p. 98-106 8 p.

  Research output: Contribution to journal › Article › peer-review

• Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure

  Hatcher, P. J., Hulme, C. & Snowling, M. J., Feb 2004, In: Journal of child psychology and psychiatry. 45, 2, p. 338-358 21 p.

  Research output: Contribution to journal › Article › peer-review

• Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study

  Muter, V., Hulme, C., Snowling, M. J. & Stevenson, J., Sept 2004, In: Developmental Psychology. 40, 5, p. 665-681 17 p.

  Research output: Contribution to journal › Article › peer-review
• 2003

  High- and low-frequency words are recalled equally well in alternating lists: Evidence for associative effects in serial recall

  Hulme, C., Stuart, G., Brown, G. D. A. & Morin, C., Nov 2003, In: Journal of Memory and Language. 49, 4, p. 500-518 18 p.

  Research output: Contribution to journal › Article › peer-review

• The development of phonological awareness in preschool children

  Carroll, J. M., Snowling, M. J., Hulme, C. & Stevenson, J., Sept 2003, In: Developmental Psychology. 39, 5, p. 913-923 11 p.

  Research output: Contribution to journal › Article › peer-review
• 2002

  Phoneme awareness is a better predictor of early reading skill than onset-rime awareness

  Hulme, C., Hatcher, P. J., Nation, K., Brown, A., Adams, J. & Stuart, G., May 2002, In: Journal of Experimental Child Psychology. 82, 1, p. 228 27 p.

  Research output: Contribution to journal › Article › peer-review

• Word-frequency and phonological-neighborhood effects on verbal short-term memory

  Roodenrys, S., Hulme, C., Lethbridge, A., Hinton, M. & Nimmo, L. M., Nov 2002, In: Journal of Experimental Psychology: Learning, Memory, and Cognition. 28, 6, p. 1019-1034 16 p.

  Research output: Contribution to journal › Article › peer-review
• 2001

  Learning to read in Williams syndrome: Looking beneath the surface of atypical reading development

  Laing, E., Hulme, C., Grant, J. & Karmiloff-Smith, A., Sept 2001, In: Journal of Child Psychology & Psychiatry. 42, 6, p. 729-739 11 p.

  Research output: Contribution to journal › Article › peer-review

• The foundations of spelling ability: Evidence from a 3-year longitudinal study

  Caravolas, M., Hulme, C. & Snowling, M. J., Nov 2001, In: Journal of Memory and Language. 45, 4, p. 751-774 24 p.

  Research output: Contribution to journal › Article › peer-review

• 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

  Nation, K., Allen, R. & Hulme, C., Sept 2001, In: Journal of Experimental Child Psychology. 80, 1, p. 75-94 20 p.

  Research output: Contribution to journal › Article › peer-review
• 2000

  The effects of word co-occurrence on short-term memory: Associative links in long-term memory affect short-term memory performance

  Stuart, G. & Hulme, C., May 2000, In: Journal of Experimental Psychology: Learning, Memory, and Cognition. 26, 3, p. 796-802 7 p.

  Research output: Contribution to journal › Article › peer-review

• 1999

  Concrete words are easier to recall than abstract words: Evidence for a semantic contribution to short-term serial recall

  Walker, I. & Hulme, C., Sept 1999, In: Journal of Experimental Psychology: Learning, Memory, and Cognition. 25, 5, p. 1256-1271 16 p.

  Research output: Contribution to journal › Article › peer-review