Charles Hulme | Academic Influence

Charles Hulme's AcademicInfluence.com Rankings

Charles Hulme

Psychology

#1364

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#1659

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Cognitive Psychology

#147

World Rank

#152

Historical Rank

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Psychology

Charles Hulme's Degrees

PhD Psychology University of York
Bachelors Psychology University of York

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Why Is Charles Hulme Influential?

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According to Wikipedia, Charles Hulme, is a British psychologist. He holds the Chair of Psychology and Education in the Department of Education at the University of Oxford, and is a William Golding Senior Research Fellow at Brasenose College, Oxford. He is a Senior Editor of Psychological Science, the flagship journal of the Association for Psychological Science.

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Charles Hulme's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Is working memory training effective? A meta-analytic review. (2013) (1583)
The science of reading: A handbook. (2005) (1064)
Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. (2004) (1064)
Phonological skills and their role in learning to read: a meta-analytic review. (2012) (866)
Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis (1994) (754)
Memory for familiar and unfamiliar words: Evidence for a long-term memory contribution to short-term memory span (1991) (747)
Oscillator-based memory for serial order. (2000) (721)
The Foundations of Spelling Ability: Evidence from a 3-Year Longitudinal Study (2001) (497)
Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of “Far Transfer” (2016) (477)
Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. (2002) (436)
Segmentation, not rhyming, predicts early progress in learning to read. (1997) (431)
The development of phonological awareness in preschool children. (2003) (427)
Word-frequency effects on short-term memory tasks: evidence for a redintegration process in immediate serial recall. (1997) (420)
Neural systems predicting long-term outcome in dyslexia (2010) (411)
Speech Rate and the Development of Short-Term Memory Span. (1984) (399)
Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies (2012) (392)
Concrete words are easier to recall than abstract words: Evidence for a semantic contribution to short-term serial recall. (1999) (368)
Ameliorating Children’s Reading-Comprehension Difficulties (2010) (353)
Words, nonwords, and phonological processes: Some comments on Gathercole, Willis, Emslie, and Baddeley (1991) (308)
Rapid Automatized Naming (RAN) Taps a Mechanism That Places Constraints on the Development of Early Reading Fluency (2009) (300)
Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. (2004) (300)
Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: evidence from Czech and English children. (2005) (293)
Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies (2013) (288)
Learning to read: the role of short-term memory and phonological skills. (1994) (283)
Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention. (2008) (280)
Phonemic Segmentation, Not Onset-Rime Segmentation, Predicts Early Reading and Spelling Skills. (1997) (273)
The cognitive and linguistic foundations of early reading development: a Norwegian latent variable longitudinal study. (2009) (249)
Evidence-based interventions for reading and language difficulties: creating a virtuous circle. (2011) (247)
Working Memory and Severe Learning Difficulties (1992) (233)
The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read (2012) (225)
Modeling Item Length Effects in Memory Span: No Rehearsal Needed? (1995) (221)
The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds. (2005) (220)
Children's Reading Comprehension Difficulties (2011) (214)
Segmentation, not rhyming, predicts early progress in learning to read. (1998) (205)
Annual Research Review: The nature and classification of reading disorders – a commentary on proposals for DSM-5 (2011) (205)
The role of long-term memory mechanisms in memory span (1995) (204)
Sentence repetition is a measure of children's language skills rather than working memory limitations (2014) (204)
Working Memory Development: The Effects of Speech Rate, Word Length, and Acoustic Similarity on Serial Recall. (1989) (203)
Efficacy of language intervention in the early years (2012) (196)
Reading and Spelling : Development and Disorders (1998) (194)
The development of phonological skills. (1994) (193)
The Role of Phonology in Young Children Learning to Read Words: The Direct-Mapping Hypothesis. (1994) (192)
Reading comprehension difficulties in children (1992) (184)
Phonological Skills Are (Probably) One Cause of Success in Learning to Read: A Comment on Castles and Coltheart (2005) (178)
Deficits in output phonology: an explanation of reading failure? Cognit (1992) (178)
Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial. (2005) (177)
Learning to Read: What We Know and What We Need to Understand Better. (2013) (177)
Phonemes, rhymes, and intelligence as predictors of children's responsiveness to remedial reading instruction: evidence from a longitudinal intervention study. (1999) (174)
Paired-associate learning, phoneme awareness, and learning to read. (2007) (168)
There is no convincing evidence that working memory training is effective: A reply to Au et al. (2014) and Karbach and Verhaeghen (2014) (2016) (167)
The Brain Basis of the Phonological Deficit in Dyslexia Is Independent of IQ (2011) (164)
A longitudinal case study of developmental phonological dyslexia (1989) (160)
The cognitive bases of learning to read and spell in Greek: evidence from a longitudinal study. (2006) (150)
Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex. (2018) (147)
Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms (2011) (147)
Verbal Memory Span in Children: Speech Timing Clues to the Mechanisms Underlying Age and Word Length Effects (1994) (145)
Language and verbal short-term memory skills in children with Down syndrome: a meta-analytic review. (2011) (145)
A systematic meta-analytic review of evidence for the effectiveness of the ‘Fast ForWord’ language intervention program (2011) (142)
Interventions for children's language and literacy difficulties (2012) (141)
Developmental Disorders of Language Learning and Cognition (2009) (139)
Word-frequency and phonological-neighborhood effects on verbal short-term memory. (2002) (138)
Practitioner review: verbal working memory development and its disorders. (1995) (138)
PERCEPTUAL JUDGEMENTS OF NORMAL AND CLUMSY CHILDREN (1987) (137)
Visual, Kinaesthetic and Cross‐modal Judgements of Length by Normal and Clumsy Children (1982) (137)
A comparison of phonological skills in children with reading comprehension difficulties and children with decoding difficulties. (1995) (136)
Children’s Arithmetic Development (2014) (135)
Dyslexia : biology, cognition and intervention (1997) (132)
Developmental dyslexia: predicting individual risk (2015) (131)
The Foundations of Literacy Development in Children at Familial Risk of Dyslexia (2015) (130)
The development of executive function and language skills in the early school years (2015) (130)
Phoneme Awareness, Visual-Verbal Paired-Associate Learning, and Rapid Automatized Naming as Predictors of Individual Differences in Reading Ability (2012) (128)
The development of short-term memory span: separable effects of speech rate and long-term memory. (1993) (128)
Individual differences in RAN and reading: A response timing analysis. (2005) (127)
Speech and language processing mechanisms in verbal serial recall (2006) (126)
High- and low-frequency words are recalled equally well in alternating lists: Evidence for associative effects in serial recall (2003) (124)
The Phonological Abilities Test (1997) (122)
The interface between spoken and written language: developmental disorders (2014) (118)
The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children’s Language and Literacy Development (2017) (118)
What’s Working in Working Memory Training? An Educational Perspective (2015) (114)
Learning to read in Williams syndrome: looking beneath the surface of atypical reading development. (2001) (113)
Phonological and semantic processes influence beginning readers' ability to learn to read words. (1999) (113)
The procedural learning deficit hypothesis of language learning disorders: we see some problems (2017) (112)
Effects of word frequency and age of acquisition on short-term memory span (1994) (112)
The effects of word co-occurrence on short-term memory: associative links in long-term memory affect short-term memory performance. (2000) (110)
A deficit in rime awareness in children with Down syndrome (2002) (108)
Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments (2015) (107)
Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial (2012) (103)
Learning to read changes children's phonological skills: evidence from a latent variable longitudinal study of reading and nonword repetition. (2011) (102)
Think before you speak: pauses, memory search, and trace redintegration processes in verbal memory span. (1999) (102)
The implausibility of low-level visual deficits as a cause of children's reading difficulties (1988) (98)
Kinaesthetic Sensitivity Of Normal And Clumsy Children (1987) (95)
The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia (2016) (95)
The Role of Children's Phonological and Semantic Knowledge in Learning to Read Words (2012) (92)
Visual perceptual deficits in clumsy children (1982) (90)
Reading retardation and multi-sensory teaching (1981) (88)
YARC York Assessment of Reading for Comprehension. Passage Reading (2009) (87)
White Matter Morphometric Changes Uniquely Predict Children’s Reading Acquisition (2014) (86)
Validity of a Protocol for Adult Self-Report of Dyslexia and Related Difficulties (2012) (85)
Nonword-Repetition Ability Does Not Appear to Be a Causal Influence on Children’s Vocabulary Development (2012) (85)
Reading disorders and dyslexia (2016) (82)
Maternal history of reading difficulty is associated with reduced language-related gray matter in beginning readers (2012) (82)
Defining and understanding dyslexia: past, present and future (2020) (78)
Phoneme isolation ability is not simply a consequence of letter-sound knowledge (2005) (78)
Abolishing the word-length effect. (2004) (77)
Training reading and phoneme awareness skills in children with Down syndrome (2008) (77)
Effects of orthographic consistency, frequency, and letter knowledge on children's vowel spelling development. (2005) (76)
Cognitive psychology and second language processing: the role of short-term memory. (1992) (74)
Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment. (2013) (73)
Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. (2019) (72)
Predicting the Growth of Early Spelling Skills: Are There Heterogeneous Developmental Trajectories? (2010) (72)
The Interaction of Visual and Motor Memory for Graphic Forms following Tracing (1979) (72)
Clumsy children--a review of recent research. (1986) (71)
THE REMEDIATION OF CLUMSINESS. I: AN EVALUATION OF LASZLO'S KINAESTHETIC APPROACH (1996) (68)
Comorbidities in preschool children at family risk of dyslexia. (2014) (68)
Visual perception and drawing ability in clumsy and normal children (1988) (67)
Errors in proofreading: Evidence for the use of word shape in word recognition (1983) (66)
Developmental dyslexia in adults: behavioural manifestations and cognitive correlates. (2014) (65)
Evidence for the effectiveness of the Early Literacy Support programme. (2006) (64)
Phonemes, rimes and language skills as foundations of early reading development: Evidence from a longitudinal study. (2004) (64)
Reading skills in children with Down syndrome: a meta-analytic review. (2011) (64)
Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention (2008) (63)
Memory span development in Down's syndrome, severely subnormal and normal subjects (1987) (62)
Phonemes, rimes and the mechanisms of early reading development. (2002) (62)
Phonological Deficits in Dyslexia: A “Sound” Reappraisal of the Verbal Deficit Hypothesis? (1992) (61)
When does speech sound disorder matter for literacy? The role of disordered speech errors, co‐occurring language impairment and family risk of dyslexia (2016) (58)
Verbal short-term memory span in speech-disordered children: implications for articulatory coding in short-term memory. (1991) (58)
Nonword repetition, STM, and word age-of-acquisition : a computational model (1996) (56)
Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension (2019) (54)
Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder (2019) (53)
The effects of phonetic similarity and list length on children's sound categorization performance. (1994) (53)
Visual, kinaesthetic and cross-modal judgments of length by clumsy children: a comparison with young normal children. (1984) (53)
Current evidence does not support the claims made for CogMed working memory training (2012) (53)
Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls (2015) (53)
Learning to read: a theoretical synthesis. (1993) (52)
Are the literacy difficulties that characterize developmental dyslexia associated with a failure to integrate letters and speech sounds? (2016) (52)
The growth of reading skills in children with Down Syndrome. (2012) (52)
Developmental differences in the effects of acoustic similarity on memory span. (1984) (51)
Children’s Reading Comprehension Difficulties: Nature, Causes, and Treatments (2011) (50)
A comparison of reading comprehenison and decoding difficulties in children. (1996) (48)
Serial and Free Recall in Children Can Be Improved by Training (2010) (48)
Learning to read with a language impairment. (2008) (47)
The effects of word length on memory for pictures: Evidence for speech coding in young children ☆ (1986) (46)
Developmental changes in speech rate and memory span: A causal relationship? (1985) (46)
Patterns of rotary pursuit performance in clumsy and normal children. (1988) (44)
Word Recognition in Developmental Dyslexia: A Connectionist Interpretation (1994) (43)
Children's reading impairments: From theory to practice (2013) (43)
Why and how phoneme awareness helps learning to read (1998) (43)
Short-term memory impairments in Alzheimer-type dementia: Evidence for separable impairments of articulatory rehearsal and long-term memory (1993) (43)
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'? (2003) (42)
Preschool morphological training produces long-term improvements in reading comprehension (2016) (42)
A Longitudinal Study of Early Reading Development: Letter-Sound Knowledge, Phoneme Awareness and RAN, but Not Letter-Sound Integration, Predict Variations in Reading Development (2019) (42)
The efficacy of early language intervention in mainstream school settings: a randomized controlled trial (2017) (41)
Theoretical and methodological pitfalls in making comparisons between developmental and acquired dyslexia: Some comments on A. Castles & M. Coltheart (1993) (1996) (41)
A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability (2019) (40)
Deficits in Phonology but Not Dyslexic (1996) (40)
The development of memory for serial order: A temporal contextual distinctiveness model. (1999) (39)
Developing Language and Literacy: Effective Intervention in the Early Years (2011) (39)
An experimental study of multi-sensory teaching with normal and retarded readers (1984) (39)
Theoretical and Practical Implications (2013) (38)
Longitudinal evidence linking processing speed to the development of reasoning. (2016) (38)
Reading and language intervention for children at risk of dyslexia: a randomised controlled trial (2014) (38)
Some experimental studies of multi‐sensory teaching: the effects of manual tracing on children's paired‐associate learning (1987) (38)
Sentence repetition as a marker of language skills in children with dyslexia (2015) (37)
Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills. (2018) (37)
No evidence that an exercise-based treatment programme (DDAT) has specific benefits for children with reading difficulties. (2007) (36)
The effects of manual tracing on memory in normal and retarded readers: Some implications for multi-sensory teaching (1981) (36)
The distinctiveness of the word-length effect. (2006) (35)
The benefit of orthographic support for oral vocabulary learning in children with Down syndrome* (2012) (34)
Copy Number Variation Screen Identifies a Rare De Novo Deletion at Chromosome 15q13.1-13.3 in a Child with Language Impairment (2015) (34)
Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia (2018) (34)
The effects of acoustic similarity on memory in children: A comparison between visual and auditory presentation (1987) (33)
Understanding Developmental Language Disorders (2008) (32)
Training Mispronunciation Correction and Word Meanings Improves Children’s Ability to Learn to Read Words (2017) (32)
Reaction Time Variability in Children With ADHD Symptoms and/or Dyslexia (2012) (32)
Children’s Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy (2020) (31)
Longitudinal relationships between language and verbal short-term memory skills in children with Down syndrome. (2015) (31)
Child and Symbol Factors in Learning to Read a Visually Complex Writing System (2014) (30)
Word frequency and the mixed-list paradox in immediate and delayed serial recall (2006) (30)
Connectionism and learning to read: Steps towards a psychologically plausible model (1991) (30)
Annual Research Review: Reading disorders revisited - the critical importance of oral language. (2020) (30)
The cognitive foundations of early arithmetic skills: It is counting and number judgment, but not finger gnosis, that count. (2016) (29)
Evaluation of a parent‐delivered early language enrichment programme: evidence from a randomised controlled trial (2018) (29)
Pattern Understanding: Relationships With Arithmetic and Reading Development (2017) (28)
Developing Reading Comprehension (2013) (28)
A connectionist perspective on the development of reading skills in children (1997) (28)
Short-term memory, speech rate and phonological awareness as predictors of learning to read. (1994) (28)
Developing Language and Literacy (2011) (27)
Visual, Kinaesthetic and Cross-Modal Development: Relationships to Motor Skill Development (1983) (27)
Preschool pathways to reading comprehension: A systematic meta-analytic review (2020) (27)
Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes (2016) (27)
Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles (2012) (27)
Every child counts: the independent evaluation (2011) (27)
YARC York Assessment of Reading for Comprehension (Secondary) (2010) (26)
The relationship between numerosity discrimination and arithmetic skill reflects the approximate number system and cannot be explained by inhibitory control. (2019) (25)
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. (2001) (25)
Response to Early Intervention of Children with Specific and General Language Impairment (2011) (25)
Language Skills, but Not Frequency Discrimination, Predict Reading Skills in Children at Risk of Dyslexia (2018) (25)
Phonological and Semantic Knowledge Are Causal Influences on Learning to Read Words in Chinese (2015) (24)
Training phoneme blending skills in children with Down syndrome (2013) (22)
Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses (2016) (22)
Better communication research programme: Language and Literacy Attainment of Pupils during Early Years and through KS2: Does teacher assessment at five provide a valid measure of children's current and future educational attainments? (2011) (21)
Cell suicide in the developing nervous system: a functional neural network model. (1994) (21)
Reading and Oral Vocabulary Development in Early Adolescence (2020) (21)
Language skills, learning to read, and reading intervention. (2006) (20)
The DCDC2 deletion is not a risk factor for dyslexia (2017) (20)
Lexical and semantic influences on immediate serial recall a role for redintegration (2009) (20)
Number knowledge and the approximate number system are two critical foundations for early arithmetic development. (2020) (19)
The role of analogy in early spelling development. (1998) (19)
Oral language skills intervention in pre-school-a cautionary tale. (2017) (19)
Introduction to the Special Issue “Comorbidities between Reading Disorders and Other Developmental Disorders” (2020) (19)
Rapid naming (RAN) taps a basic constraint on the development of reading fluency. (2009) (19)
Intelligence and inspection time in normal and mentally retarded subjects. (1983) (19)
Eye Movements During Visual Speech Perception in Deaf and Hearing Children (2017) (18)
Continuities between speech and spelling in a case of developmental dyslexia (1992) (18)
Learning to read new words in individuals with Down syndrome: testing the role of phonological knowledge. (2014) (18)
Pattern understanding is a predictor of early reading and arithmetic skills (2019) (17)
Building phonological knowledge into a connectionist model of the development of word naming (1995) (17)
Language difficulties are a shared risk factor for both reading disorder and mathematics disorder (2020) (16)
Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development (2019) (16)
Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial (2019) (16)
Better Communication Research Project: Language and Literacy Attainment of Pupils during Early Years and through KS2--Does Teacher Assessment at Five Provide a Valid Measure of Children's Current and Future Educational Attainments? Research Report. DFE-RR172a. (2011) (16)
Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability. (2018) (16)
Preschool phonological, morphological and semantic skills explain it all: following reading development through a 9‐year period (2020) (16)
Speech difficulties at school entry are a significant risk factor for later reading difficulties (2019) (15)
Precursors of Reading Difficulties in Czech and Slovak Children At-Risk of Dyslexia. (2016) (15)
Short-term memory development and learning to read (1988) (15)
The phonological neighbourhood effect on short-term memory for order (2017) (14)
The critical role of Arabic numeral knowledge as a longitudinal predictor of arithmetic development. (2020) (14)
Reading Intervention for Poor Readers at the Transition to Secondary School (2017) (14)
Can Working Memory Training Ameliorate ADHD and Other Learning Disorders? A Systematic Meta-Analytic Review (2013) (14)
STM Experimenter: Using HyperCard and MacRecorder in short-term memory experiments (1992) (13)
A note of caution concerning the Neale Analysis of Reading Ability (Revised). (1991) (12)
Early Handwriting Ability Predicts the Growth of Children’s Spelling, but Not Reading, Skills (2020) (12)
Sound Linkage: An Integrated Programme for Overcoming Reading Difficulties (2007) (12)
Developmental changes in the cognitive and educational profiles of children and adolescents with 22q11.2 deletion syndrome (2018) (11)
Is a procedural learning deficit a causal risk factor for developmental language disorder or dyslexia? A meta-analytic review. (2021) (11)
Reading and Other Specific Learning Difficulties (2008) (11)
Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people (2022) (10)
Perceptual grouping in visual word recognition (1993) (10)
The cognitive foundations of reading and arithmetic skills in 7- to 10-year old children. (2005) (9)
Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial. (2021) (9)
Automatic Activation of Sounds by Letters Occurs Early in Development but is not Impaired in Children With Dyslexia (2018) (9)
Screening for Language Delay: Growth Trajectories of Language Ability in Low- and High-Performing Children. (2016) (9)
Preschool Language Profiles of Children at Family Risk of Dyslexia: Continuities with SLI. (2013) (9)
Working Memory and Severe Learning Difficulties (PLE: Memory) (2014) (9)
Developmental Psychology Is Working Memory Training Effective ? A Meta-Analytic Review (2012) (9)
Mathematical and connectionist models of human memory: a comparison. (1995) (9)
6. Deficits in Output Phonology Cause Developmental Phonological Dyslexia (1991) (9)
Deficits in output phonology: a cause of reading failure? (1992) (8)
Separable effects of the approximate number system, symbolic number knowledge, and number ordering ability on early arithmetic development. (2021) (8)
The Classification of Children with Reading Difficulties (1988) (8)
Helping to overcome early reading failure by combining the teaching of reading and phonological skills. (1995) (8)
Developing Reading Comprehension: Clarke/Developing Reading Comprehension (2013) (8)
Effective intervention for language and literacy in the early years. (2011) (7)
Genome-wide association analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people (2021) (7)
Sustained Attention, Not Procedural Learning, is a Predictor of Reading, Language and Arithmetic Skills in Children (2018) (7)
Every Child Counts: the independent evaluation (Technical report) (2011) (7)
Comorbidities in preschool children at risk of dyslexia: the role of language ability. (2013) (7)
Closing a Virtuous Circle: Reciprocal Influences Between Theory and Practice in Studies of Reading Intervention (2014) (7)
Reading: Extracting Information from Printed and Electronically Presented Text (1985) (7)
Speech processing and learning to spell. (1991) (7)
Modelling human memory: connectionism and convolution. (1996) (6)
The Connection between Different Verbal Difficulties in a Backward Reader (1979) (6)
Educational interventions for children's learning difficulties (2015) (6)
A Reading and Language Intervention for Children with Down Syndrome (2012) (6)
Computerized Speechreading Training for Deaf Children: A Randomized Controlled Trial (2019) (6)
Effectiveness of a small-group vocabulary intervention programme: evidence from a regression discontinuity design. (2018) (6)
Corrigendum to: “Reading skills in children with Down syndrome: A meta-analytic review” [Res. Dev. Disabil. 33 (2) (2011) 737–747] (2012) (6)
Speechreading Ability Is Related to Phonological Awareness and Single-Word Reading in Both Deaf and Hearing Children (2020) (5)
The development of phonological skills in children. (1994) (5)
Non-pharmacological interventions for stuttering in children aged between birth and six years (2019) (5)
The Effects of Articulatory Suppression on Reading Ideographic and Alphabetic Numbers (1981) (5)
Procedural and declarative learning in dyslexia. (2019) (5)
Working Memory and Learning to Read (1989) (5)
A rare missense variant in the ATP2C2 gene is associated with language impairment and related measures (2021) (5)
Stage 1 Registered Report: The relationship between handedness and language ability in children (2019) (5)
Delivering language intervention at scale: promises and pitfalls (2022) (4)
App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial. (2021) (4)
The procedural deficit hypothesis of language learning disorders: We still see some serious problems. (2019) (3)
Developmental dyslexia and cognitive processes (1993) (3)
What’s Working in Working Memory Training? An Educational Perspective (2015) (3)
Non-pharmacological interventions for stuttering in children six years and younger. (2021) (3)
Editorial Part I (2005) (3)
Erratum to: Preschool morphological training produces long-term improvements in reading comprehension (2016) (3)
What is Reading Comprehension (2013) (3)
The Nature of Memory Span Deficits in People with Severe Learning Difficulties@@@Working Memory and Severe Learning Difficulties (1995) (3)
Theoretical Framework: Foundations of Learning to Read (2011) (3)
Memory development: Interactions between theories in cognitive and developmental psychology (1986) (3)
Reading with Vocabulary Intervention: Evaluation of Instruction for Treatment Non-responders. (2008) (3)
Learning-to-learn in a connectionist network : the development of associative learning (1995) (2)
A Connectionist Perspective on Reading and Its Difficulties (1999) (2)
Early language intervention improves behavioral adjustment in school: Evidence from a cluster randomized trial. (2022) (2)
Connectionist models of human short-term memory (1995) (2)
Phonological Deficits and the Development of Word Recognition Skills in Developmental Dyslexia (1993) (2)
Feedback and Evaluation (2013) (2)
The Decomposition of Decoding (2012) (2)
John Cassidy, Manchester Sculptor, and his Patrons: Their Contribution to Manchester Life and Landscape (2012) (2)
Reading Retardation and Multi-Sensory Teaching (Psychology Revivals) (2014) (2)
Disorders of reading, mathematical and motor development (2015) (2)
The Poor Comprehender Profile (2013) (1)
Programmed cell suicide in the developing nervous system: A functional neural network model. (1994) (1)
The effects of reading and language intervention on literacy skills in children in a remote community: An exploratory randomized controlled trial (2020) (1)
Word frequency and the mixed-list paradox in immediate serial recall. (2006) (1)
Hand preference and language ability in 6- to 7-year-old children (2019) (1)
Comprar The Science of Reading: A Handbook | Margaret J. Snowling | 9781405114882 | Wiley (2008) (1)
Reading retardation, verbal memory difficulties and a method of remedial teaching. (1980) (1)
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] (2006) (1)
Phonological coding deficits in dyslexia. (1990) (1)
Editorial Part III (2005) (1)
Editorial Part IV (2005) (1)
Scaling up early language intervention in educational settings: First steps matter (2022) (1)
Time Perception, Executive Function and Phonological Skills in Children with Attention Difficulties and Reading Disorder. (2011) (1)
Stage 2 Registered Report: There is no appreciable relationship between strength of hand preference and language ability in 6- to 7-year-old children (2019) (1)
Comprar Developmental Disorders of Language Learning and Cognition | Charles Hulme | 9780631206118 | Wiley (2008) (1)
Editorial Perspective: Speaking up for developmental language disorder – the top 10 priorities for research (2022) (1)
The nature and causes of children's grammatical difficulties: Evidence from an intervention to improve past tense marking in children with down syndrome. (2021) (1)
Reading as a complex cognitive skill (1983) (1)
The effects of varying memory vector size in a network that learns to learn (1994) (1)
Speechreading in hearing children can be improved by training (2021) (1)
Hypothesis-driven genome-wide association studies provide novel insights into genetics of reading disabilities (2022) (1)
Dyslexia: Recent trends and future prospects. (1989) (1)
There is no convincing evidence that working memory training is effective: A reply to Au et al. (2014) and Karbach and Verhaeghen (2014) (2015) (0)
Associations between pattern understanding and early arithmetic and reading skills. (2018) (0)
Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes (2016) (0)
Appendix 8.4: Examples of Inconsistent Letter‐Sound Correspondences (2011) (0)
The effectiveness of the Oral Language for Literacy Intervention (OLLI) program in children with developmental language difficulties (2021) (0)
Editorial Part VII (2005) (0)
PACT: A parent-delivered language teaching programme to support early language and literacy development (2018) (0)
Outcomes from a RCT of reading and language intervention for children with Down syndrome. (2012) (0)
A Pilot Study to Evaluate an Integrated Phonics and Language Programme for the Teaching of Reading to Deaf and Hearing Children (2020) (0)
Appendix 8.3: Handout for Describing Segmenting and Blending (2011) (0)
Appendix 8.5: Handout to Support Individual Book Reading (2011) (0)
Preschool morphological training produces long-term improvements in reading comprehension (2016) (0)
The development of serial order: A temporal-contextual distinctiveness model. (1999) (0)
The effects of tracing on memory for order (2014) (0)
Reading Intervention for Children with Language Learning Difficulties (2008) (0)
Appendix 8.6: Individual Book Reading Strategies (2011) (0)
Appendix 8.8: Handout on Speech Production (2011) (0)
The Nuffield Language for Reading Study (2011) (0)
RCT evaluation of a reading and language intervention for children with Down syndrome. (2012) (0)
Appendix 3.1: Reference List for Assessment Tests (2011) (0)
Intervention Materials: Combined Programme (2013) (0)
Levels of Representation in Language Development (2005) (0)
Principles of Intervention: Screening, Assessment and Monitoring Progress (2011) (0)
Improving Memory Span in Severe Learning Difficulties (2014) (0)
Comprar Developmental Disorders of Language and Cognition | Margaret J. Snowling | 9780631206125 | Wiley (2008) (0)
The Importance of Evidence (2011) (0)
Domain-specific skills, but not fine-motor or executive function, predict later arithmetic and reading in children (2022) (0)
Adapting the Programme for Children with Different Needs (2011) (0)
Speak, write and spell. (1980) (0)
Appendix 6.2: Nursery Rhyme Time (2011) (0)
The development of associative memory: A connectionist account of learning-to-learn. (1996) (0)
The effects of tracing on memory for verbal and visual stimuli in retarded and normal readers (2014) (0)
RUNNING HEAD : Vocabulary learning in Down syndrome The benefit of orthographic support for oral vocabulary learning in children with Down syndrome (2015) (0)
The Effects of Reading and Language Intervention on Literacy Skills in Children in a Remote Community: A Randomized Controlled Trial (2019) (0)
A behavioural and ERP investigation of letter-sound processing: Is a lack of automaticity a proximal cause of dyslexia? (2013) (0)
Connectionism and convolution as basic mechanisms of human memory. (1996) (0)
Reading development and dyslexia : selected papers from the Third International Conference of the British Dyslexia Association "Dyslexia--Towards a Wider Understanding," Manchester, 1994 (1994) (0)
Erratum to: Preschool morphological training produces long-term improvements in reading comprehension (2016) (0)
Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles (2011) (0)
Editorial Part VI (2005) (0)
Data on numerosity discrimination, inhibition and arithmetic during the early school years (2019) (0)
Improving reading and language in children with Down syndrome. (2012) (0)
Appendix 8.9: Example of a Narrative Task (2011) (0)
Appendix 6.1: Example Sessions from the OL Programme (2011) (0)
Subject Approach to European Documentation: the possibilities for computer application (1977) (0)
Multi-sensory teaching: tracing as a teaching aid for retarded readers (2014) (0)
Programme Delivery: Training, Implementation and Feedback (2011) (0)
Open Research Online The beneﬁt of orthographic support for oral vocabulary learning in children with Down syndrome (2020) (0)
The Phonology with Reading Programme (2011) (0)
Appendix 6.3: Resources Used to Develop the Programme (2011) (0)
Intervention Materials: Oral Language Programme (2013) (0)
Brain measures predict future gains in children with dyslexia better than behavioral measures. (2011) (0)
The authors have replied as follows: (1988) (0)
Preface to the special issue of the British Journal of Psychology to mark the retirement of Donald Broadbent FRS ScD CBE (1991) (0)
Appendix 8.2: The OL Programme Manual (2011) (0)
RCT of speechreading training in deaf children (Pimperton et al., 2019) (2019) (0)
The cognitive psychology of reading and reading difficulties. (1986) (0)
Editorial Part II (2005) (0)
Evaluation of reading and language intervention for children with Down syndrome. (2011) (0)
Appendix 5.1: List of Books Used for Group Work (2011) (0)
Parent-child shared reading: Three case studies. (2013) (0)
The Oral Language Programme (2011) (0)
Mind the (Inferential) Gap: Giles et al. (2018) Provide No Convincing Evidence for a Causal Relationship Between Interceptive-Timing Ability and Arithmetic Attainment (2019) (0)
Appendix 8.1: The P + R Programme Manual (2011) (0)
Cognitive profile of children with 22q11.2 deletion syndrome: A longitudinal study (2012) (0)
Editorial Part V (2005) (0)
Connections only connections: a comment on Bryant and Goswami. (1990) (0)
Working Memory: Structure and Function (2014) (0)
Intervention Materials: Text Level Programme (2013) (0)
Kinaesthetics and psychometrics: A reply to Laszlo and Bairstow. (1989) (0)
Appendix 8.7: Guidelines for Developing Sight Word Reading (2011) (0)
Word shape and word length as cues for visual word recognition: some possible implications for the teaching of reading. (1984) (0)
Book Review: Neurobehavioral and perceptual dysfunction in learning disabled children (1988) (0)
Day by day (2017) (0)
White Matter Development in Beginning Readers 1871 The development of phonological awareness and related skills (2014) (0)
Language and reading impairments are associated with increased prevalence of non-right-handedness. (2023) (0)
The nature and causes of reading retardation (2014) (0)
EDUCATIONAL PROFILE OF 22q11DS DELETION SYNDROME 1 Developmental Changes in the Cognitive and Educational Profiles of Children and Adolescents with 22q11.2 Deletion Syndrome EDUCATIONAL PROFILE OF 22q11DS DELETION SYNDROME (2017) (0)
Title The DCDC 2 deletion is not a risk factor for dyslexia (2017) (0)
The York Reading for Meaning Project (2013) (0)
Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses (2016) (0)
Dyslexia: Biology, Identification and Remediation. (1997) (0)
Working Memory and Severe Learning Difficulties: A Synthesis (2014) (0)
Developmental dyslexia and language disorders (2008) (0)

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