Interventions for children's language and literacy difficulties

Por Snowling, Margaret J, Hulme, Charles
Publicado em 2012

Annual Research Review: The nature and classification of reading disorders – a commentary on proposals for DSM-5

Por Snowling, Margaret J, Hulme, Charles
Publicado em 2012

The interface between spoken and written language: developmental disorders

Por Hulme, Charles, Snowling, Margaret J.
Publicado em 2014

Learning to Read: What We Know and What We Need to Understand Better

Por Hulme, Charles, Snowling, Margaret J.
Publicado no Child Dev Perspect (2015)

Reading disorders and dyslexia

Por Hulme, Charles, Snowling, Margaret J.
Publicado no Curr Opin Pediatr (2016)

Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms

Por Gooch, Debbie, Snowling, Margaret, Hulme, Charles
Publicado em 2011

Reaction Time Variability in Children With ADHD Symptoms and/or Dyslexia

Por Gooch, Debbie, Snowling, Margaret J., Hulme, Charles
Publicado em 2012

Longitudinal Evidence Linking Processing Speed to the Development of Reasoning

Por Kail, Robert V., Lervåg, Arne, Hulme, Charles
Publicado no Dev Sci (2015)

Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of “Far Transfer”: Evidence From a Meta-Analytic Review

Por Melby-Lervåg, Monica, Redick, Thomas S., Hulme, Charles
Publicado no Perspect Psychol Sci (2016)

Validity of a Protocol for Adult Self-Report of Dyslexia and Related Difficulties

Por Snowling, Margaret, Dawes, Piers, Nash, Hannah, Hulme, Charles
Publicado em 2012

Preschool morphological training produces long-term improvements in reading comprehension

Por Lyster, Solveig-Alma Halaas, Lervåg, Arne Olav, Hulme, Charles
Publicado no Read Writ (2016)

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

Por Strong, Gemma K, Torgerson, Carole J, Torgerson, David, Hulme, Charles
Publicado em 2011

Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment

Por Nash, Hannah M., Hulme, Charles, Gooch, Debbie, Snowling, Margaret J.
Publicado no J Child Psychol Psychiatry (2013)

Comorbidities in preschool children at family risk of dyslexia

Por Gooch, Debbie, Hulme, Charles, Nash, Hannah M, Snowling, Margaret J
Publicado no J Child Psychol Psychiatry (2013)

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

Por Moll, Kristina, Snowling, Margaret J., Göbel, Silke M., Hulme, Charles
Publicado no Learn Instr (2015)

The procedural learning deficit hypothesis of language learning disorders: we see some problems

Por West, Gillian, Vadillo, Miguel A., Shanks, David R., Hulme, Charles
Publicado no Dev Sci (2017)

Language Skills, but Not Frequency Discrimination, Predict Reading Skills in Children at Risk of Dyslexia

Por Snowling, Margaret J., Gooch, Debbie, McArthur, Genevieve, Hulme, Charles
Publicado no Psychol Sci (2018)

Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments

Por Snowling, Margaret J., Duff, Fiona J., Nash, Hannah M., Hulme, Charles
Publicado no J Child Psychol Psychiatry (2015)

Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses

Por Bowyer-Crane, Claudine, Fricke, Silke, Schaefer, Blanca, Lervåg, Arne, Hulme, Charles
Publicado no Read Writ (2016)

The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children’s Language and Literacy Development

Por Puglisi, Marina L., Hulme, Charles, Hamilton, Lorna G., Snowling, Margaret J.
Publicado no Sci Stud Read (2017)