Professor Charles Hulme
Charles Hulme completed his doctorate under the supervision of Peter Bryant and Donald Broadbent at the University of Oxford before taking up his first academic position as Lecturer at York in 1978.In 1985 he was awarded the British Psychological Society's Spearman Medal and in 1998 he was the joint recipient of the Dina Fietelson Award of the International Reading Association for research on reading intervention.
Charles has previously had the roles of Editor in Chief of Scientific Studies of Reading (2005-2008) and Associate Editor of Psychological Science the flagship journal of the Association for Psychological Science (2007-2010).
Charles's current research interests include the development of reading and language skills in children, and developmental disorders of these skills. He has published widely on different developmental disorders including Autism, Attention Deficit Hyperactivity Disorder, Developmental Coordination Disorder, Dyslexia, Dyscalculia, Speech and Language Impairment, and genetic disorders including Down syndrome and Williams syndrome. Charles has wide experience of Randomised Controlled Trials evaluating treatments for reading and language difficulties in children.
Fricke, S., Bowyer-Crane, C., Haley, A.J., Hulme, C. and Snowling, M.J. (2013) Efficacy of language intervention in the early years. Journal of Child Psychology and Psychiatry.
Hulme, C. and Snowling, M.J. (2013) Learning to Read: What We Know and What We Need to Understand Better. Child Development Perspectives.
Burgoyne, K., Duff, F.J., Clarke, P.J., Buckley, S., Snowling, M.J. and 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.
Melby-Lervag, M., Lervag, A., Lyster, S-A.H., Klem, M., Hagtvet, B. and Hulme, C. (2012) Nonword-Repetition Ability Does Not Appear to Be a Causal Influence on Children's Vocabulary Development. Psychological Science.
Hulme, C., Bowyer-Crane, C., Carroll, J.M., Duff, F.J., Snowling, M.J. (2012) The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read: Combining Intervention Studies With Mediation Analyses Journal article. Psychological Science.
Caravolas, M., Lervag A., Mousikou P., Efrim C., Litavsky M., Onochie-Quintanilla E., Salas N., Schoeffelova M., Defior S., Mikulajova M., Seidlova-Malkova G and Hulme., C. (2012) Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies. Psychological Science.
Black, J.M., Tanaka, H., Stanley, L., Nagamine, M., Zakerani, N., Thurston, A., Kesler, S., Hulme, C., Lyytinen, H., Glover, G.H., Serrone, C., Raman, M.M., Reiss, A.L. and Hoeft, F. (2012) Maternal history of reading difficulty is associated with reduced language-related gray matter in beginning readers. Neuroimage.
Duff, F. & Hulme, C. (2012) Differential Effects of Phonology and Semantics on Beginner Readers’ Orthographic Learning. Scientific Studies of Reading.
Melby-Lervag, M., Lyster, S. and Hulme, C. (2012) Phonological Skills and their Role in Learning to Read: A Meta-Analytic Review. Psychological Bulletin.
Snowling, M.J. and Hulme, C. (2012) The Nature and Classification of Reading Disorders: A Commentary on proposals for DSM-5 Journal article. Journal of Child Psychology and Psychiatry.
Gooch, D., Snowling, M.J. and Hulme, C. (2012) Reaction Time Variability in Children With ADHD Symptoms and/or Dyslexia Developmental Neuropsychology.
Hulme, C.,Goetz, K., Brigstocke, S., Nash, H., Lervåg, A. and Snowling, M.J. (2012)The growth of reading skills in children with Down Syndrome. Developmental Science.
Bowyer-Crane, C., Carroll, J.M., Duff, F., Hulme, C., Snowling, M.J. (2011) Effective intervention for language and literacy in the early years. Wiley-Blackwell.
Tanaka, H.,Black, J.,Hulme, C.,Stanley, L., Kesler, S., Whitfield-Gabrieli, S., Gabrieli, J. and Hoeft, F. (2011) Brain Basis of Phonological Deficit in Dyslexia is Independent of IQ. Psychological Science.
Bowyer-Crane, C., Snowling, M.J., Duff, F.J. & Hulme, C. (2011). Response to early intervention of children with specific and general language impairment. Journal of Learning Disabilities.
Warmington, M. & Hulme, C. (2011) . Phoneme awareness, visual-verbal paired associate learning and rapid automatized naming as predictors of individual differences in reading ability. Scientific Studies of Reading.
Snowling, M.J., & Hulme, C., (2011) Evidence-based interventions for Reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology, 81, 1-23.
Hulme, C., & Snowling, M.J., (2011) Children's reading comprehension difficulties: nature, causes and treatments Current Directions in Psychological Science.
Strong, G.K. Torgerson, C. Torgerson, D., & Hulme, C. (2011). A systematic meta-analytic review of evidence for the effectiveness of the “Fast ForWord” language intervention programme. Journal of Child Psychology & Psychiatry, 53, 224-235.
Hoeft, F., McCandliss, B., Black, R., Gantman, A. , Zakerani, N., Hulme, C., Lyytinen, H. Whitfield-Gabrieli S., L. Reiss, A., Gabrieli. J.D.E. (2011). Neural systems predicting long-term outcome in dyslexia. Proceedings of the National Academy of Sciences, 108, 361-366.
Duff, F. Hayiou-Thomas, E.M. & Hulme, C. (2011). Evaluating the Effectiveness of a Phonologically-based Reading Intervention for Struggling Readers with Varying Language Profiles. Reading and Writing.
Gooch, D, Snowling, M. & Hulme, C. (2011) Time Perception, Executive Function and Phonological Skills in Children with Attention Difficulties and Reading Disorder. Journal of Child Psychology & Psychiatry, 52, 195-203.
Nation, K. & Hulme, C., (2010). Learning to read changes children’s phonological skills: Evidence from a latent variable longitudinal study of reading and nonword repetition. Developmental Science.
For a full list please visit: http://www.ucl.ac.uk/psychlangsci/research/dev-sci/people/devsci-staff/c_hulme