Centre for Reading and Language

Dr Valerie Muter

Valerie Muter

Great Ormond Street Hospital
Email: valerie.muter@gosh.nhs.uk
Address: Department of Clinical Neuropsychology, Level 4, Frontage Building, Great Ormond Street Hospital, Great Ormond Street, London, WC1N 3JH
Additional web page: GOSH profile page


Following her first degree at the University of Western Australia, Val trained as a Clinical Psychologist at Institute of Psychiatry, University of London.  She completed her PhD at the Institute of Child Health, University of London on "Phonology and learning to read in normal and hemiplegic children".

Val was one of the original members of CRL and an Honorary Research Fellow, University of York.  She has recently retired from her post as Consultant Clinical Psychologist to the Clinical Neuropsychology Team, Great Ormond St Children’s Hospital, London where she provided expert input to the team on children’s language and reading difficulties within the context of neurological impairment.

She continues as Consultant to the CRL assessment clinic.

Research interests

Val's research focuses on the early normal literacy development, abnormal literacy development (childhood dyslexia) and cognitive characteristics of children with early focal brain lesions.



Muter, V., Hulme, C. & Snowling, M.J. (1997) The Phonological Abilities Test.  London: The Psychological Corporation.


Muter, V. & Likierman, H. (2008) Dyslexia: A parents' guide to dyslexia, dyspraxia and other learning difficulties

Likierman, H &  Muter, V (2008) Prepare Your Child for School: How to Make Sure Your Child Gets Off to a Flying Start. Vermilion

Likierman, H &  Muter, V (2008) Top Tips for Starting School Vermilion

Muter, V. (2003). Early reading development and dyslexia. London:Whurr.


Muter, V & Snowling, M.J. (2010) Literacy Disorders.  In Skuse, D., Bruce, H., Dowdney, L. & Mrazek, D (Eds.) Child Psychology & Psychiatry – Frameworks for Practice (134-140).  Oxford: Wiley-Blackwell

Muter, V. & Snowling, MJ. (2009)  Children at family risk of dyslexia: practical implications from an at-risk study.  Child and Adolescent Mental Health, 14, 37-41

Snowling, M.J., Muter, V. & Carroll, J.M. (2007).  Children at family risk of dyslexia: a follow-up in adolescence.  Journal of Child Psychology & Psychiatry, 48,609-618.

Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Dev Psychol, 40(5), 665-681. doi: 10.1037/0012-1649.40.5.665

Muter, V. & Diethelm, K. (2001). The contribution of vocabulary and phonology to early reading development in a multilingual population. Language Learning, 51, 187-219.

Muter, V. & Vargha-Khadem, F. (2000). Cognitive development and educational management in congenital hemiplegia. In B. Neville & R. Goodman (Eds) Congenital hemiplegia: Clinics in developmental medicine series. Pp. 179-194. London: Mac Keith Press.

Muter, V. (2000). Screening for early reading failure. In N. Badian (Ed.) Prediction and Prevention of Reading Failure. Pp.1-29. Timonium, MD: York Press.

Muter, V. & Snowling, M. (1998).  Concurrent and longitudinal predictors of reading: The role of metalinguistic and short-term memory skills. Reading Research Quarterly, 33, 320-337.

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, 39-44.

Goulandris, N. & Muter, V. (Editors) (1997). Dyslexia Special Issue: From research to practice.  J. Wiley & Sons, London.

Muter, V. (1997).  Phonological awareness: Its nature, and its influence over early literacy development. In C. Hulme & M. Joshi (Eds) Reading and Spelling: Development and Disorders, pp. 113-125. New Jersey: L. Erlbaum & Assoc.

Muter, V., Taylor, S. & Vargha-Khadem, F. (1997). A longitudinal study of early intellectual development in hemiplegic children. Neuropsychologia, 35, 289-298.

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, 370-396.

Muter, V. & Snowling, M. (1997). Grammar and phonology predict spelling in middle childhood. Reading and Writing: Special Issue, 9, R. Treiman (Ed.). 407-425.

Muter, V. (1996).  Predicting children's reading and spelling difficulties. In M. Snowling & J. Stackhouse (Eds), Dyslexia, Speech and Language: A Practitioner's Handbook, pp. 31-44. London: Whurr.

Muter V., Snowling, M. and Taylor, S. (1994).  Orthographic analogies and phonological awareness:  Their role and significance in early reading development. Journal of Child Psychology and Psychiatry, 35, 293 - 310.

Muter, V.  (1994).   The influence of phonological awareness and letter knowledge on beginning reading and spelling development. In C. Hulme & M. Snowling (Eds)  Reading Development and Dyslexia, pp. 45 - 62.  Whurr, London.

Muter, V., Taylor, S. & Vargha-Khadem, F. (in preparation). Language and educational development in children with congenital hemiplegia.

Snowling, M., Nation, K. & Muter, V. (1999). The role of semantic and phonological skills in learning to read: Implications for assessment and teaching. In T. Nunes (Ed.). Learning to Read, pp. 195-208. Netherlands: Kluwer Academic Publishers.

Vargha-Khadem, F., Isaacs, E. and Muter, V. (1994).  A review of cognitive outcome after unilateral lesions sustained during childhood.  Child Neurology, 9, 2S67 -2S73.