Charles Hulme
Charles Hulme
Professor of Psychology, UCL
Verified email at ucl.ac.uk
TitleCited byYear
Is working memory training effective? A meta-analytic review.
M Melby-Lervåg, C Hulme
Developmental psychology 49 (2), 270, 2013
15332013
Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study.
V Muter, C Hulme, MJ Snowling, J Stevenson
Developmental psychology 40 (5), 665, 2004
12202004
Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis
PJ Hatcher, C Hulme, AW Ellis
Child development 65 (1), 41-57, 1994
10801994
Memory for familiar and unfamiliar words: Evidence for a long-term memory contribution to short-term memory span
C Hulme, S Maughan, GDA Brown
Journal of memory and language 30 (6), 685-701, 1991
9501991
Oscillator-based memory for serial order.
GDA Brown, T Preece, C Hulme
Psychological review 107 (1), 127, 2000
8392000
Phonological skills and their role in learning to read: a meta-analytic review.
M Melby-Lervåg, SAH Lyster, C Hulme
Psychological bulletin 138 (2), 322, 2012
7482012
Developmental disorders of language learning and cognition
C Hulme, MJ Snowling
John Wiley & Sons, 2013
5892013
The foundations of spelling ability: Evidence from a 3-year longitudinal study
M Caravolas, C Hulme, MJ Snowling
Journal of memory and language 45 (4), 751-774, 2001
5752001
Phoneme awareness is a better predictor of early reading skill than onset-rime awareness
C Hulme, PJ Hatcher, K Nation, A Brown, J Adams, G Stuart
Journal of experimental child psychology 82 (1), 2-28, 2002
5712002
The development of phonological awareness in preschool children.
JM Carroll, MJ Snowling, J Stevenson, C Hulme
Developmental psychology 39 (5), 913, 2003
5282003
Speech rate and the development of short-term memory span
C Hulme, N Thomson, C Muir, A Lawrence
Journal of experimental child psychology 38 (2), 241-253, 1984
5041984
Word-frequency effects on short-term memory tasks: Evidence for a redintegration process in immediate serial recall.
C Hulme, S Roodenrys, R Schweickert, GDA Brown, S Martin, G Stuart
Journal of Experimental Psychology: Learning, Memory, and Cognition 23 (5), 1217, 1997
4971997
Working Memory and Severe Learning Difficulties (PLE: Memory)
C Hulme, S Mackenzie
Psychology Press, 2014
4552014
The Science of Reading.: A Handbook
MJ Snowling, C Hulme
John Wiley & Sons, 2008
4232008
Segmentation, not rhyming, predicts early progress in learning to read
V Muter, C Hulme, M Snowling, S Taylor
Journal of experimental child psychology 71 (1), 3-27, 1998
4131998
Concrete words are easier to recall than abstract words: Evidence for a semantic contribution to short-term serial recall.
I Walker, C Hulme
Journal of Experimental Psychology: Learning, Memory, and Cognition 25 (5), 1256, 1999
4011999
Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure
PJ Hatcher, C Hulme, MJ Snowling
Journal of child Psychology and Psychiatry 45 (2), 338-358, 2004
3882004
Phonemic segmentation, not onset‐rime segmentation, predicts early reading and spelling skills
K Nation, C Hulme
Reading Research Quarterly 32 (2), 154-167, 1997
3871997
Reading comprehension difficulties in children
SE Stothard, C Hulme
Reading and writing 4 (3), 245-256, 1992
3841992
Working memory training does not improve performance on measures of intelligence or other measures of “far transfer” evidence from a meta-analytic review
M Melby-Lervåg, TS Redick, C Hulme
Perspectives on Psychological Science 11 (4), 512-534, 2016
3732016
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