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    • Charles Hulme
    • Charles Hulme

      Charles Hulme

      Department of Education, Oxford University, Oxford, UK | University of Oxford, UK; University of Oslo, Norway. | Department of Education, University of Oxford, Oxford, UK | ...



      KOL Resume for Charles Hulme


      Department of Education, Oxford University, Oxford, UK


      University of Oxford, Oxford, UK


      Department of Education, University of Oxford, Oxford OX1 3JP, UK


      Department of Education, University of Oxford, Oxford, UK, View further author information

      Institute for Learning Sciences & Teacher Education, Australian Catholic University, Brisbane, Australia

      Education, University of Oxford, Oxford, Oxfordshire, OX2 6PY, UK

      University of Oxford, United Kingdom


      Division of Psychology and Language Sciences, University College London (UCL), London, UK


      University College London London UK


      Division of Psychology and Language Sciences, University College London, and Department of Special Needs Education, University of Oslo

      University College London (UCL), London WC1N 1PF, UK


      Division of Psychology and Language Sciences, University College London, Chandler House, 2 Wakefield Street, WC1N 2PF, London, UK

      Department of Special Needs Education, University of Oslo, 0318 Oslo, Norway


      University College London Division of Psychology & Language Sciences UK


      University College London Division of Psychology and Language Sciences London UK


      University of York


      Division of Psychology and Language Sciences, University College, London, UK

      Department of Psychology, York University


      University of Oslo


      Department of Psychology, University of York, York, England


      Department of Psychology, University of York, Heslington, YO10 5DD, York, UK


      Department of Psychology, University of York, York, YO10 5DD, UK

      University of York, York, England


      Department of Psychology, University of York, Heslington, York, Y010 5DD, UK


      Department of Psychology, University of York, York, United Kingdom


      University of York, York, United Kingdom


      Centre for Reading and Language, University of York, York, United Kingdom

      University of York UK


      Department of Psychology at the University of York, Heslington, York, UK YO1 5DD


      Univ Warwick, Dept Psychol, Coventry CV4 7AL, W Midlands, England.


      Department of Psychology, University of York, YO1 5DD, York, England

      University of York, United Kingdom; University of Newcastle-upon-Tyne, United Kingdom


      University of York, York, United Kingdom; University of Wales, Bangor, United Kingdom


      Department of Psychology, University of York, Y01 5DD, Heslington, York, United Kingdom


      Department of Psychology University of York Heslington, York YO1 5DD


      University of York, England


      Department of Psychology, University of York, Heslington, York YO1 5DD



      Charles Hulme: Influence Statistics

      Sample of concepts for which Charles Hulme is among the top experts in the world.
      Concept World rank
      oral language paper #1
      outline seidenberg #1
      mixedlist paradox #1
      wordlevel literacy #1
      dyslexia wider range #1
      increases recall #1
      113 children years #1
      syllable rime awareness #1
      decoding problems #1
      knowledge phoneme #1
      coltheart causal link #1
      lessons psychological science #1
      “sound” reappraisal #1
      linear length discriminations #1
      pest motor competence #1
      relationship memory span #1
      age sentence repetition #1
      grades preschool measures #1
      knowledge arabic numeral #1
      longitudinal predictors development #1
      retardation subtle impairments #1
      language intervention improvements #1
      realworld cognitive skills #1
      phoneme isolation ability #1
      reading skills evidence #1
      2year longitudinal study #1
      variety alphabetic languages #1
      growth spelling #1
      evidence speech coding #1
      persistent language weaknesses #1
      pest laszlo #1
      adequate general intelligence #1
      commentaries doubt #1
      syndrome phonological training #1
      adolescence vocabulary development #1
      vocabulary relative strength #1
      clumsy children review #1
      norwegian male memory #1
      evidence developmental refinements #1
      unique variance spelling #1
      memory tracing #1
      rhymemeasures #1
      visualarticulatory #1
      children spellingsound consistency #1
      128 6yearold children #1
      frequency considerable #1
      career options chapter #1
      practice otaiba #1
      pure lists highfrequency #1
      magnitude comparison ability #1


      Prominent publications by Charles Hulme

      KOL-Index: 12949

      BACKGROUND: This study evaluates the effects of a language and literacy intervention for children with Down syndrome.

      METHODS: Teaching assistants (TAs) were trained to deliver a reading and language intervention to children in individual daily 40-min sessions. We used a waiting list control design, in which half the sample received the intervention immediately, whereas the remaining children received the treatment after a 20-week delay. Fifty-seven children with Down syndrome in ...

      Known for Language Intervention | Children Syndrome | Randomized Controlled Trial | Waiting Control | Teaching Assistants
      KOL-Index: 12759

      BACKGROUND: Deficits in time perception (the ability to judge the duration of time intervals) have been found in children with both attention-deficit/hyperactivity disorder (ADHD) and dyslexia. This paper investigates time perception, phonological skills and executive functions in children with dyslexia and/or ADHD symptoms (AS).

      METHOD: Children with dyslexia-only (n = 17), AS-only (n = 17), comorbid dyslexia+AS (n = 25), and typically developing controls (n = 42), matched for age and ...

      Known for Time Perception | Executive Function | Adhd Symptoms | Children Dyslexia | Duration Discrimination
      KOL-Index: 11402

      BACKGROUND: This study compares the efficacy of two school-based intervention programmes (Phonology with Reading (P + R) and Oral Language (OL)) for children with poor oral language at school entry.

      METHODS: Following screening of 960 children, 152 children (mean age 4;09) were selected from 19 schools on the basis of poor vocabulary and verbal reasoning skills and randomly allocated to either the P + R programme or the OL programme. Both groups of children received 20 weeks of daily ...

      Known for Reading Intervention | Literacy Skills | Early Language | Differential Effects | Phonological Awareness
      KOL-Index: 10792

      The experiments reported examine the effects of two highly related variables, word frequency and age of acquisition, on short-term memory span. Short-term memory span and speech rate were measured for sets of words which independently manipulated frequency and age of acquisition. It was found that frequency had a considerable effect on short-term memory span, which was not mediated by speech rate differences—although frequency did affect speech rate in one experiment. For age of ...

      Known for Word Frequency | Memory Span | Age Acquisition | Speech Rate | Experiments Effects
      KOL-Index: 10164

      BACKGROUND: Oral language skills in the preschool and early school years are critical to educational success and provide the foundations for the later development of reading comprehension.

      METHODS: In a randomized controlled trial, 180 children from 15 UK nursery schools (n = 12 from each setting; M(age) = 4;0) were randomly allocated to receive a 30-week oral language intervention or to a waiting control group. Children in the intervention group received 30 weeks of oral language ...

      Known for Language Intervention | Reading Comprehension | Early Years | Waiting Control | Skills Children
      KOL-Index: 9900

      We followed children at family risk of dyslexia and children with preschool language difficulties from age 3½, comparing them with controls (N = 234). At age 8, children were classified as having dyslexia or Developmental Language Disorder (DLD) and compared at earlier time points with controls. Children with dyslexia have specific difficulties with phonology and emergent reading skills in the preschool period, whereas children with DLD, with or without dyslexia, show a wider range of ...

      Known for Children Dyslexia | Developmental Language Disorder | Controls Age | Child Preschool | Dld Difficulties
      KOL-Index: 9887

      BACKGROUND: The developmental relationships between executive functions (EF) and early language skills are unclear. This study explores the longitudinal relationships between children's early EF and language skills in a sample of children with a wide range of language abilities including children at risk of dyslexia. In addition, we investigated whether these skills independently predict children's attention/behaviour skills.

      METHOD: Data are presented from 243 children at four time ...

      Known for Language Skills | Executive Function | Children Risk | Attention Child | Time Points
      KOL-Index: 9678

      It has been claimed that working memory training programs produce diverse beneficial effects. This article presents a meta-analysis of working memory training studies (with a pretest-posttest design and a control group) that have examined transfer to other measures (nonverbal ability, verbal ability, word decoding, reading comprehension, or arithmetic; 87 publications with 145 experimental comparisons). Immediately following training there were reliable improvements on measures of ...

      Known for Memory Training | Transfer Measures | Improve Performance | Convincing Evidence | Publication Bias
      KOL-Index: 9427

      BACKGROUND: This study evaluated the effectiveness of an intervention for reading-delayed children in Year-1 classes.

      METHODS: A sample (N = 77) of children drawn from 14 schools representing those with the weakest reading skills were randomly allocated to one of two groups. A 20-week intervention group received the intervention for two consecutive 10-week periods, while a 10-week intervention group only received the intervention for the second 10 weeks of the study. The programme was ...

      Known for Reading Intervention | Randomised Controlled Trial | Phoneme Awareness | Letter Knowledge | Trained Teaching Assistants
      KOL-Index: 9364

      Individuals with developmental dyslexia vary in their ability to improve reading skills, but the brain basis for improvement remains largely unknown. We performed a prospective, longitudinal study over 2.5 y in children with dyslexia (n = 25) or without dyslexia (n = 20) to discover whether initial behavioral or brain measures, including functional MRI (fMRI) and diffusion tensor imaging (DTI), can predict future long-term reading gains in dyslexia. No behavioral measure, including ...

      Known for Reading Skills | Neural Systems | Behavioral Measures | Children Dyslexia | Phonological Processing
      KOL-Index: 9037

      The authors report a systematic meta-analytic review of the relationships among 3 of the most widely studied measures of children's phonological skills (phonemic awareness, rime awareness, and verbal short-term memory) and children's word reading skills. The review included both extreme group studies and correlational studies with unselected samples (235 studies were included, and 995 effect sizes were calculated). Results from extreme group comparisons indicated that children with ...

      Known for Phonological Skills | Phonemic Awareness | Individual Differences | Analytic Review | Children Reading
      KOL-Index: 9034

      This article reviews our understanding of reading disorders in children and relates it to current proposals for their classification in DSM-5. There are two different, commonly occurring, forms of reading disorder in children which arise from different underlying language difficulties. Dyslexia (as defined in DSM-5), or decoding difficulty, refers to children who have difficulty in mastering the relationships between the spelling patterns of words and their pronunciations. These children ...

      Known for Reading Disorders | Children Dyslexia | Comprehension Impairment | Current Proposals | Annual Review
      KOL-Index: 8731

      It has been suggested that working memory training programs are effective both as treatments for attention-deficit/hyperactivity disorder (ADHD) and other cognitive disorders in children and as a tool to improve cognitive ability and scholastic attainment in typically developing children and adults. However, effects across studies appear to be variable, and a systematic meta-analytic review was undertaken. To be included in the review, studies had to be randomized controlled trials or ...

      Known for Memory Training | Children Adults | Effects Studies | Analytic Review | Cognitive Ability
      KOL-Index: 8690

      Two studies investigated the importance of phoneme awareness relative to other predictors in the development of reading and spelling among children learning a consistent orthography (Czech) and an inconsistent orthography (English). In Study 1, structural equation models revealed that Czech (n=107) and English (n=71) data were fitted well by the same predictors of reading and spelling. Phoneme awareness was a unique predictor in all models. In Study 2, Czech (n=40) and English (n=27) ...

      Known for Phoneme Awareness | Reading Spelling | Consistent Orthography | Literacy Skills | Child Comprehension
      KOL-Index: 8684

      BACKGROUND: This study considers the role of early speech difficulties in literacy development, in the context of additional risk factors.

      METHOD: Children were identified with speech sound disorder (SSD) at the age of 3½ years, on the basis of performance on the Diagnostic Evaluation of Articulation and Phonology. Their literacy skills were assessed at the start of formal reading instruction (age 5½), using measures of phoneme awareness, word-level reading and spelling; and 3 years ...

      Known for Language Impairment | Speech Sound | Risk Dyslexia | Reading Skills | Disorder Ssd

      Key People For Arithmetic Skills

      Top KOLs in the world
      David Cyril Geary
      mathematics achievement individual differences sexual selection
      Daniel Ansari
      numerical magnitude individual differences intraparietal sulcus
      Bert De Smedt
      individual differences mathematics achievement numerical magnitude
      Stanislas Dehaene
      visual word conscious access form area
      Nancy C Jordan
      mathematics achievement fraction concepts young children
      Brian L Butterworth
      repetitive speech phenomena semantic dementia quantity processing

      Charles Hulme:Expert Impact

      Concepts for whichCharles Hulmehas direct influence:Arithmetic skills,  Phoneme awareness,  Phonological skills,  Reading comprehension,  Memory span,  Speech rate,  Language intervention,  Procedural learning.

      Charles Hulme:KOL impact

      Concepts related to the work of other authors for whichfor which Charles Hulme has influence:Phonological awareness,  Reading comprehension,  Developmental dyslexia,  Memory training,  Serial recall,  Individual differences,  Executive function.



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      Department of Education, Oxford University, Oxford, UK | University of Oxford, UK; University of Oslo, Norway. | Department of Education, University of Oxford, Oxford, UK | University of Oxford, Oxford, UK | Department of Education, University of Oxf

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