Filtros de búsqueda

Lista de obras de Charles Hulme

6. Deficits in Output Phonology Cause Developmental Phonological Dyslexia

A NOTE OF CAUTION CONCERNING THE NEALE ANALYSIS OF READING ABILITY (REVISED)

A comparison of phonological skills in children with reading comprehension difficulties and children with decoding difficulties

artículo científico

A connectionist perspective on the development of reading skills in children

artículo científico

A critique of claims from Reynolds, Nicolson & Hambly (2003) that DDAT is an effective treatment for children with reading difficulties--'lies, damned lies and (inappropriate) statistics'?

artículo científico publicado en 2003

A longitudinal case study of developmental phonological dyslexia

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

artículo científico publicado en 2010

Abolishing the word-length effect.

artículo científico publicado en 2004

Ameliorating Children’s Reading-Comprehension Difficulties

artículo científico publicado en 2010

Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis

Annual research review: the nature and classification of reading disorders--a commentary on proposals for DSM-5.

artículo científico publicado en 2011

Are the literacy difficulties that characterize developmental dyslexia associated with a failure to integrate letters and speech sounds? ⬇️

artículo científico publicado en 2016

Cell suicide in the developing nervous system: a functional neural network model

artículo científico publicado en 1994

Child and Symbol Factors in Learning to Read a Visually Complex Writing System

Children's Reading Comprehension Difficulties

Children's arithmetic development: it is number knowledge, not the approximate number sense, that counts

artículo científico publicado en 2014

Children's reading impairments: From theory to practice

article published in 2012

Closing a Virtuous Circle: Reciprocal Influences Between Theory and Practice in Studies of Reading Intervention

Clumsy children--a review of recent research

artículo científico publicado en 1986

Common patterns of prediction of literacy development in different alphabetic orthographies

artículo científico publicado en 2012

Comorbidities in preschool children at family risk of dyslexia ⬇️

artículo científico publicado en 2013

Connectionism and learning to read: Steps towards a psychologically plausible model

Connectionist Models of Memory and Language (PLE: Memory)

Continuities between speech and spelling in a case of developmental dyslexia

Copy Number Variation Screen Identifies a Rare De Novo Deletion at Chromosome 15q13.1-13.3 in a Child with Language Impairment

artículo científico publicado en 2015

Corrigendum to: “Reading skills in children with Down syndrome: A meta-analytic review” [Res. Dev. Disabil. 33 (2) (2011) 737–747]

article

Current evidence does not support the claims made for CogMed working memory training

article

Data on numerosity discrimination, inhibition and arithmetic during the early school years

scientific article published on 25 May 2019

Deficits in output phonology: an explanation of reading failure?

Developing Language and Literacy

Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder

scientific article published on 24 January 2019

Developmental changes in the cognitive and educational profiles of children and adolescents with 22q11.2 deletion syndrome

artículo científico publicado en 2017

Developmental differences in the effects of acoustic similarity on memory span

Developmental dyslexia in adults: behavioural manifestations and cognitive correlates

artículo científico publicado en 2014

Developmental dyslexia: predicting individual risk ⬇️

artículo científico publicado en 2015

Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies

artículo científico publicado en 2013

Disorders of reading, mathematical and motor development

article

Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension

scientific article published on 20 October 2019

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

artículo científico publicado en 2015

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

artículo científico publicado en 2016

Educational interventions for children's learning difficulties

Effects of orthographic consistency, frequency, and letter knowledge on children’s vowel spelling development

article

Effects of word frequency and age of acquisition on short-term memory span.

artículo científico publicado en 1994

Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial

artículo científico publicado en 2012

Efficacy of language intervention in the early years

artículo científico publicado en 2012

Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial.

artículo científico publicado en 2006

Erratum to “The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds” [Journal of Experimental Child Psychology 91 (2005) 113–136]

scholarly article published in Journal of Experimental Child Psychology

Erratum to: Preschool morphological training produces long-term improvements in reading comprehension

scholarly article published in Reading and Writing

Errors in proofreading: Evidence for the use of word shape in word recognition

artículo científico

Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles

Evaluation of a parent-delivered early language enrichment programme: evidence from a randomised controlled trial

artículo científico publicado en 2017

Evidence for the effectiveness of the Early Literacy Support programme.

artículo científico publicado en 2006

Evidence-based interventions for reading and language difficulties: creating a virtuous circle

scientific article published on 12 January 2011

Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure

artículo científico publicado en 2004

Eye Movements During Visual Speech Perception in Deaf and Hearing Children.

artículo científico publicado en 2017

Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes.

artículo científico publicado en 2016

High- and low-frequency words are recalled equally well in alternating lists: Evidence for associative effects in serial recall

article

Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention.

artículo científico publicado en 2007

Individual differences in RAN and reading: a response timing analysis

Intelligence and inspection time in normal and mentally retarded subjects.

artículo científico publicado en 1983

Interactions Between Short-Term and Long-Term Memory in the Verbal Domain

Interventions for children's language and literacy difficulties

artículo científico publicado en 2012

Is working memory training effective? A meta-analytic review

artículo científico publicado en 2013

Kinaesthetic Sensitivity Of Normal And Clumsy Children

artículo científico publicado en 1987

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

Language and verbal short-term memory skills in children with Down syndrome: a meta-analytic review

artículo científico publicado en 2011

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

artículo científico publicado en 2015

Learning to Read with a Language Impairment

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

artículo científico publicado en 2015

Learning to read changes children's phonological skills: evidence from a latent variable longitudinal study of reading and nonword repetition.

artículo científico publicado en 2010

Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills

article

Learning to read in Williams syndrome: looking beneath the surface of atypical reading development

artículo científico

Learning to read new words in individuals with Down syndrome: testing the role of phonological knowledge ⬇️

artículo científico publicado en 2014

Learning to read: a theoretical synthesis

artículo científico publicado en 1993

Learning to read: the role of short-term memory and phonological skills.

artículo científico publicado en 1994

Longitudinal evidence linking processing speed to the development of reasoning

artículo científico publicado en 2015

Longitudinal relationships between language and verbal short-term memory skills in children with Down syndrome

artículo científico publicado en 2015

Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia ⬇️

scientific article published on 12 September 2018

Maternal history of reading difficulty is associated with reduced language-related gray matter in beginning readers

artículo científico publicado en 2011

Mathematical and connectionist models of human memory: a comparison.

artículo científico publicado en 1995

Memory for familiar and unfamiliar words: Evidence for a long-term memory contribution to short-term memory span

article

Memory span development in Down's syndrome, severely subnormal and normal subjects

article

Mind the (Inferential) Gap: Giles et al. (2018) Provide No Convincing Evidence for a Causal Relationship Between Interceptive-Timing Ability and Arithmetic Attainment

artículo científico publicado en 2019

Modelling human memory: connectionism and convolution.

artículo científico publicado en 1996

Neural systems predicting long-term outcome in dyslexia

artículo científico publicado en 2011

No evidence that an exercise-based treatment programme (DDAT) has specific benefits for children with reading difficulties

artículo científico

Nonword-repetition ability does not appear to be a causal influence on children's vocabulary development

artículo científico publicado en 2012

Oral language skills intervention in pre-school-a cautionary tale

artículo científico publicado en 2016

Oscillator-based memory for serial order.

artículo científico publicado en 2000

PERCEPTUAL JUDGEMENTS OF NORMAL AND CLUMSY CHILDREN

article by Richard Lord & Charles Hulme published 12 November 2008 in Developmental Medicine and Child Neurology

Paired-associate learning, phoneme awareness, and learning to read.

artículo científico publicado en 2006

Pattern Understanding: Relationships With Arithmetic and Reading Development

article

Patterns of rotary pursuit performance in clumsy and normal children

artículo científico publicado en 1988

Perceptual grouping in visual word recognition.

artículo científico publicado en 1993

Perceptual judgments of normal and clumsy children.

artículo científico publicado en 1987

Phoneme Awareness, Visual-Verbal Paired-Associate Learning, and Rapid Automatized Naming as Predictors of Individual Differences in Reading Ability

Phoneme awareness is a better predictor of early reading skill than onset-rime awareness

artículo científico

Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: evidence from Czech and English children

artículo científico publicado en 2005

Phoneme isolation ability is not simply a consequence of letter-sound knowledge

artículo científico publicado en 2005

Phonemes, Rimes, and the Mechanisms of Early Reading Development

article

Phonemes, rhymes, and intelligence as predictors of children's responsiveness to remedial reading instruction: evidence from a longitudinal intervention study

artículo científico

Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study

artículo científico

Phonemic Segmentation, Not Onset-Rime Segmentation, Predicts Early Reading and Spelling Skills

Phonological Skills Are (Probably) One Cause of Success in Learning to Read: A Comment on Castles and Coltheart

Phonological and Semantic Knowledge Are Causal Influences on Learning to Read Words in Chinese

article

Phonological and semantic processes influence beginning readers' ability to learn to read words

artículo científico

Phonological skills and their role in learning to read: a meta-analytic review

artículo científico

Practitioner review: verbal working memory development and its disorders

artículo científico publicado en 1995

Precursors of Reading Difficulties in Czech and Slovak Children At-Risk of Dyslexia

artículo científico publicado en 2016

Predicting the Growth of Early Spelling Skills: Are There Heterogeneous Developmental Trajectories?

Preface to the special issue of the British Journal of Psychology to mark the retirement of Donald Broadbent FRS ScD CBE

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

artículo científico publicado en 2013

Preschool morphological training produces long-term improvements in reading comprehension

artículo científico publicado en 2016

Rapid automatized naming (RAN) taps a mechanism that places constraints on the development of early reading fluency

artículo científico publicado en 2009

Reaction time variability in children with ADHD symptoms and/or dyslexia

artículo científico publicado en 2012

Reading Intervention for Poor Readers at the Transition to Secondary School ⬇️

Reading and Other Specific Learning Difficulties

Reading and language intervention for children at risk of dyslexia: a randomised controlled trial

artículo científico publicado en 2014

Reading comprehension difficulties in children

Reading disorders and dyslexia

artículo científico publicado en 2016

Reading skills in children with Down syndrome: a meta-analytic review

artículo científico publicado en 2011

Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention

Screening for Language Delay: Growth Trajectories of Language Ability in Low- and High-Performing Children

artículo científico publicado en 2016

Segmentation does predict early progress in learning to read better than rhyme: A reply to bryant

artículo científico publicado en 1998

Segmentation, not rhyming, predicts early progress in learning to read

artículo científico

Segmentation, not rhyming, predicts early progress in learning to read

artículo científico publicado en 1998

Sentence repetition as a marker of language skills in children with dyslexia

Sentence repetition is a measure of children's language skills rather than working memory limitations

artículo científico publicado en 2014

Serial and free recall in children can be improved by training: evidence for the importance of phonological and semantic representations in immediate memory tasks

artículo científico

Short-term memory impairments in Alzheimer-type dementia: evidence for separable impairments of articulatory rehearsal and long-term memory.

artículo científico publicado en 1993

Social Drinking and Laughter ⬇️

artículo científico publicado el 1 de octubre de 1997

Speech and language processing mechanisms in verbal serial recall

Speech rate and the development of short-term memory span

article

Speechreading in hearing children can be improved by training

scientific article published in 2021

Stage 1 Registered Report: The relationship between handedness and language ability in children

scientific article published on 14 February 2019

Stage 2 Registered Report: There is no appreciable relationship between strength of hand preference and language ability in 6- to 7-year-old children

artículo científico publicado en 2019

The Automatic Activation of Sound-Letter Knowledge: An Alternative Interpretation of Analogy and Priming Effects in Early Spelling Development

artículo científico publicado en 1996

The Connection between Different Verbal Difficulties in a Backward Reader ⬇️

artículo científico publicado el 1 de diciembre de 1979

The Foundations of Literacy Development in Children at Familial Risk of Dyslexia ⬇️

artículo científico publicado en 2015

The Foundations of Spelling Ability: Evidence from a 3-Year Longitudinal Study

article

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

artículo científico publicado en 2017

The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia

artículo científico publicado en 2016

The Role of Children's Phonological and Semantic Knowledge in Learning to Read Words

The Role of Phonology in Young Children Learning to Read Words: The Direct-Mapping Hypothesis

The Science of Reading: A Handbook

The authors have replied as follows:

article by Charles Hulme & Richard Lord published 12 November 2008 in Developmental Medicine and Child Neurology

The benefit of orthographic support for oral vocabulary learning in children with Down syndrome ⬇️

artículo científico publicado en 2013

The brain basis of the phonological deficit in dyslexia is independent of IQ

artículo científico publicado en 2011

The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses

artículo científico publicado en 2012

The classification of children with reading difficulties

artículo científico publicado en 1988

The cognitive and linguistic foundations of early reading development: a Norwegian latent variable longitudinal study

artículo científico

The cognitive bases of learning to read and spell in Greek: Evidence from a longitudinal study

article

The cognitive foundations of early arithmetic skills: It is counting and number judgment, but not finger gnosis, that count

artículo científico publicado en 2016

The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds.

artículo científico publicado en 2005

The development of executive function and language skills in the early school years ⬇️

artículo científico publicado en 2015

The development of phonological awareness in preschool children.

artículo científico publicado en 2003

The development of phonological skills

artículo científico publicado en 1994

The development of short-term memory span: separable effects of speech rate and long-term memory.

artículo científico publicado en 1993

The distinctiveness of the word-length effect.

artículo científico publicado en 2006

The effects of acoustic similarity on memory in children: A comparison between visual and auditory presentation

The effects of articulatory suppression on reading ideographic and alphabetic numbers

The effects of manual tracing on memory in normal and retarded readers: Some implications for multi-sensory teaching ⬇️

artículo científico publicado el 1 de enero de 1981

The effects of phonetic similarity and list length on children's sound categorization performance.

artículo científico publicado en 1994

The effects of word co-occurrence on short-term memory: associative links in long-term memory affect short-term memory performance.

artículo científico publicado en 2000

The effects of word length on memory for pictures: Evidence for speech coding in young children

The efficacy of early language intervention in mainstream school settings: a randomized controlled trial

artículo científico publicado en 2017

The growth of reading skills in children with Down Syndrome

artículo científico publicado en 2011

The implausibility of low-level visual deficits as a cause of children's reading difficulties

The interaction of visual and motor memory for graphic forms following tracing

artículo científico publicado el 1 de mayo de 1979

The interface between spoken and written language: developmental disorders

artículo científico

The limitations of orthographic analogy in early reading development: performance on the clue-word task depends on phonological priming and elementary decoding skill, not the use of orthographic analogy.

artículo científico publicado en 2001

The phonological neighbourhood effect on short-term memory for order

artículo científico publicado en 2016

The procedural deficit hypothesis of language learning disorders: We still see some serious problems

scientific article published on 04 March 2019

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

artículo científico publicado en 2017

The relationship between numerosity discrimination and arithmetic skill reflects the approximate number system and cannot be explained by inhibitory control

scientific article published on 29 March 2019

The role of long-term memory mechanisms in memory span

article published in 1995

There is no convincing evidence that working memory training is effective: A reply to Au et al. (2014) and Karbach and Verhaeghen (2014).

artículo científico publicado en 2015

Think before you speak: pauses, memory search, and trace redintegration processes in verbal memory span

scientific article published on 01 March 1999

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

artículo científico publicado en 2010

Training Mispronunciation Correction and Word Meanings Improves Children’s Ability to Learn to Read Words

Training phoneme blending skills in children with Down syndrome

Training reading and phoneme awareness skills in children with Down syndrome

Understanding Developmental Language Disorders

Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex

artículo científico publicado en 2017

Validity of a protocol for adult self-report of dyslexia and related difficulties ⬇️

artículo científico publicado en 2012

Verbal Memory Span in Children: Speech Timing Clues to the Mechanisms Underlying Age and Word Length Effects

Verbal Short-Term Memory Span in Speech-Disordered Children: Implications for Articulatory Coding in Short-Term Memory

Verbal short-term memory span in speech-disordered children: implications for articulatory coding in short-term memory

artículo científico publicado en 1991

Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability

artículo científico publicado en 2018

Visual perceptual deficits in clumsy children.

artículo científico publicado en 1982

Visual, Kinaesthetic and Cross-modal Judgements of Length by Normal and Clumsy Children

Visual, kinaesthetic and cross-modal judgements of length by normal and clumsy children.

artículo científico publicado en 1982

Visual, kinaesthetic and cross-modal judgments of length by clumsy children: a comparison with young normal children.

artículo científico publicado en 1984

What's working in working memory training? An educational perspective

artículo científico publicado en 2015

When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia

artículo científico publicado en 2016

White matter morphometric changes uniquely predict children's reading acquisition

artículo científico publicado en 2014

Word frequency and the mixed-list paradox in immediate and delayed serial recall.

artículo científico publicado en 2006

Word recognition in developmental dyslexia: a connectionist interpretation

artículo científico publicado en 1994

Word-frequency and phonological-neighborhood effects on verbal short-term memory

artículo científico publicado en 2002

Word-frequency effects on short-term memory tasks: Evidence for a redintegration process in immediate serial recall ⬇️

artículo científico publicado el 1 de septiembre de 1997

Words, nonwords, and phonological processes: Some comments on Gathercole, Willis, Emslie, and Baddeley

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

artículo científico publicado en 2016

Working Memory and Severe Learning Difficulties (PLE: Memory)

Working memory development: The effects of speech rate, word length, and acoustic similarity on serial recall

article

Dominio Público Uruguay está sostenido por:

Acerca de Dominio Público Uruguay

Ayuda