Charles Hulme

Psychology · Social Sciences

23h-index2.2kcitations50works0.02yr avg
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Research Topics

Reading and Literacy Development(31), Cognitive and developmental aspects of mathematical skills(23), Language Development and Disorders(15), Early Childhood Education and Development(5), Hearing Impairment and Communication(5)

Publications50 total

Revisiting Persistence in Developmental Psychology: An Integrative Framework for Flexible Persistence
Human Development·2026
Assessing the Impact of a Heritage Language Intervention in Preschool: A Controlled Trial with Dual Language Learners from Language-Minority Backgrounds
2024Open Access
Author Correction: Discovery of 42 genome-wide significant loci associated with dyslexia
Nature Genetics·2023Open Access
Language and reading impairments are associated with increased prevalence of non-right-handedness
Child Development·2023· 26 citedOpen Access
Hypothesis-driven genome-wide association studies provide novel insights into genetics of reading disabilities
Translational Psychiatry·2022· 14 citedOpen Access
Scaling up early language intervention in educational settings: First steps matter
Oxford Review of Education·2022· 3 cited
Early language intervention improves behavioral adjustment in school: Evidence from a cluster randomized trial
Journal of School Psychology·2022· 10 cited
Challenges for implementation in diverse settings: reflections on two randomised controlled trials of educational interventions in South American communities
Research Papers in Education·2022· 12 citedOpen Access
Domain-specific skills, but not fine-motor or executive function, predict later arithmetic and reading in children
Learning and Individual Differences·2022· 17 citedOpen Access
A rare missense variant in the <i>ATP2C2</i> gene is associated with language impairment and related measures
Human Molecular Genetics·2021· 16 citedOpen Access
Separable effects of the approximate number system, symbolic number knowledge, and number ordering ability on early arithmetic development
Journal of Experimental Child Psychology·2021· 19 citedOpen Access
Language difficulties are a shared risk factor for both reading disorder and mathematics disorder
Journal of Experimental Child Psychology·2020· 56 citedOpen Access
Speechreading Ability Is Related to Phonological Awareness and Single-Word Reading in Both Deaf and Hearing Children
Journal of Speech Language and Hearing Research·2020· 18 citedOpen Access
Annual Research Review: Reading disorders revisited – the critical importance of oral language
Journal of Child Psychology and Psychiatry·2020· 128 cited
Early Handwriting Ability Predicts the Growth of Children’s Spelling, but Not Reading, Skills
Scientific Studies of Reading·2020· 31 cited
Defining and understanding dyslexia: past, present and future
Oxford Review of Education·2020· 328 citedOpen Access
Preschool phonological, morphological and semantic skills explain it all: following reading development through a 9‐year period
Journal of Research in Reading·2020· 39 citedOpen Access
Sustained Attention, Not Procedural Learning, is a Predictor of Reading, Language and Arithmetic Skills in Children
Scientific Studies of Reading·2020· 30 cited
Preschool pathways to reading comprehension: A systematic meta-analytic review
Educational Research Review·2020· 142 citedOpen Access
The critical role of Arabic numeral knowledge as a longitudinal predictor of arithmetic development
Journal of Experimental Child Psychology·2020· 52 cited
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Frequent Co-authors

Margaret J. Snowling(11), Arne Lervåg(10), Stephanie A. Malone(8), Kelly Burgoyne(7), Maggie Snowling(6), Dianne F. Newbury(6), Gillian West(5), Kristina Moll(5), Marianna E. Hayiou‐Thomas(5), Francina J. Clayton(4), John Stein(4), Joel B. Talcott(4), Silvia Paracchini(4), Angela Martinelli(4), Verena E. Pritchard(3), David R. Shanks(3), Elizabeth Worster(3), Filippo Abbondanza(3), Philip S. Dale(3), Tanner Koomar(3)