Charles Hulme

• West, Gillian; Lervåg, Arne; Birchenough, Julia M. H.; Korell, Caroline; Rios Diaz, Mariela & Duta, Mihaela [Vis alle 10 forfattere av denne artikkelen] (2024). Oral language enrichment in preschool improves children's language skills: a cluster randomised controlled trial. Journal of Child Psychology and Psychiatry. ISSN 0021-9630. doi: 10.1111/jcpp.13947.
• West, Gillian; Lervåg, Arne; Snowling, Margaret J.; Buchanan-Worster, Elizabeth; Duta, Mihaela & Hulme, Charles (2022). Early language intervention improves behavioral adjustment in school: Evidence from a cluster randomized trial. Journal of School Psychology. ISSN 0022-4405. 92, s. 334–345. doi: 10.1016/j.jsp.2022.04.006.
• Sjøstrand, Åse; Kefalianos, Elaina; Hofslundsengen, Hilde Christine; Guttormsen, Linn Stokke; Kirmess, Melanie & Lervåg, Arne [Vis alle 8 forfattere av denne artikkelen] (2021). Non-pharmacological interventions for stuttering in children six years and younger. Cochrane Database of Systematic Reviews. ISSN 1469-493X. 2021(9), s. 1–63. doi: 10.1002/14651858.CD013489.pub2. Fulltekst i vitenarkiv
• Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Kristensen, Jarl Kleppe; Gustafsson, Jan-Eric; Lyster, Solveig Alma Halaas & Snow, Catherine [Vis alle 12 forfattere av denne artikkelen] (2021). App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial. Journal of Educational Psychology. ISSN 0022-0663. s. 1–23. doi: 10.1037/edu0000688.
• Hulme, Charles; Snowling, Margaret J.; West, Gillian; Lervåg, Arne & Melby-Lervåg, Monica (2020). Children’s Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy. Current Directions in Psychological Science. ISSN 0963-7214. 29(4), s. 372–377. doi: 10.1177/0963721420923684. Fulltekst i vitenarkiv
• Lyster, Solveig Alma Halaas; Snowling, Margareth; Hulme, Charles & Lervåg, Arne (2020). Preschool phonological, morphological and semantic skills explain it all: Following reading development through a 9-year period. Journal of Research in Reading. ISSN 0141-0423. doi: 10.1111/1467-9817.12312. Fulltekst i vitenarkiv
• Hjetland, Hanne Næss; Brinchmann, Ellen Iren; Scherer, Ronny; Hulme, Charles & Melby-Lervåg, Monica (2020). Preschool pathways to reading comprehension: A systematic meta-analytic review. Educational Research Review. ISSN 1747-938X. 30:100323, s. 1–23. doi: 10.1016/j.edurev.2020.100323. Fulltekst i vitenarkiv
• Ricketts, Jessie; Lervåg, Arne; Dawson, Nicola; Taylor, Lucy A & Hulme, Charles (2019). Reading and Oral Vocabulary Development in Early Adolescence. Scientific Studies of Reading. ISSN 1088-8438. doi: 10.1080/10888438.2019.1689244. Fulltekst i vitenarkiv
• Burgoyne, Kelly; Malone, Stephanie; Lervåg, Arne & Hulme, Charles (2019). Pattern understanding is a predictor of early reading and arithmetic skills. Early Childhood Research Quarterly. ISSN 0885-2006. 49, s. 69–80. doi: 10.1016/j.ecresq.2019.06.006. Fulltekst i vitenarkiv
• Malone, Stephanie A.; Pritchard, Verena E.; Heron-Delaney, Michelle; Burgoyne, Kelly; Lervåg, Arne & Hulme, Charles (2019). The relationship between numerosity discrimination and arithmetic skill reflects the approximate number system and cannot be explained by inhibitory control. Journal of Experimental Child Psychology. ISSN 0022-0965. 184, s. 220–231. doi: 10.1016/j.jecp.2019.02.009.
• Hjetland, Hanne Næss; Lervåg, Arne; Lyster, Solveig-Alma Halaas; Hagtvet, Bente Eriksen; Hulme, Charles & Melby-Lervåg, Monica (2019). Pathways to Reading Comprehension: A Longitudinal Study From 4 to 9 Years of Age . Journal of Educational Psychology. ISSN 0022-0663. 111(5), s. 751–763. doi: 10.1037/edu0000321. Vis sammendrag

  The two major determinants of reading comprehension are language comprehension and decoding, but prior studies of the development of reading comprehension from an early age show inconsistent results. To clarify these inconsistencies we report a 6-year longitudinal study (starting at Age 4 years) where we control for measurement error and track the development and interrelationships between a range of predictors of reading comprehension (language, decoding, and cognitive skills). We found two main pathways to reading comprehension: a highly stable language comprehension pathway (reflecting variations in vocabulary, listening comprehension, grammar, and verbal working memory) and a less stable code-related pathway (reflecting variations in phoneme awareness, letter knowledge, and rapid automatized naming). Early language comprehension at Age 4 years is strongly related to code-related predictors (phoneme awareness, letter knowledge, and rapid naming), and influences decoding indirectly through these constructs. Early oral language skills predicted initial levels of reading comprehension and its growth between the ages of 7 and 9 years. Strikingly, language comprehension and decoding, together with their interaction and curvilinear effects, explain almost all (99.7%) of the variance in reading comprehension skills at 7 years of age. Our study adds to prior knowledge in several important ways and provides strong support for an elaborated version of the simple view of reading (Gough & Tunmer, 1986).

• Snowling, Margareth; Lervåg, Arne; Nash, Hanna & Hulme, Charles (2019). Longitudinal relationships between speech perception, phonological skills and reading in children at high- risk of dyslexia . Developmental Science. ISSN 1363-755X. 22(1). doi: 10.1111/desc.12723. Fulltekst i vitenarkiv
• Hulme, Charles; Zhou, Lulin; Tong, Xiuli; Lervåg, Arne & Burgoyne, Kelly (2018). Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills. Developmental Science. ISSN 1363-755X. doi: 10.1111/desc.12745.
• Lervåg, Arne; Hulme, Charles & Melby-Lervåg, Monica (2018). Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex. Child Development. ISSN 0009-3920. 89(5), s. 1821–1838. doi: 10.1111/cdev.12861. Fulltekst i vitenarkiv
• Fricke, Silke; Burgoyne, Kelly; Bowyer-Crane, Claudine; Kyriacou, Maria; Zosimidou, Alexandra & Maxwell, Liam [Vis alle 9 forfattere av denne artikkelen] (2017). The efficacy of early language intervention in mainstream school settings: a randomized controlled trial. Journal of Child Psychology and Psychiatry. ISSN 0021-9630. 58(10), s. 1141–1151. doi: 10.1111/jcpp.12737.
• Bowyer-Crane, Claudine; Fricke, Silke; Schaefer, Blanca; Lervåg, Arne & Hulme, Charles (2016). Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses. Reading and writing. ISSN 0922-4777. s. 1–20. doi: 10.1007/s11145-016-9699-8.
• Melby-Lervåg, Monica; Redick, Thomas S. & Hulme, Charles (2016). Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of “Far Transfer”: Evidence From a Meta-Analytic Review. Perspectives on Psychological Science. ISSN 1745-6916. 11(4), s. 512–534. doi: 10.1177/1745691616635612.
• Klem, Marianne; Hagtvet, Bente Eriksen; Hulme, Charles & Gustafsson, Jan-Eric (2016). Screening for Language Delay: Growth Trajectories of Language Ability in Low- and High-Performing Children. Journal of Speech, Language and Hearing Research. ISSN 1092-4388. 59(5), s. 1035–1045. doi: 10.1044/2016_JSLHR-L-15-0289. Fulltekst i vitenarkiv
• Lyster, Solveig-Alma Halaas; Lervåg, Arne & Hulme, Charles (2016). Preschool morphological training produces long-term improvements in reading comprehension. Reading and writing. ISSN 0922-4777. 29(6), s. 1269–1288. doi: 10.1007/s11145-016-9636-x. Vis sammendrag

  We evaluated the effect of morphological awareness training delivered in preschool (8 months before school entry) on reading ability at the end of grade 1 and 5 years later (in Grade 6). In preschool, one group of children received morphological awareness training, while a second group received phonological awareness training. A control group followed the ordinary preschool curriculum. The comparison between each training condition and the control condition is quasi experimental, whereas the comparison between the morphological and phonological treatments is randomized at group level. In Grade 1 children in the morphological awareness training group had significantly higher scores than children in the control group on both word reading and text reading measures, but no differences were found between the experimental groups. In Grade 6 children in the morphological awareness training group had significantly higher scores compared with the control group on a latent measure of reading comprehension, whereas the children in the phonological awareness training group did not differ from the controls; although the experimental groups did not differ significantly from each other. The results suggest that early training in morphological awareness can have long-term effects on children’s literacy skills.

• Kail, Robert; Lervåg, Arne & Hulme, Charles (2016). Longitudinal evidence linking processing speed to the development of reasoning . Developmental Science. ISSN 1363-755X. 19(6), s. 1067–1074. doi: 10.1111/desc.12352.
• Melby-Lervåg, Monica & Hulme, Charles (2016). There is no convincing evidence that working memory training is effective: A reply to Au et al. (2014) and Karbach and Verhaeghen (2014). Psychonomic Bulletin & Review. ISSN 1069-9384. 23(1), s. 324–330. doi: 10.3758/s13423-015-0862-z.
• Hulme, Charles; Nash, Hanna; Gooch, Debbie; Lervåg, Arne & Snowling, Margaret J. (2015). The Foundations of Literacy Development in Children at Familial Risk of Dyslexia. Psychological Science. ISSN 0956-7976. 26(12), s. 1877–1886. doi: 10.1177/0956797615603702. Vis sammendrag

  The development of reading skills is underpinned by oral language abilities: Phonological skills appear to have a causal influence on the development of early word-level literacy skills, and reading-comprehension ability depends, in addition to word-level literacy skills, on broader (semantic and syntactic) language skills. Here, we report a longitudinal study of children at familial risk of dyslexia, children with preschool language difficulties, and typically developing control children. Preschool measures of oral language predicted phoneme awareness and graphemephoneme knowledge just before school entry, which in turn predicted word-level literacy skills shortly after school entry. Reading comprehension at 8½ years was predicted by word-level literacy skills at 5½ years and by language skills at 3½ years. These patterns of predictive relationships were similar in both typically developing children and those at risk of literacy difficulties. Our findings underline the importance of oral language skills for the development of both word-level literacy and reading comprehension.

• Redick, Thomas S.; Shipstead, Zach; Wiemers, Elizabeth A.; Melby-Lervåg, Monica & Hulme, Charles (2015). What’s Working in Working Memory Training? An Educational Perspective. Educational Psychology Review. ISSN 1040-726X. doi: 10.1007/s10648-015-9314-6.
• Næss, Kari-Anne Bottegaard; Lervåg, Arne; Lyster, Solveig-Alma Halaas & Hulme, Charles (2015). Longitudinal relationships between language and verbal short-term memory skills in children with Down syndrome. Journal of Experimental Child Psychology. ISSN 0022-0965. 135, s. 43–55. doi: 10.1016/j.jecp.2015.02.004.
• Klem, Marianne; Melby-Lervåg, Monica; Hagtvet, Bente Eriksen; Lyster, Solveig-Alma Halaas; Gustafsson, Jan-Eric & Hulme, Charles (2015). Sentence repetition is a measure of children's language skills rather than working memory limitations. Developmental Science. ISSN 1363-755X. 18(1), s. 146–154. doi: 10.1111/desc.12202. Fulltekst i vitenarkiv
• Nergård-Nilssen, Trude & Hulme, Charles (2014). Developmental Dyslexia in Adults: Behavioural Manifestations and Cognitive Correlates. Dyslexia. ISSN 1076-9242. 20(3), s. 191–207. doi: 10.1002/dys.1477.
• Göbel, Silke M.; Watson, Sarah E.; Lervåg, Arne & Hulme, Charles (2014). Children’s arithmetic development: it is number knowledge, not the approximate number sense, that counts. Psychological Science. ISSN 0956-7976. 25(3), s. 789–798. doi: 10.1177/0956797613516471.
• Caravolas, Markéta; Lervåg, Arne; Defior, Sylvia; Seidlová-Málkova, Gabriela & Hulme, Charles (2013). Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies. Psychological Science. ISSN 0956-7976. 24(8), s. 1398–1407. doi: 10.1177/0956797612473122.
• Melby-Lervåg, Monica & Hulme, Charles (2013). Is Working Memory Training Effective? A Meta-Analytic Review. Developmental Psychology. ISSN 0012-1649. 49(2), s. 270–291. doi: 10.1037/a0028228.
• Melby-Lervåg, Monica; Lyster, Solveig-Alma Halaas & Hulme, Charles (2012). Phonological Skills and Their Role in Learning to Read: A Meta-Analytic Review. Psychological bulletin. ISSN 0033-2909. 138(2), s. 322–352. doi: 10.1037/a0026744.
• Melby-Lervåg, Monica; Lervåg, Arne; Lyster, Solveig-Alma Halaas; Klem, Marianne; Hagtvet, Bente Eriksen & Hulme, Charles (2012). Nonword repetition ability does not appear to be a causal influence on children’s vocabulary development. Psychological Science. ISSN 0956-7976. 23(10), s. 1069–1098. doi: 10.1177/0956797612443833.
• Caravolas, Markéta; Lervåg, Arne Ola; Mousikou, Petroula; Efrim, Corina; Litavsky, Miroslav & Onochie-Quintanilla, Eduardo [Vis alle 12 forfattere av denne artikkelen] (2012). Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies. Psychological Science. ISSN 0956-7976. 23(6), s. 678–686. doi: 10.1177/0956797611434536.
• Hulme, Charles; Goetz, Kristina; Brigstocke, Sophie; Nash, Hanna; Lervåg, Arne Ola & Snowling, Margaret J. (2012). The growth of reading skills in children with Down Syndrome. Developmental Science. ISSN 1363-755X. 15(3), s. 320–329. doi: 10.1111/j.1467-7687.2011.01129.x.
• Melby-Lervåg, Monica & Hulme, Charles (2012). Current Evidence Does not Support the Claims made for CogMed working Memory Training. Journal of Applied Research in Memory and Cognition. ISSN 2211-3681. 1(3). doi: 10.1016/j.jarmac.2012.06.006.
• Næss, Kari-Anne Bottegaard; Melby-Lervåg, Monica; Hulme, Charles & Lyster, Solveig-Alma Halaas (2011). Reading skills in children with Down syndrome: A meta-analytic review. Research in Developmental Disabilities. ISSN 0891-4222. 33((2012)), s. 737–747. doi: 10.1016/j.ridd.2011.09.019.
• Næss, Kari-Anne Bottegaard; Lyster, Solveig-Alma Halaas; Hulme, Charles & Melby-Lervåg, Monica (2011). Language and verbal short-term memory skills in children with Down syndrome: A meta-analytic review. Research in Developmental Disabilities. ISSN 0891-4222. 32(6), s. 2225–2234. doi: 10.1016/j.ridd.2011.05.014.
• Melby-Lervåg, Monica & Hulme, Charles (2010). Serial and Free Recall in children can be improved by training: Evidence for the importance of phonological and semantic representations in immediate memory tasks. Psychological Science. ISSN 0956-7976. 21(11), s. 1694–1700. doi: 10.1177/0956797610385355.
• Lervåg, Arne Ola & Hulme, Charles (2010). Predicting the Growth of Early Spelling Skills: Are There Heterogeneous Developmental Trajectories? Scientific Studies of Reading. ISSN 1088-8438. 14(6), s. 485–513. doi: 10.1080/10888431003623488. Vis sammendrag

  We examined the growth of spelling skills in a large sample of Norwegian children (N = 228) over the first 3 years in school. The roles of phoneme awareness, letter knowledge, rapid automatized naming (RAN), visual–verbal paired-associate learning, and verbal short-term memory as predictors of later spelling skills were examined. Phoneme awareness and letter knowledge together with nonalphanumeric RAN and verbal short-term memory were independent longitudinal predictors of both word and nonword spelling. In addition growth mixture modeling suggested that individual variations in the growth of word spelling were best characterized as variations around a single trajectory, whereas growth in nonword spelling was better characterized as variations around two distinct trajectories. The results are related to current theories about the cognitive and linguistic foundations of spelling.

• Lervåg, Arne Ola; Bråten, Ivar & Hulme, Charles (2009). The Cognitive and Linguistic Foundations of Early Reading Development: A Norwegian Latent Variable Longitudinal Study. Developmental Psychology. ISSN 0012-1649. 45(3), s. 764–781. doi: 10.1037/a0014132.
• Lervåg, Arne Ola & Hulme, Charles (2009). Rapid Automatized Naming (RAN) Taps a Mechanism That Places Constraints on the Development of Early Reading Fluency. Psychological Science. ISSN 0956-7976. 20(8), s. 1040–1048. doi: 10.1111/j.1467-9280.2009.02405.x.

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• Hulme, Charles & Melby-Lervåg, Monica (2016). Effects from Interventions for Psychological Learning and Behavioural Disorders in Children. Wiley-Blackwell. ISBN 978-1-118-38196-0. 1096 s.

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• Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Kristensen, Jarl Kleppe; Gustafsson, Jan-Eric; Lyster, Solveig Alma Halaas & Snow, Catherine [Vis alle 12 forfattere av denne artikkelen] (2021). App-based morphological training produces lasting effects on word knowledge in primary school children.
• Sjøstrand, Åse; Kefalianos, Elaina; Hofslundsengen, Hilde Christine; Guttormsen, Linn Stokke; Kirmess, Melanie & Lervåg, Arne [Vis alle 8 forfattere av denne artikkelen] (2019). Non-pharmacological interventions for stuttering in children aged between birth and six years. Cochrane Database of Systematic Reviews. ISSN 1469-493X. 2019:CD013489(11), s. 1–36. doi: 10.1002/14651858.CD013489.
• Sjøstrand, Åse; Kefalianos, Elaina; Hofslundsengen, Hilde Christine; Guttormsen, Linn Stokke; Kirmess, Melanie & Lervåg, Arne [Vis alle 8 forfattere av denne artikkelen] (2019). Protocol: Non-pharmacological interventions for stuttering in children aged between birth and six years. Cochrane Database of Systematic Reviews. ISSN 1469-493X. Fulltekst i vitenarkiv Vis sammendrag

  This is a protocol for a Cochrane Review (Intervention). The objectives are as follows: Primary objective To assess the immediate and long‐term effects of non‐pharmacological interventions for stuttering on speech outcomes in children aged between birth and six years. Secondary objective To describe the relationship between intervention effects and participant characteristics (i.e. child age, child’s communication attitudes and the impact stuttering has on the child’s QoL).

• Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Hagtvet, Bente Eriksen; Lyster, Solveig-Alma Halaas; Kristensen, Jarl Kleppe & Næss, Kari-Anne Bottegaard [Vis alle 10 forfattere av denne artikkelen] (2019). Kaptein Morf: A digital morphology-based vocabulary intervention for primary school children.
• Hjetland, Hanne Næss; Lervåg, Arne; Lyster, Solveig-Alma Halaas; Hagtvet, Bente Eriksen; Hulme, Charles & Melby-Lervåg, Monica (2017). Pathways to Reading Comprehension: A Longitudinal Study from 4 to 9 Years of Age.
• Lyster, Solveig-Alma Halaas; Lervåg, Arne & Hulme, Charles (2016). Erratum to: Preschool morphological training produces long-term improvements in reading comprehension. Reading and writing. ISSN 0922-4777. 29(6), s. 1289–1289. doi: 10.1007/s11145-016-9647-7. Vis sammendrag

  Abstract We evaluated the effect of morphological awareness training delivered in preschool (8 months before school entry) on reading ability at the end of grade 1 and 5 years later (in Grade 6). In preschool, one group of children received morphological awareness training, while a second group received phonological awareness training. A control group followed the ordinary preschool curriculum. The comparison between each training condition and the control condition is quasi experimental, whereas the comparison between the morphological and phonological treatments is randomized at group level. In Grade 1 children in the morphological awareness training group had significantly higher scores than children in the control group on both word reading and text reading measures, but no differences were found between the experimental groups. In Grade 6 children in the morphological awareness training group had significantly higher scores compared with the control group on a latent measure of reading comprehension, whereas the children in the phonological awareness training group did not differ from the controls; although the experimental groups did not differ significantly from each other. The results suggest that early training in morphological awareness can have long-term effects on children’s literacy skills.

• Lervåg, Arne; Melby-Lervåg, Monica & Hulme, Charles (2015). The role of general language skills in the development of decoding skills.
• Göbel, Silke M; Watson, Sarah; Lervåg, Arne & Hulme, Charles (2013). Number comparison versus number identification: longitudinal predictors of growth in arithmetic in primary school.
• Hulme, Charles; Melby-Lervåg, Monica; Lyster, Solveig-Alma Halaas; Klem, Marianne; Hagtvet, Bente Eriksen & Lervåg, Arne (2012). Nonword Repetition Ability: More a Consequence than a Cause of Children's Vocabulary Development.
• Caravolas, Markéta; Lervåg, Arne; Mousikou, Petroula & Hulme, Charles (2012). Patterns and predictors of growth in silent reading in three alphabetic orthographies: Different rates, similar patterns.
• Næss, Kari-Anne Bottegaard; Melby-Lervåg, Monica; Hulme, Charles & Lyster, Solveig-Alma Halaas (2012). Reading skills in children with Down syndrome: A meta-analytic review. Research in Developmental Disabilities. ISSN 0891-4222. 33(2), s. 737–747. doi: 10.1016/j.ridd.2011.09.019. Vis sammendrag

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• Næss, Kari-Anne Bottegaard; Lyster, Solveig Alma Halaas; Hulme, Charles & Melby-Lervåg, Monica (2010). Language and memory skills in children with Down syndrome; A systematic meta-analytic review.
• Lervåg, Arne Ola & Hulme, Charles (2009). Prediction of growth in early spelling skills: Are there hetrogeneous trajctories?
• Melby-Lervåg, Monica & Hulme, Charles (2009). The Relationship Between Free recall, Serial Recall and Phonological Skills.
• Melby-Lervåg, Monica & Hulme, Charles (2009). Language representations and verbal short-term memory.
• Melby-Lervåg, Monica & Hulme, Charles (2009). Phonological representations and verbal short-term memory.
• Lervåg, Arne Ola & Hulme, Charles (2008). Development of spelling: Prediction and latent classes.
• Lervåg, Arne Ola & Hulme, Charles (2007). Prediction of development of in beginning reading.

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