Mind the (inferential) gap: Giles et al. (2018) provide no convincing evidence for a causal relationship between interceptive-timing ability and arithmetic attainment by Hulme, C

Children's reading impairments: From theory to practice by Snowling, M, Hulme, C

Annual research review: the nature and classification of reading disorders--a commentary on proposals for DSM-5. by Snowling, M, Hulme, C

Developmental changes in the cognitive and educational profiles of children and adolescents with 22q11.2 deletion syndrome by Snowling, M, Hulme, C

The Role of Children's Phonological and Semantic Knowledge in Learning to Read Words by Duff, F, Hulme, C

Annual Research Review: Reading disorders revisited – the critical importance of oral language by Snowling, M, Hulme, C

Reading disorders and dyslexia. by Hulme, C, Snowling, M

Automatic activation of sounds by letters occurs early in development but is not impaired in children with dyslexia by Clayton, F, Hulme, C

Learning to Read with a Language Impairment by Snowling, M, Hulme, C

The Science of Reading: A Handbook by Snowling, M, Hulme, C

Reading and Other Specific Learning Difficulties by Snowling, M, Hulme, C

Closing a Virtuous Circle: Reciprocal Influences Between Theory and Practice in Studies of Reading Intervention by Snowling, M, Hulme, C

Phonemic segmentation, not onset-rime segmentation, predicts early reading and spelling skills by Nation, K, Hulme, C

The interface between spoken and written language: developmental disorders. by Hulme, C, Snowling, M

Children's Reading Comprehension Difficulties: Nature, Causes, and Treatments by Hulme, C, Snowling, M

Learning to read changes children's phonological skills: evidence from a latent variable longitudinal study of reading and nonword repetition. by Nation, K, Hulme, C

Learning to Read: What We Know and What We Need to Understand Better by Hulme, C, Snowling, M

The Automatic Activation of Sound-Letter Knowledge: An Alternative Interpretation of Analogy and Priming Effects in Early Spelling Development by Nation, K, Hulme, C

Evidence-based interventions for reading and language difficulties: Creating a virtuous circle by Snowling, M, Hulme, C

Interventions for children's language and literacy difficulties. by Snowling, M, Hulme, C