Research
Research Area
Broadly my research interests are in cognitive and developmental psychology, particularly in the areas of verbal memory mechanisms and their development, and in reading development and disorders. Much of my work has been concerned with applying techniques from cognitive psychology to understanding the nature of developmental cognitive disorders (including dyslexia, reading comprehension impairments, developmental coordination disorders, and reading and memory impairments in children with Down and William's syndrome) as well as the normal development of reading, memory and phonological skills. A second major interest is in the mechanisms underlying immediate verbal memory and their relationship to speech processing mechanisms (studied in adults).
My current research includes the following projects:
The relationship between phonological skills and reading development in children: particularly the importance of phoneme level skills as foundations for effectively learning to read (in collaboration with Valerie Muter, Maggie Snowling, Peter Hatcher and Julia Carroll). Implications of these studies for interventions to boost children’s early reading skills (in collaboration with Peter Hatcher and Maggie Snowling) and for understanding the reading problems of children with Down syndrome (in collaboration with Maggie Snowling).
Models of immediate memory span and their relationship to speech processing mechanisms (in collaboration with many people including George Stuart (University of East London) Gordon Brown (University of Warwick) Steven Roodenrys (University of Wollongong) and Richard Allen (now at the University of Bristol)).
Supervisees
Marianne Durand
Former PhD students include:
Peter Hatcher a Senior Lecturer at York
Ian Walker, now a Lecturer at the University of Bath
Emma Laing, now a Lecturer at the University of Cardiff
Kate Nation, now a Lecturer at the University of Oxford
Richard Allen, now at the University of York
Grants
Member of MRC Co-operative Group on Development integration and disorders of language and mind.
Grant from Wellcome Trust (SRIF initiative) to build a Centre for Language, Mind and Emotion. Principal Applicant A. Young, Co-ordinating Applicant C. Hulme (other co- applicants Altmann, Ellis, Gaskell, Hatcher, Nation, Quinlan, Snowling. (Value of award £1.9M))
Publications
Hatcher, P.J., Hulme, C. & Snowling, M.J. (2004) Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology & Psychiatry, 45, 338-358
Hulme, C., Surprenant, A.M., Bireta, T.J., Stuart, G., & Neath, I. (2004). Abolishing the word length effect. Journal of Experimental Psychology: Learning Memory & Cognition, 30, 98-106.
Muter, V., Hulme, C., Snowling, M.J., & Stevenson, J. (2004). Phonemes, rimes and language skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 663-681.
Clarke, P., Hulme, C. & Snowling, M. J. (2005). Individual differences in RAN and reading: A response timing analysis. Journal of Research in Reading, 28, 73-86
Morin, C. Poirier, M. Fortin, C. & Hulme, C. (in press) Word frequency and the mixed-list paradox in immediate serial recall. Psychonomic Bulletin & Review
Misc.
Other Recent Publications
Hatcher,P.J., Goetz, K., Snowling, M.J., Hulme, C. Gibbs, S. & Smith, G. (in press). Evidence for the effectiveness of the Early Literacy Support programme. British Journal of Educational Psychology.
Hulme, C, Caravolas, M., Malkova, G. & Brigstocke, S. (2005) Phoneme isolation ability is not simply a consequence of letter-sound knowledge. Cognition, 97, B1-B11.
Hulme, C, Snowling, M., Caravolas, M. & Carroll, J. (2005) Phonological skills are (probably) one cause of success in learning to read: A comment on Castles and Coltheart. Scientific Studies of Reading, 9, 351-365.
Durand, M. Hulme, C., Larkin, R., & Snowling, M., (2005). The cognitive foundations of reading and arithmetic skills in 7- to 10-year old children. Journal of Experimental Child Psychology, 91, 113-136.
Caravolas, M., Volin, J., & Hulme, C. (2005) Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: Evidence from Czech and English children. Journal of Experimental Child Psychology, 92, 107-139.
Monaghan, P., Chater, N., & Hulme, C. (2005). Levels of representation in language development. Proceedings of the 27th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum.
Snowling, M. & Hulme, C. (2005). Learning to read with a language impairment. (pp. 397-412) In M. Snowling & C. Hulme (Eds) The Science of Reading: A Handbook. Oxford: Blackwell.
Hatcher,P.J., Hulme, C., Miles, J.N.V. Carroll, J.M., Hatcher, J., C. Gibbs, S. & Smith, G. & Snowling, M.J., (in press). Efficacy of Small Group Reading Intervention for Beginning Readers with Reading-Delay: A Randomized Controlled Trial. Journal of Child Psychology & Psychiatry,
Caravolas, M., Kessler, B., Hulme, C. & Snowling, M.J. (2005) Effects of orthographic consistency, frequency, and letter knowledge on children's vowel spelling development. Journal of Experimental Child Psychology, 92, 307-321.
For a full list of my publications see my web page at the Centre for Reading and Language
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