Charles Hulme
Professor

Profile

Biography

Charles Hulme completed his doctorate under the supervision of Peter Bryant and Donald Broadbent at the University of Oxford before taking up his first academic position as Lecturer at York in 1978.

Charles was awarded the British Psychological Society's Spearman Medal in 1985 and he was the joint recipient of the Dina Fietelson Award of the International Reading Association for research on reading intervention, 1998.

He was formerly editor in chief of Scientific Studies of Reading (2005-2008), the official journal of the Society for the Scientific Study of Reading, and is currently (2007-2010) Associate Editor of Psychological Science the flagship journal of the Association for Psychological Science.

Current research interests include the development of reading and language skills in children, and developmental disorders of these skills.  He has published widely on different developmental disorders including Autism, Attention Deficit Hyperactivity Disorder, Developmental Coordination Disorder, Dyslexia, Dyscalculia, Speech and Language Impairment, and genetic disorders including Down syndrome and Williams syndrome.  He has wide experience of Randomised Controlled Trials evaluating treatments for reading and language difficulties in children.

Career

  • University of York
    Lecturer (1978 - 1988)
    Reader (1988 - 1992)
    Professor (1992 - )
    Head of Department of Psychology (1997-2001)

Teaching

Undergraduate

  • Developmental Disorders of Language and Cognition

Research

Overview

Current research interests include the development of reading and language skills in children, and developmental disorders of these skills. Charles has published widely on different developemental disorders including Autism, Attention Deficit Hyperactivity Disorder, Developmental Coordination Disorder, Dyslexia, Dyscalculia, Speech and Language Impairment, and genetic disorders including Down syndrome and Williams syndrome.  Charles has wide experience of Randomised Controlled Trials evaluating treatments for reading and language difficulties in children.

Current projects

Current projects include studies of the reading, language and numeracy skills of children with Down Syndrome, and randomised controlled trials of interventions for children at risk of reading and language difficulties, and children with reading comprehension impairments.

Research group(s)

  • Cognitive Development And Developmental Neuropsychology

Grants

  • Wellcome Trust (2007-2012)
    Developmental relationships between dyslexia and specific language impairment (£1.2 million)
  • Nuffield Foundation (2008-2011)
    Can pre-school training of oral language skills improve children's response to reading instruction? A randomised controlled trial (£236,000)
  • European Commission Marie-Curie Initial Training Network (2008-2013)
    ELDEL: Enhancing Literacy in European Languages (3.5m Euros)
  • UK Big Lottery Fund (2009-2013)
    REVI+ Down Syndrome Research
  • Esmee Fairbairn Foundation (2009-2011)
    Promoting Psychological Resilience: supporting vulnerable learners in their transition to secondary school

Supervision

  • Silvana Mengoni
  • Nabilah Halal

    Publications

    Selected publications

    Books

    • Bowyer-Crane, C., Carroll, J.M., Duff, F., Hulme, C., & Snowling, MJ.  (2011) Effective intervention for language and literacy in the early years.  Oxford: Wiley-Blackwell. 
    • Hulme C. & Snowling M. (2009) Developmental Disorders of Language, Learning and Cognition.  Chichester: Wiley-Blackwell. 
    • Snowling, M. & Hulme, C. (Eds, 2005) The Science of Reading:  A Handbook. Oxford: Blackwell. 

    Recent journal articles

    • Snowling, M.J., & Hulme, C., (in press)  Evidence-based interventions for Reading and language difficulties: Creating a virtuous circle.  British Journal of Educational Psychology,
    • Nation, K.  & Hulme, C., (in press).  Learning to read changes children’s phonological skills:  Evidence from a latent variable longitudinal study of reading and nonword repetition.  Developmental Science
    • Strong, G.K.  Torgerson, C.  Torgerson, D., & Hulme, C.  (in press).  A systematic meta-analytic review of evidence for the effectiveness of the “Fast ForWord” language intervention programme.  Journal of Child Psychology & Psychiatry,
    • Bowyer-Crane, C., Snowling, M.J., Duff, F.J.  & Hulme, C.  (in press).  Response to early intervention of children with specific and general language impairment.  Journal of Learning Disabilities
    • Duff, F.  & Hulme, C.  (submitted).  Differential Effects of Phonology and Semantics on Beginner Readers’ Orthographic Learning.   Scientific Studies of Reading
    • Gooch, D, Snowling, M.  & Hulme, C.  (2011) Time Perception, Executive Function and Phonological Skills in Children with Attention Difficulties and Reading Disorder.  Journal of Child Psychology & Psychiatry, 52, 195-203
    • Warmington, M.  & Hulme, C.  (in press) .  Phoneme awareness, visual-verbal paired associate learning and rapid automatized naming as predictors of individual differences in reading ability.  Scientific Studies of Reading
    • Duff, F.  Hayiou-Thomas, E.M. & Hulme, C.  (2011).  Evaluating the Effectiveness of a Phonologically-based Reading Intervention for Struggling Readers with Varying Language Profiles.  Reading and Writing
    • Hoeft, F.,  McCandliss, B., Black, R.,  Gantman, A. , Zakerani, N.,  Hulme, C., Lyytinen, H.  Whitfield-Gabrieli S.,  L. Reiss, A., Gabrieli.  J.D.E. (2011).  Brain measures predict future gains in children with dyslexia better than behavioral measures. Proceedings of the National Academy of Sciences, 108, 361-366.
    • Clarke, P., Snowling, M., Truelove, E.  & Hulme, C.  (2010).  Ameliorating children’s reading comprehension difficulties: A randomised controlled trial.  Psychological Science, 21, 1106-1116
    • Melby- Lervåg, M.  & Hulme, C., (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, 21, 1694-1700.  DOI: 10.1177/0956797610385355
    • Lervåg A., and Hulme, C.  (2010).  Predicting the growth of early spelling skills: Are there heterogeneous developmental trajectories?   Scientific Studies of Reading, 14, 485-513.
    • Lervåg A., and Hulme, C.  (2009) Rapid naming (RAN) taps a basic constraint on the development of reading fluency.  Psychological Science, 20, 1040-1048.
    • Lervåg A., Bråten, I., and Hulme, C.  (2009) The cognitive and linguistic foundations of early reading development:  A Norwegian latent variable longitudinal study.  Developmental Psychology, 45, 764-781.

    Full publications list

    C Hulme Full Publications List (PDF  , 46kb)

    External activities

    Memberships

    • British Psychological Society
    • Experimental Psychology Society
    • American Psychological Association
    • American Psychological Society
    • Association of Child Psychology and Psychiatry
    • Society for Research in Child Development
    • Psychonomic Society
    C.Hulme(ch1)-200w

    Contact details

    Charles Hulme
    Professor
    Department of Psychology
    Room PS/B105

    Tel: 01904 323145