Assessing the Impact of a Heritage Language Intervention in Preschool: A Controlled Trial with Dual Language Learners from Immigrant Families
SNOWLING M. and Hulme C., (2025), Scientific Studies of Reading
Risk Factors for Dyslexia: Addressing Oral Language Deficits
SNOWLING M. and Hulme C., (2025), Mind, Brain, and Education
The Reading Is Language (RIL) Model: A Theoretical Framework for Language and Reading Development and Intervention
SNOWLING M. and Hulme C., (2025), Annual Review of Developmental Psychology
Disorders of Language and Literacy Across Learning Contexts
NAG S. and SNOWLING M., (2025), IACAPAP e-Textbook
The Nuffield Early Language Intervention (NELI) programme is associated with lasting improvements in children's language and reading skills.
Hulme C. et al, (2025), J Child Psychol Psychiatry
Adopting Quality for School Readiness (AQSR): A Heuristic Framework using Recommended Practice and Professional Knowledge to Support Oral Language in Multilingual Classrooms
NAG S. et al, (2025), Topics in Language Disorders
Adopting Quality for School Readiness (AQSR)
Nag S. et al, (2025), TOPICS IN LANGUAGE DISORDERS, 45, 135 - 156
Towards a consensus for dyslexia practice: Findings of a Delphi study on assessment and identification
SNOWLING M., (2024), Dyslexia
Towards a consensus on dyslexia: Findings from a Delphi study
SNOWLING M., (2024), Journal of Child Psychology and Psychiatry
LanguageScreen: The development, validation and standardization of an automated language assessment App
SNOWLING M. et al, (2024), Language, Speech, and Hearing Services in Schools
Do we really need a new definition of dyslexia? A commentary.
Snowling M. and Hulme C., (2024), Ann Dyslexia
LanguageScreen: The Development, Validation, and Standardization of an Automated Language Assessment App
Hulme C. et al, (2024), LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS, 55, 904 - 917
Home Learning Environments and Children’s Language and Literacy Skills: A Meta-Analytic Review of Studies Conducted in Low- and Middle-Income Countries
NAG S. et al, (2023), Psychological Bulletin
Author Correction: Discovery of 42 genome-wide significant loci associated with dyslexia.
Doust C. et al, (2023), Nat Genet, 55
Language and reading impairments are associated with increased prevalence of non-right handedness
SNOWLING M. et al, (2022), Child Development
Hypothesis-driven genome-wide association studies provide novel insights into genetics of reading disabilities
Price KM. et al, (2022), Translational Psychiatry, 12
Discovery of 42 genome-wide significant loci associated with dyslexia.
Doust C. et al, (2022), Nat Genet, 54, 1621 - 1629
Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people.
Eising E. et al, (2022), Proc Natl Acad Sci U S A, 119
Scaling up Early Language Intervention in Educational Settings: First Steps Matter
SNOWLING M. et al, (2022), Oxford Review of Education