Maggie Snowling

• The DCDC2 deletion is not a risk factor for dyslexia.

  Scerri TS. et al, (2017), Transl Psychiatry, 7

• The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children’s Language and Literacy Development

  Puglisi ML. et al, (2017), Scientific Studies of Reading, 1 - 17

• The role of language production mechanisms in children's sentence repetition: Evidence from an inflectionally rich language

  NAG S. et al, (2017), Applied Psycholinguistics, 1 - 23

• Are the literacy difficulties that characterize developmental dyslexia associated with a failure to integrate letters and speech sounds?

  Nash HM. et al, (2017), Dev Sci, 20

• The efficacy of early language intervention in mainstream school settings: a randomized controlled trial.

  Fricke S. et al, (2017), J Child Psychol Psychiatry

• Reading Intervention for Poor Readers at the Transition to Secondary School

  Clarke PJ. et al, (2017), Scientific Studies of Reading, 1 - 20

• When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia.

  Hayiou-Thomas ME. et al, (2017), J Child Psychol Psychiatry, 58, 197 - 205

• Child and environmental risk factors predicting readiness for learning in children at high risk of dyslexia.

  Dilnot J. et al, (2017), Dev Psychopathol, 29, 235 - 244

• Oral language skills intervention in pre-school-a cautionary tale.

  Haley A. et al, (2017), Int J Lang Commun Disord, 52, 71 - 79

• Reading disorders and dyslexia.

  Hulme C. and Snowling MJ., (2016), Curr Opin Pediatr, 28, 731 - 735

• Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments.

  Snowling MJ. et al, (2016), J Child Psychol Psychiatry, 57, 1360 - 1369

• Bilingualism and Biliteracy in Down Syndrome: Insights From a Case Study

  Burgoyne K. et al, (2016), Language Learning, 66, 945 - 971

• The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia.

  Hamilton LG. et al, (2016), Sci Stud Read, 20, 401 - 419

• Same Same, but Different: Word and Sentence Reading in German and English

  Rau AK. et al, (2016), Scientific Studies of Reading, 20, 203 - 219

• Precursors of Reading Difficulties in Czech and Slovak Children At-Risk of Dyslexia.

  Moll K. et al, (2016), Dyslexia, 22, 120 - 136

• Oral language deficits in familial dyslexia: A meta-analysis and review.

  Snowling MJ. and Melby-Lervåg M., (2016), Psychol Bull, 142, 498 - 545

• Cognitive Risk Factors for Specific Learning Disorder: Processing Speed, Temporal Processing, and Working Memory.

  Moll K. et al, (2016), J Learn Disabil, 49, 272 - 281

• What automaticity deficit? Activation of lexical information by readers with dyslexia in a rapid automatized naming Stroop-switch task.

  Jones MW. et al, (2016), J Exp Psychol Learn Mem Cogn, 42, 465 - 474

• The development of executive function and language skills in the early school years.

  Gooch D. et al, (2016), J Child Psychol Psychiatry, 57, 180 - 187

• Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies

  Nag S. et al, (2016), Oxford Review of Education, 42, 36 - 54

• Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes.

  Pettigrew KA. et al, (2016), J Neurodev Disord, 8

• CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children.

  Bishop DV. et al, (2016), PLoS One, 11

• The Foundations of Literacy Development in Children at Familial Risk of Dyslexia.

  Hulme C. et al, (2015), Psychol Sci, 26, 1877 - 1886

• Developmental dyslexia: predicting individual risk.

  Thompson PA. et al, (2015), J Child Psychol Psychiatry, 56, 976 - 987

• Educational interventions for children’s learning difficulties

  Hulme C. and Melby-Lervag M., (2015), Rutter's Child and Adolescent Psychiatry, 533 - 544

• Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls.

  Moll K. et al, (2015), Learn Instr, 38, 53 - 62

• Rutter's Child and Adolescent Psychiatry: Sixth Edition

  Thapar A. et al, (2015), 1 - 1077

• Disorders of reading, mathematical and motor development

  Snowling MJ. and Hulme C., (2015), Rutter's Child and Adolescent Psychiatry: Sixth Edition, 702 - 718

• The dyslexia debate

  Snowling M., (2015), CHILD AND ADOLESCENT MENTAL HEALTH, 20, 127 - 128

• Sentence repetition as a marker of language skills in children with dyslexia

  Moll K. et al, (2015), Applied Psycholinguistics, 36, 203 - 221

• Lack of replication for the myosin-18B association with mathematical ability in independent cohorts.

  Pettigrew KA. et al, (2015), Genes Brain Behav, 14, 369 - 376

• Learning to Read: What We Know and What We Need to Understand Better.

  Hulme C. and Snowling MJ., (2015), Child Dev Perspect, 7, 1 - 5

• Effects of orthographic consistency on eye movement behavior: German and English children and adults process the same words differently.

  Rau AK. et al, (2015), J Exp Child Psychol, 130, 92 - 105

• Validity and sensitivity of the phonics screening check: Implications for practice

  Duff FJ. et al, (2015), Journal of Research in Reading, 38, 109 - 123

• Learning Disorders and Dyslexia.

  Hulme C. et al, (2015), Encyclopedia of Mental Health, 5 - 11

• Hazel Dewart (1949-2014) obituary

  Snowling M. et al, (2015), PSYCHOLOGIST, 28, 6 - 7

• Developmental dyslexia: Predicting individual risk

  Thompson PA. et al, (2015), Journal of Child Psychology and Psychiatry and Allied Disciplines, 56, 976 - 987

• Copy Number Variation Screen Identifies a Rare De Novo Deletion at Chromosome 15q13.1-13.3 in a Child with Language Impairment.

  Pettigrew KA. et al, (2015), PLoS One, 10

• Basic number processing in children with specific learning disorders: Comorbidity of reading and mathematics disorders.

  Moll K. et al, (2015), Child Neuropsychol, 21, 399 - 417

• Basic number processing in children with specific learning disorders: Comorbidity of reading and mathematics disorders

  Moll K. et al, (2015), Child Neuropsychology, 21, 399 - 417

• Reading and language intervention for children at risk of dyslexia: a randomised controlled trial.

  Duff FJ. et al, (2014), J Child Psychol Psychiatry, 55, 1234 - 1243

• Editorial.

  Shvartsman S. and Baker RE., (2014), Semin Cell Dev Biol, 35

• Am I dyslexic? Parental self-report of literacy difficulties.

  Leavett R. et al, (2014), Dyslexia, 20, 297 - 304

• Parents of children with dyslexia: cognitive, emotional and behavioural profile.

  Bonifacci P. et al, (2014), Dyslexia, 20, 175 - 190

• Comorbidities in preschool children at family risk of dyslexia

  Gooch D. et al, (2014), Journal of Child Psychology and Psychiatry and Allied Disciplines, 55, 237 - 246

• Comorbidities in preschool children at family risk of dyslexia.

  Gooch D. et al, (2014), J Child Psychol Psychiatry, 55, 237 - 246

• The interface between spoken and written language: developmental disorders.

  Hulme C. and Snowling MJ., (2014), Philos Trans R Soc Lond B Biol Sci, 369

• Specific Language Impairment (SLI): The internet ralli campaign to raise awareness of SLI

  Conti-Ramsden G. et al, (2014), Psychology of Language and Communication, 18, 143 - 148

• Reading comprehension impairments in Autism Spectrum Disorders

  Henderson LM. et al, (2014), 114, 779 - 797

• Reading and language intervention for children at risk of dyslexia: A randomised controlled trial

  Duff FJ. et al, (2014), Journal of Child Psychology and Psychiatry and Allied Disciplines, 55, 1234 - 1243

• Parents of children with dyslexia: Cognitive, emotional and behavioural profile

  Bonifacci P. et al, (2014), Dyslexia, 20, 175 - 190

• Literacy, foundation learning and assessment in developing countries: final report

  Nag S. et al, (2014)

• Closing a Virtuous Circle: Reciprocal Influences Between Theory and Practice in Studies of Reading Intervention

  Snowling MJ. and Hulme C., (2014), Journal of Research on Educational Effectiveness, 7, 300 - 306

• Child and Symbol Factors in Learning to Read a Visually Complex Writing System

  Nag S. et al, (2014), Scientific Studies of Reading

• Child and Symbol Factors in Learning to Read a Visually Complex Writing System

  Nag S. et al, (2014), Scientific Studies of Reading, 18, 309 - 324

• Am i dyslexic? Parental self-report of literacy difficulties

  Leavett R. et al, (2014), Dyslexia, 20, 297 - 304

• Cognitive Endophenotypes of Dyslexia

  Moll K. et al, (2013), Scientific Studies of Reading, 17, 385 - 397

• Training phoneme blending skills in children with Down syndrome

  Burgoyne K. et al, (2013), Child Language Teaching and Therapy, 29, 273 - 290

• Developing reading comprehension

  Clarke PJ. et al, (2013), 1 - 193

• Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment.

  Nash HM. et al, (2013), J Child Psychol Psychiatry, 54, 958 - 968

• Preschool language profiles of children at family risk of dyslexia: Continuities with specific language impairment

  Nash HM. et al, (2013), Journal of Child Psychology and Psychiatry and Allied Disciplines, 54, 958 - 968

• Accessing, Integrating, and Inhibiting Word Meaning in Poor Comprehenders

  Henderson L. et al, (2013), Scientific Studies of Reading, 17, 177 - 198

• Raising awareness of specific language impairment: The RALLI Internet campaign

  Conti-Ramsden G. et al, (2013), Revista de Logopedia, Foniatria y Audiologia, 33, 51 - 54

• Children's reading impairments: From theory to practice

  Snowling MJ. and Hulme C., (2013), Japanese Psychological Research, 55, 186 - 202

• Efficacy of language intervention in the early years.

  Fricke S. et al, (2013), J Child Psychol Psychiatry, 54, 280 - 290

• Efficacy of language intervention in the early years

  Fricke S. et al, (2013), Journal of Child Psychology and Psychiatry and Allied Disciplines, 54, 280 - 290

• Toma de conciencia sobre los trastornos específicos del lenguaje: la campaña RALLI en Internet

  Conti-Ramsden G. et al, (2013), Revista de Logopedia, Foniatria y Audiologia

• Raising awareness of specific language impairment: The RALLI Internet campaign

  Conti-Ramsden G. et al, (2013), Revista de Logopedia, Foniatria y Audiologia

• Questioning the benefits that coloured overlays can have for reading in students with and without dyslexia

  Henderson LM. et al, (2013), Journal of Research in Special Educational Needs, 13, 57 - 65

• Instruction matters: Spelling of vowels by children in England and the US

  Treiman R. et al, (2013), Reading and Writing, 26, 473 - 487

• Early identification and interventions for dyslexia: a contemporary view.

  Snowling MJ., (2013), J Res Spec Educ Needs, 13, 7 - 14

• Early identification and interventions for dyslexia: A contemporary view

  Snowling MJ., (2013), Journal of Research in Special Educational Needs, 13, 7 - 14

• Children’s reading development: learning about sounds, symbols and cross-modal mappings

  Nag S. and Snowling MJ., (2013), Cognition and brain development: converging evidence from various methodologies, 253 - 270

• Assessing dyslexia in higher education: The York adult assessment battery-revised

  Warmington M. et al, (2013), Journal of Research in Special Educational Needs, 13, 48 - 56

• A Reading and Language Intervention for Children with Down Syndrome

  Burgoyne K. et al, (2012)

• RALLI: An internet campaign for raising awareness of language learning impairments

  Bishop DVM. et al, (2012), Child Language Teaching and Therapy, 28, 259 - 262

• Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial.

  Burgoyne K. et al, (2012), J Child Psychol Psychiatry, 53, 1044 - 1053

• Developmental dyslexia

  Snowling MJ. and Caravolas M., (2012), The Oxford Handbook of Psycholinguistics

• Reading in an Alphasyllabary: Implications for a Language Universal Theory of Learning to Read

  Nag S. and Snowling MJ., (2012), Scientific Studies of Reading, 16, 404 - 423

• The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses.

  Hulme C. et al, (2012), Psychol Sci, 23, 572 - 577

• Raising awareness of specific language impairment

  Bishop D. and Snowling M., (2012), Psychologist, 25, 398 - 399

• The growth of reading skills in children with Down Syndrome.

  Hulme C. et al, (2012), Dev Sci, 15, 320 - 329

• Annual research review: the nature and classification of reading disorders--a commentary on proposals for DSM-5.

  Snowling MJ. and Hulme C., (2012), J Child Psychol Psychiatry, 53, 593 - 607

• Validity of a protocol for adult self-report of dyslexia and related difficulties.

  Snowling M. et al, (2012), Dyslexia, 18, 1 - 15

• Evaluation of a phonological reading programme for children with Down syndrome

  Baylis P. and Snowling MJ., (2012), Child Language Teaching and Therapy, 28, 39 - 56

• The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read: Combining Intervention Studies With Mediation Analyses

  Hulme C. et al, (2012), PSYCHOLOGICAL SCIENCE, 23, 572 - 577

• The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read: Combining Intervention Studies With Mediation Analyses

  Hulme C. et al, (2012), PSYCHOLOGICAL SCIENCE, 23, 572 - 577

• School underachievement and specific learning difficulties

  Nag S. and Snowling MJ., (2012), IACAPAP textbook of child and adolescent psychiatry.

• Reaction time variability in children with ADHD symptoms and/or dyslexia.

  Gooch D. et al, (2012), Dev Neuropsychol, 37, 453 - 472

• Questioning the benefits that coloured overlays can have for reading in students with and without dyslexia

  Henderson LM. et al, (2012), Journal of Research in Special Educational Needs

• Interventions for children's language and literacy difficulties.

  Snowling MJ. and Hulme C., (2012), Int J Lang Commun Disord, 47, 27 - 34

• Instruction matters: spelling of vowels by children in England and the US

  Treiman R. et al, (2012), Reading and Writing, 1 - 15

• Assessing dyslexia in higher education: The York adult assessment battery-revised

  Warmington M. et al, (2012), Journal of Research in Special Educational Needs

• Accessing and selecting word meaning in autism spectrum disorder.

  Henderson LM. et al, (2011), J Child Psychol Psychiatry, 52, 964 - 973

• Erratum to Cognitive profiles of poor readers of Kannada (Read Writ, 10.1007/s11145-010-9258-7)

  Nag S. and Snowling MJ., (2011), Reading and Writing, 24, 677 - 678

• Cognitive profiles of poor readers of Kannada

  Nag S. and Snowling MJ., (2011), Reading and Writing, 24, 657 - 676

• Beyond alphabetic processes: Literacy and its acquisition in the alphasyllabic languages

  Nag S. et al, (2011), Reading and Writing, 24, 615 - 622

• Children's reading comprehension difficulties: Nature, causes, and treatments

  Hulme C. and Snowling MJ., (2011), Current Directions in Psychological Science, 20, 139 - 142

• Literacy Disorders

  Muter V. and Snowling MJ., (2011), 134 - 139

• The N400 effect in children: relationships with comprehension, vocabulary and decoding.

  Henderson LM. et al, (2011), Brain Lang, 117, 88 - 99

• Identification of children at risk of dyslexia: The validity of teacher judgements using 'Phonic Phases'

  Snowling MJ. et al, (2011), Journal of Research in Reading, 34, 157 - 170

• Developing Language and Literacy: Effective Intervention in the Early Years

  Carroll JM. et al, (2011)

• Developing Language and Literacy: Effective Intervention in the Early Years

  Carroll JM. et al, (2011), Developing Language and Literacy: Effective Intervention in the Early Years

• Evidence-based interventions for reading and language difficulties: creating a virtuous circle.

  Snowling MJ. and Hulme C., (2011), Br J Educ Psychol, 81, 1 - 23

• Evidence-based interventions for reading and language difficulties: Creating a virtuous circle

  Snowling MJ. and Hulme C., (2011), British Journal of Educational Psychology, 81, 1 - 23

• Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms.

  Gooch D. et al, (2011), J Child Psychol Psychiatry, 52, 195 - 203

• Examination results of medical students with dyslexia.

  McKendree J. and Snowling MJ., (2011), Med Educ, 45, 176 - 182

• Response to early intervention of children with specific and general language impairment

  Bowyer-Crane C. et al, (2011), Learning Disabilities: A Contemporary Journal, 107 - 121

• Beyond Phonological deficits: Sources of individual differences in reading disability

  Snowling MJ., (2011), 121 - 136

• Learning to spell in an alphasyllabary: The case of Kannada

  Nag S. et al, (2010), Writing Systems Research, 2, 41 - 52

• Martin Turner (1948-2010) obituary

  Snowling M., (2010), PSYCHOLOGIST, 23, 623 - 623

• Martin Turner (1948-2010)

  Snowling M., (2010), Psychologist, 23

• Ameliorating children's reading-comprehension difficulties: a randomized controlled trial.

  Clarke PJ. et al, (2010), Psychol Sci, 21, 1106 - 1116

• Reading Development and Dyslexia

  Snowling MJ. and Göbel SM., (2010), 524 - 548

• Number-processing skills in adults with dyslexia.

  Gobel SM. and Snowling MJ., (2010), Q J Exp Psychol (Hove), 63, 1361 - 1373

• YARC York Assessment of Reading for Comprehension (Secondary)

  Hulme C. et al, (2010)

• Turning frogs into princes: Can children make inferences from fairy tales?

  Bowyer-Crane C. and Snowling MJ., (2010), Reading and Writing, 23, 19 - 29

• Editorial: multiple perspectives on ADHD: implications for future research.

  Snowling M., (2009), J Child Psychol Psychiatry, 50, 1039 - 1041

• Persistence of literacy problems: spelling in adolescence and at mid-life.

  Maughan B. et al, (2009), J Child Psychol Psychiatry, 50, 893 - 901

• Reading and Other Specific Learning Difficulties

  Snowling MJ. and Hulme C., (2009), 802 - 819

• Professor Emeritus TR Miles(1923-2008) obituary

  Snowling M. and Caravolas M., (2009), PSYCHOLOGIST, 22, 94 - 94

• Children at familial risk of dyslexia: Practical implications from an at-risk study

  Muter V. and Snowling MJ., (2009), Child and Adolescent Mental Health, 14, 37 - 41

• YARC York Assessment of Reading for Comprehension. Early Reading.

  Hulme C. et al, (2009)

• YARC York Assessment of Reading for Comprehension. Passage Reading

  Hulme C. et al, (2009)

• Developmental Disorders of Language Learning and Cognition

  Hulme C. and Snowling M., (2009)

• Reading Intervention for Children with Language Learning Difficulties

  Hulme C. and Snowling M., (2008), Understanding Developmental Language Disorders From Theory to Practice, 175 - 188

• Morphological spelling development

  Larkin RF. and Snowling MJ., (2008), Reading and Writing Quarterly, 24, 363 - 376

• Reading with vocabulary intervention: Evaluation of an instruction for children with poor response to reading intervention

  Duff FJ. et al, (2008), Journal of Research in Reading, 31, 319 - 336

• Semantic and phonological fluency in children with Down syndrome: atypical organization of language or less efficient retrieval strategies?

  Nash HM. and Snowling MJ., (2008), Cogn Neuropsychol, 25, 690 - 703

• Reading intervention for children with language learning difficulties

  Snowling MJ. and Hulme C., (2008), Understanding Developmental Language Disorders: From Theory to Practice, 175 - 188

• Training reading and phoneme awareness skills in children with Down syndrome

  Goetz K. et al, (2008), Reading and Writing, 21, 395 - 412

• Speed of processing and reading disability: a cross-linguistic investigation of dyslexia and borderline intellectual functioning.

  Bonifacci P. and Snowling MJ., (2008), Cognition, 107, 999 - 1017

• Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention.

  Bowyer-Crane C. et al, (2008), J Child Psychol Psychiatry, 49, 422 - 432

• The Science of Reading: A Handbook

  Snowling MJ. and Hulme C., (2008), The Science of Reading: A Handbook, 1 - 661

• Learning to Read with a Language Impairment

  Snowling MJ. and Hulme C., (2008), 397 - 412

• Specific disorders and broader phenotypes: the case of dyslexia.

  Snowling MJ., (2008), Q J Exp Psychol (Hove), 61, 142 - 156

• Reading and other specific learning difficulties

  Hulme C. and Snowling M., (2008), Rutter's child and adolescent psychiatry, 802 - 819

• Comparing phonological skills and spelling abilities in children with reading and language impairments.

  Larkin RF. and Snowling MJ., (2008), Int J Lang Commun Disord, 43, 111 - 124

• Improving literacy by teaching morphemes

  Snowling M., (2007), BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 77, 749 - 750

• Dissecting the relationship between language skills and learning to read: Semantic and phonological contributions to new vocabulary learning in children with poor reading comprehension

  Nation K. et al, (2007), Advances in Speech Language Pathology, 9, 131 - 139

• Children at family risk of dyslexia: a follow-up in early adolescence.

  Snowling MJ. et al, (2007), J Child Psychol Psychiatry, 48, 609 - 618

• No evidence that an exercise-based treatment programme (DDAT) has specific benefits for children with reading difficulties.

  Rack JP. et al, (2007), Dyslexia, 13, 97 - 104

• Paired-associate learning, phoneme awareness, and learning to read.

  Hulme C. et al, (2007), J Exp Child Psychol, 96, 150 - 166

• Samuel Torrey Orton award to Margaret J. Snowling. Acceptance speech of Samuel Torrey Orton award.

  Snowling MJ., (2006), Ann Dyslexia, 56, 199 - 204

• Samuel torrey orton award to Margaret J. Snowling: Citation

  Snowling MJ., (2006), Annals of Dyslexia, 56, 199 - 204

• Nonword repetition and language learning disorders: A developmental contingency framework

  Snowling MJ., (2006), Applied Psycholinguistics, 27, 588 - 591

• Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment.

  Snowling MJ. et al, (2006), J Child Psychol Psychiatry, 47, 759 - 765

• Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial.

  Hatcher PJ. et al, (2006), J Child Psychol Psychiatry, 47, 820 - 827

• Evidence for the effectiveness of the Early Literacy Support programme.

  Hatcher PJ. et al, (2006), Br J Educ Psychol, 76, 351 - 367

• Evidence for the effectiveness of the Early Literacy Support programme

  Hatcher PJ. et al, (2006), British Journal of Educational Psychology, 76, 351 - 367

• The cognitive bases of learning to read and spell in Greek: evidence from a longitudinal study.

  Nikolopoulos D. et al, (2006), J Exp Child Psychol, 94, 1 - 17

• Teaching new words to children with poor existing vocabulary knowledge: a controlled evaluation of the definition and context methods.

  Nash H. and Snowling M., (2006), Int J Lang Commun Disord, 41, 335 - 354

• The dyslexia spectrum: Continuities between reading, speech, and language impairments

  Snowling MJ. and Hayiou-Thomas ME., (2006), Topics in Language Disorders, 26, 110 - 126

• When phonology fails: orthographic neighbourhood effects in dyslexia.

  Lavidor M. et al, (2006), Brain Lang, 96, 318 - 329

• The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds (vol 91, pg 113, 2005)

  Durand M. et al, (2006), JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 93, 282 - 283

• Language skills, learning to read and reading intervention

  Hulme C. and Snowling M., (2006), London Review of Education, 4, 63 - 76

• Erratum: "The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds" (Journal of Experimental Child Psychology (2005) vol. 91 (113-136) 10.1016/j.jecp.2005.01.003)

  Durand M. et al, (2006), Journal of Experimental Child Psychology, 93, 282 - 283

• The dyslexia debate continues

  Elliott J. et al, (2005), Psychologist, 18, 728 - 730

• Effects of orthographic consistency, frequency, and letter knowledge on children's vowel spelling development.

  Caravolas M. et al, (2005), J Exp Child Psychol, 92, 307 - 321

• Phonological skills are (probably) one cause of success in learning to read: A comment on castles and coltheart

  Hulme C. et al, (2005), Scientific Studies of Reading, 9, 351 - 365

• Specific learning difficulties

  Snowling MJ., (2005), Psychiatry, 4, 110 - 113

• The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds.

  Durand M. et al, (2005), J Exp Child Psychol, 91, 113 - 136

• Assessing children's inference generation: what do tests of reading comprehension measure?

  Bowyer-Crane C. and Snowling MJ., (2005), Br J Educ Psychol, 75, 189 - 201

• Assessing children's inference generation: What do tests of reading comprehension measure?

  Bowyer-Crane C. and Snowling MJ., (2005), British Journal of Educational Psychology, 75, 189 - 201

• Individual differences in RAN and reading: A response timing analysis

  Clarke P. et al, (2005), Journal of Research in Reading, 28, 73 - 86

• Production of the English past tense by children with language comprehension impairments.

  Nation K. et al, (2005), J Child Lang, 32, 117 - 137

• Literacy outcomes for children with oral language impairments: Developmental interactions between language skills and learning to read

  Snowling MJ., (2005), CONNECTIONS BETWEEN LANGUAGE AND READING DISABILITIES, 55 - 75

• Learning to read with a language impairment

  Hulme C. and Snowling M., (2005), The Science of Reading: A Handbook, 397 - 412

• Literacy outcomes for children with oral language impairments: Developmental interactions between language skills and learning to read

  Snowling MJ., (2004), The Connections Between Language and Reading Disabilities, 48 - 65

• A cross-linguistic comparison of children learning to read in english and dutch

  Patel TK. et al, (2004), Journal of Educational Psychology, 96, 785 - 797

• Developmental dyslexia and specific language impairment: same or different?

  Bishop DV. and Snowling MJ., (2004), Psychol Bull, 130, 858 - 886

• Beyond phonological skills: Broader language skills contribute to the development of reading

  Nation K. and Snowling MJ., (2004), Journal of Research in Reading, 27, 342 - 356

• Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study.

  Muter V. et al, (2004), Dev Psychol, 40, 665 - 681

• Language skills and learning to read

  Snowling MJ., (2004), PSYCHOLOGIST, 17, 438 - 441

• Educational consequences of developmental speech disorder: Key Stage 1 National Curriculum assessment results in English and mathematics.

  Nathan L. et al, (2004), Br J Educ Psychol, 74, 173 - 186

• Developmental disorders of language and reading: What should adult neurologists, psychiatrists, and neuropsychologists know about these?

  Snowling M., (2004), JOURNAL OF NEUROLOGY NEUROSURGERY AND PSYCHIATRY, 75, 942 - 942

• The development of early literacy skills among children with speech difficulties: a test of the "critical age hypothesis".

  Nathan L. et al, (2004), J Speech Lang Hear Res, 47, 377 - 391

• Language and phonological skills in children at high risk of reading difficulties.

  Carroll JM. and Snowling MJ., (2004), J Child Psychol Psychiatry, 45, 631 - 640

• Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure.

  Hatcher PJ. et al, (2004), J Child Psychol Psychiatry, 45, 338 - 358

• Specific reading disability (dyslexia): what have we learned in the past four decades?

  Vellutino FR. et al, (2004), J Child Psychol Psychiatry, 45, 2 - 40

• Mechanisms of cognitive development: Behavioral and neural perspectives

  Snowling M., (2003), CONTEMPORARY PSYCHOLOGY-APA REVIEW OF BOOKS, 48, 875 - 877

• Auditory temporal order discrimination and backward recognition masking in adults with dyslexia.

  Griffiths YM. et al, (2003), J Speech Lang Hear Res, 46, 1352 - 1366

• The development of phonological awareness in preschool children.

  Carroll JM. et al, (2003), Dev Psychol, 39, 913 - 923

• A critique of claims from Reynolds, Nicolson & Hambly (2003) that DDAT is an effective treatment for children with reading difficulties--'lies, damned lies and (inappropriate) statistics'?

  Snowling MJ. and Hulme C., (2003), Dyslexia, 9, 127 - 133

• Family risk of dyslexia is continuous: individual differences in the precursors of reading skill.

  Snowling MJ. et al, (2003), Child Dev, 74, 358 - 373

• General cognitive ability in children with reading comprehension difficulties.

  Nation K. et al, (2002), Br J Educ Psychol, 72, 549 - 560

• A deficit in rime awareness in children with Down syndrome

  Snowling MJ. et al, (2002), Reading and Writing, 15, 471 - 495

• Predictors of exception word and nonword reading in dyslexic children: The severity hypothesis

  Griffiths YM. and Snowling MJ., (2002), Journal of Educational Psychology, 94, 34 - 43

• Cognitive assessment of dyslexic students in higher education.

  Hatcher J. et al, (2002), Br J Educ Psychol, 72, 119 - 133

• Cognitive assessment of dyslexic students in higher education

  Hatcher J. et al, (2002), British Journal of Educational Psychology, 72, 119 - 133

• Auditory processing and the development of language and literacy.

  Bailey PJ. and Snowling MJ., (2002), Br Med Bull, 63, 135 - 146

• The foundations of spelling ability: Evidence from a 3-year longitudinal study

  Caravolas M. et al, (2001), Journal of Memory and Language, 45, 751 - 774

• The relationship between paired associate learning and phonological skills in normally developing readers.

  Windfuhr KL. and Snowling MJ., (2001), J Exp Child Psychol, 80, 160 - 173

• The effects of global similarity between stimuli on children's judgment of rime and alliteration

  Carroll JM. and Snowling MJ., (2001), Applied Psycholinguistics, 22, 327 - 342

• Auditory word identification and phonological skills in dyslexic and average readers

  Griffiths YM. and Snowling MJ., (2001), Applied Psycholinguistics, 22, 419 - 439

• Rapid Auditory Processing and Phonological Ability in Normal Readers and Readers with Dyslexia

  Marshall CM. et al, (2001), Journal of Speech, Language, and Hearing Research, 44, 925 - 940

• Rapid auditory processing and phonological ability in normal readers and readers with dyslexia.

  Marshall CM. et al, (2001), J Speech Lang Hear Res, 44, 925 - 940

• Executive function and reading impairments in children reported by their teachers as 'hyperactive'

  Adams JW. and Snowling MJ., (2001), BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY, 19, 293 - 306

• Phonological and semantic contributions to children's picture naming skill: Evidence from children with developmental reading disorders

  Nation K. et al, (2001), Language and Cognitive Processes, 16, 241 - 259

• Educational attainments of school leavers with a preschool history of speech-language impairments.

  Snowling MJ. et al, (2001), Int J Lang Commun Disord, 36, 173 - 183

• From language to reading and dyslexia.

  Snowling MJ., (2001), Dyslexia, 7, 37 - 46

• Developmental dyslexia

  Snowling MJ., (2001), Current Paediatrics, 11, 10 - 13

• Levels of literacy among juvenile offenders: The incidence of specific reading difficulties

  Snowling MJ. et al, (2000), Criminal Behaviour and Mental Health, 10, 229 - 241

• Is preschool language impairment a risk factor for dyslexia in adolescence?

  Snowling M. et al, (2000), J Child Psychol Psychiatry, 41, 587 - 600

• Foundations of reading acquisition and dyslexia: Implications for early intervention.

  Snowling MJ., (2000), BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 70, 275 - 276

• Factors influencing syntactic awareness skills in normal readers and poor comprehenders

  Nation K. and Snowling MJ., (2000), Applied Psycholinguistics, 21, 229 - 241

• A comparison of DLFs, FMDLs and BMLDs in dyslexic and normal-reading adults

  Hill NI. et al, (2000), BRITISH JOURNAL OF AUDIOLOGY, 34, 123 - 123

• Precursors of literacy delay among children at genetic risk of dyslexia.

  Gallagher A. et al, (2000), J Child Psychol Psychiatry, 41, 203 - 213

• Is dyslexia a form of specific language impairment? A comparison of dyslexic and language impaired children as adolescents.

  Goulandris NK. et al, (2000), Ann Dyslexia, 50, 103 - 120

• The development of executive function and language skills in children at risk of reading difficulties.

  Snowling M. et al, Journal of Child Psychology and Psychiatry

• Reading comprehension, decoding and oral language

  Nag S. and Snowling M., The EFLU Journal, English and Foreign Languages University, 2, 75 - 93

• Predictors of individual differences in the foundation of early literacy young children.

  Snowling M. et al, Psychological Science

• On the sensitivity of the phonics screening check (Duff, Mengoni, Bailey & Snowling, 2015): erratum and further analysis.

  Snowling M., Journal of Research in Reading

• Literacy for all: chipping away at the ceiling

  Nag S., NORRAG NEWS, 37, 39 - 40

• Dyslexia.

  Snowling M.

• Developmental Changes in the Cognitive and Educational Profiles of Children and Adolescents with 22q11.2 Deletion Syndrome Journal of Applied Research in Intellectual Disabilities

  Snowling M. and Hulme C., Journal of Applied Research in Intellectual Disabilities

• CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development. Phase 2. Terminology

  Bishop DVM. et al, Journal of Child Psychology and Psychiatry

Recent Publications

• The DCDC2 deletion is not a risk factor for dyslexia.

  Scerri TS. et al, (2017), Transl Psychiatry, 7

• The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children’s Language and Literacy Development

  Puglisi ML. et al, (2017), Scientific Studies of Reading, 1 - 17

• The role of language production mechanisms in children's sentence repetition: Evidence from an inflectionally rich language

  NAG S. et al, (2017), Applied Psycholinguistics, 1 - 23

• Are the literacy difficulties that characterize developmental dyslexia associated with a failure to integrate letters and speech sounds?

  Nash HM. et al, (2017), Dev Sci, 20

• The efficacy of early language intervention in mainstream school settings: a randomized controlled trial.

  Fricke S. et al, (2017), J Child Psychol Psychiatry