Charles Hulme

Professor

University of Oxford

United Kingdom

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About

Charles Hulme is a Professor at the University of Oxford in the United Kingdom. His research focuses on language development and literacy interventions, particularly in early childhood and at-risk populations. Recent findings from his work include assessments of language interventions in preschool settings and the effectiveness of remote literacy instruction. He is also involved in exploring risk factors for dyslexia and developing automated language assessment tools.

Articles (18)

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2025

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2025

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2025

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2025

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2024

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2024

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2024

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2024

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2024

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2022

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2022

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2021

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2021

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2021

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2021

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2020

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2020

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2020

Collaborators (15)

Emma Hayiou-Thomas

University of York

UNITED KINGDOM

Charles Hulme

Research Interests

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Articles (18)

Assessing the Impact of a Heritage Language Intervention in Preschool: A Controlled Trial with Dual Language Learners from Immigrant Families

The Nuffield Early Language Intervention (NELI) programme is associated with lasting improvements in children's language and reading skills

Risk Factors for Dyslexia: Addressing Oral Language Deficits

Oral language intervention in the late primary school years is effective: evidence from a randomised control trial

When Alternative Analyses of the Same Data Come to Different Conclusions: A Tutorial Using DeclareDesign With a Worked Real-World Example

Correction: Literacy instruction from afar: evidencefor the effectiveness of a remotely delivered language-rich reading programme

Literacy instruction from afar: evidence for the effectiveness of a remotely delivered language-rich reading programme

LanguageScreen: The Development, Validation, and Standardization of an Automated Language Assessment App.

Oral language enrichment in preschool improves children's language skills: a cluster randomised controlled trial

Editorial Perspective: Speaking up for developmental language disorder – the top 10 priorities for research

Delivering language intervention at scale: promises and pitfalls

App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial.

Speechreading in hearing children can be improved by training

Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial

Is a procedural learning deficit a causal risk factor for developmental language disorder or dyslexia? A meta-analytic review.

Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension

Number knowledge and the approximate number system are two critical foundations for early arithmetic development.

Children’s Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy

Collaborators (15)

Emma Hayiou-Thomas

Riikka Mononen

Kari-Anne B. Næss

Margaret Snowling

Cristina McKean

Catherine E. Snow

Victoria Joffe

Mairead Macsweeney

Siri Steffensen Bratlie

Katie Chadd

Emma Pagnamenta

Cameron Downing

Janne V. K. Torkildsen

Dorothy Bishop

Joshua McGrane

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