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Journal of Experimental Child Psychology|September 22, 1998
Segmentation does predict early progress in learning to read better than rhyme: A reply to bryantHulme, Muter, SnowlingJournal of Experimental Child Psychology|September 22, 1998
Segmentation, not rhyming, predicts early progress in learning to readV Muter, C Hulme, M Snowling, et al.Journal of Experimental Child Psychology|June 1, 1997
Segmentation, not rhyming, predicts early progress in learning to readV Muter, C Hulme, M Snowling, et al.Developmental Psychology|September 10, 2004
Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal studyValerie Muter, Charles Hulme, Margaret J Snowling, et al.Journal of Child Psychology and Psychiatry, and Allied Disciplines|February 1, 1994
Orthographic analogies and phonological awareness: their role and significance in early reading developmentV Muter, M Snowling, S TaylorPhilosophical Transactions of the Royal Society of London. Series B, Biological Sciences|October 29, 1994
The development of phonological skillsM Snowling, C HulmeAnnals of Dyslexia|March 25, 2024
Do we really need a new definition of dyslexia? A commentaryMaggie Snowling, Charles HulmeJournal of Child Psychology and Psychiatry, and Allied Disciplines|June 1, 2007
Children at family risk of dyslexia: a follow-up in early adolescenceMargaret J Snowling, Valerie Muter, Julia CarrollThe British Journal of Educational Psychology|March 12, 2011
Evidence-based interventions for reading and language difficulties: creating a virtuous circleMargaret J Snowling, Charles HulmeChild Development Perspectives|August 21, 2015
Learning to Read: What We Know and What We Need to Understand BetterCharles Hulme, Margaret J SnowlingPageof 179