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Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences|October 29, 1994
The development of phonological skillsM Snowling, C HulmeThe Quarterly Journal of Experimental Psychology. A, Human Experimental Psychology|November 1, 1994
Word recognition in developmental dyslexia: a connectionist interpretationM Snowling, C Hulme, N GoulandrisTrends in Cognitive Sciences|January 13, 2011
A connectionist perspective on the development of reading skills in childrenM Snowling, C Hulme, K NationJournal 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.The British Journal of Educational Psychology|October 7, 1997
Assessing reading difficulties: the validity and utility of current measures of reading skillK Nation, M SnowlingDevelopmental Medicine and Child Neurology|August 1, 1983
Spelling performance of children with developmental verbal dyspraxiaM Snowling, J StackhouseJournal of Experimental Child Psychology|December 1, 1986
Comprehension in "hyperlexic" readersM Snowling, U FrithEuropean Journal of Disorders of Communication : the Journal of the College of Speech and Language Therapists, London|January 1, 1992
Developmental verbal dyspraxia. II: A developmental perspective on two case studiesJ Stackhouse, M SnowlingJournal 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 TaylorPageof 17