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1	The foundations of literacy development in children at familial risk of dyslexia
	Hulme, C; Nash, HM; Gooch, D...
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2015)
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2	The interface between spoken and written language: developmental disorders.
	Hulme, C; Snowling, MJ
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; CrossRef (2014)
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3	The interface between spoken and written language: developmental disorders.
	Hulme, C; Snowling, MJ
	In: Philos Trans R Soc Lond B Biol Sci , 369 (1634) 20120395 - ?. (2014) (2014)
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4	Comorbidities in preschool children at family risk of dyslexia.
	Gooch, D; Hulme, C; Nash, HM...
	In: J Child Psychol Psychiatry , 55 (3) 237 - 246. (2014) (2014)
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5	Efficacy of language intervention in the early years.
	Fricke, S; Bowyer-Crane, C; Haley, AJ...
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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6	Efficacy of language intervention in the early years.
	Fricke, S; Bowyer-Crane, C; Haley, AJ...
	In: J Child Psychol Psychiatry , 54 (3) pp. 280-290. (2013) (2013)
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7	Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial.
	Burgoyne, K; Duff, FJ; Clarke, PJ...
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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8	Reading Development and Dyslexia
	Snowling, MJ; Göbel, SM
	In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2010)
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9	Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention.
	Carroll, JM; Bowyer-Crane, C; Duff, FJ; Miles, J; Götz, K; Snowling, MJ; Hulme, C; Fieldsend, E
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2008)
	Abstract: BACKGROUND: This study compares the efficacy of two school-based intervention programmes (Phonology with Reading (P + R) and Oral Language (OL)) for children with poor oral language at school entry. METHODS: Following screening of 960 children, 152 children (mean age 4;09) were selected from 19 schools on the basis of poor vocabulary and verbal reasoning skills and randomly allocated to either the P + R programme or the OL programme. Both groups of children received 20 weeks of daily intervention alternating between small group and individual sessions, delivered by trained teaching assistants. Children in the P + R group received training in letter-sound knowledge, phonological awareness and book level reading skills. Children in the OL group received instruction in vocabulary, comprehension, inference generation and narrative skills. The children's progress was monitored at four time points: pre-, mid- and post-intervention, and after a 5-month delay, using measures of literacy, language and phonological awareness. RESULTS: The data are clustered (children within schools) and robust confidence intervals are reported. At the end of the 20-week intervention programme, children in the P + R group showed an advantage over the OL group on literacy and phonological measures, while children in the OL group showed an advantage over the P + R group on measures of vocabulary and grammatical skills. These gains were maintained over a 5-month period. CONCLUSIONS: Intervention programmes designed to develop oral language skills can be delivered successfully by trained teaching assistants to children at school entry. Training using P + R fostered decoding ability whereas the OL programme improved vocabulary and grammatical skills that are foundations for reading comprehension. However, at the end of the intervention, more than 50% of at-risk children remain in need of literacy support.
	Keyword: Child; Comprehension; Dyslexia; Early Intervention (Education); England; Female; Follow-Up Studies; Humans; Language Development Disorders; Language Therapy; Male; Phonetics; Preschool; Problem Solving; Reading; Remedial Teaching; Verbal Behavior; Vocabulary
	URL: https://doi.org/10.1111/j.1469-7610.2007.01849.x
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10	The cognitive bases of learning to read and spell in Greek: evidence from a longitudinal study.
	Nikolopoulos, D; Goulandris, N; Hulme, C...
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2006)
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11	Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study.
	Muter, V; Stevenson, J; Snowling, MJ...
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2004)
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12	Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure.
	Snowling, MJ; Hulme, C; Hatcher, PJ
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2004)
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13	The relationship between paired associate learning and phonological skills in normally developing readers.
	Windfuhr, KL; Snowling, MJ
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) (2001)
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14	The foundations of spelling ability: Evidence from a 3-year longitudinal study
	Caravolas, M; Hulme, C; Snowling, MJ
	In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) (2001)
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15	Developmental differences in sensitivity to semantic relations among good and poor comprehenders: evidence from semantic priming.
	Nation, K; Snowling, MJ
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (1999)
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16	Individual differences in contextual facilitation: evidence from dyslexia and poor reading comprehension.
	Nation, K; Snowling, MJ
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (1998)
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