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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; Buckley, S; Snowling, MJ; 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 (2012)
	Abstract: BACKGROUND: This study evaluates the effects of a language and literacy intervention for children with Down syndrome. METHODS: Teaching assistants (TAs) were trained to deliver a reading and language intervention to children in individual daily 40-min sessions. We used a waiting list control design, in which half the sample received the intervention immediately, whereas the remaining children received the treatment after a 20-week delay. Fifty-seven children with Down syndrome in mainstream primary schools in two U.K. locations (Yorkshire and Hampshire) were randomly allocated to intervention (40 weeks of intervention) and waiting control (20 weeks of intervention) groups. Assessments were conducted at three time points: pre-intervention, after 20 weeks of intervention, and after 40 weeks of intervention. RESULTS: After 20 weeks of intervention, the intervention group showed significantly greater progress than the waiting control group on measures of single word reading, letter-sound knowledge, phoneme blending and taught expressive vocabulary. Effects did not transfer to other skills (nonword reading, spelling, standardised expressive and receptive vocabulary, expressive information and grammar). After 40 weeks of intervention, the intervention group remained numerically ahead of the control group on most key outcome measures; but these differences were not significant. Children who were younger, attended more intervention sessions, and had better initial receptive language skills made greater progress during the course of the intervention. CONCLUSIONS: A TA-delivered intervention produced improvements in the reading and language skills of children with Down syndrome. Gains were largest in skills directly taught with little evidence of generalization to skills not directly taught in the intervention.
	Keyword: Child; Down Syndrome; Dyslexia; Early Intervention (Education); Female; Great Britain; Humans; Language; Language Development Disorders; Language Therapy; Male; Phonetics; Preschool; Reading; Remedial Teaching; Treatment Outcome; Vocabulary
	URL: https://doi.org/10.1111/j.1469-7610.2012.02557.x
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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...
	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)
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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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