Snowling, Margaret and Hulme, Charles (2025) The Reading Is Language Model: A Theoretical Framework for Language and Reading Development and Intervention. Annual Review of Developmental Psychology, 7 (1). pp. 195-218.

Engel de Abreu, Pascale M. J. ORCID: https://orcid.org/0000-0001-8561-4842, Nikaedo, Carolina ORCID: https://orcid.org/0009-0005-2206-9580, Lof, Ariana ORCID: https://orcid.org/0009-0006-9434-4075, Snowling, Margaret, Hulme, Charles ORCID: https://orcid.org/0000-0001-9499-5958 and Fricke, Silke ORCID: https://orcid.org/0000-0003-2706-121X (2025) Assessing the Impact of a Heritage Language Intervention in Preschool: A Controlled Trial with Dual Language Learners from Immigrant Families. Scientific Studies of Reading, 29 (6). pp. 521-543.

Hulme, Charles ORCID: https://orcid.org/0000-0001-9499-5958, West, Gillian, Rios Diaz, Mariela, Hearne, Sarah, Korell, Caroline, Duta, Mihaela and Snowling, Margaret (2025) The Nuffield Early Language Intervention (NELI) programme is associated with lasting improvements in children's language and reading skills. Journal of Child Psychology and Psychiatry, 66 (9). pp. 1357-1365.

Snowling, Margaret and Hulme, Charles ORCID: https://orcid.org/0000-0001-9499-5958 (2025) Risk Factors for Dyslexia: Addressing Oral Language Deficits. Mind, Brain, and Education, 19 (3). pp. 168-175.

Puglisi, Marina, Hulme, Charles, Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Snowling, Margaret (2017) The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children’s Language and Literacy Development. Scientific Studies of Reading, 21 (6). pp. 498-514.