| The foundations of spelling ability: Evidence from a 3-year longitudinal study M Caravolas, C Hulme, MJ Snowling Journal of memory and language 45 (4), 751-774, 2001 | 805 | 2001 |
| Common patterns of prediction of literacy development in different alphabetic orthographies M Caravolas, A Lervåg, P Mousikou, C Efrim, M Litavský, ... Psychological science 23 (6), 678-686, 2012 | 696 | 2012 |
| The effect of oral and written language input on children′ s phonological awareness: A cross-linguistic study M Caravolas, M Bruck Journal of experimental child psychology 55 (1), 1-30, 1993 | 527 | 1993 |
| Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: Evidence from Czech and English children M Caravolas, J Volín, C Hulme Journal of experimental child psychology 92 (2), 107-139, 2005 | 496 | 2005 |
| Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies M Caravolas, A Lervåg, S Defior, G Seidlová Málková, C Hulme Psychological science 24 (8), 1398-1407, 2013 | 468 | 2013 |
| Spelling development in alphabetic writing systems: A cross-linguistic perspective M Caravolas European psychologist 9 (1), 3-14, 2004 | 329 | 2004 |
| Phonological skills are (probably) one cause of success in learning to read: A comment on Castles and Coltheart C Hulme, M Snowling, M Caravolas, J Carroll Scientific studies of reading 9 (4), 351-365, 2005 | 322 | 2005 |
| A cross-linguistic study of early literacy acquisition M Bruck, F Genesee, M Caravolas Foundations of reading acquisition and dyslexia, 145-162, 2013 | 274 | 2013 |
| The nature and causes of dyslexia in different languages M Caravolas The science of reading: A handbook 18, 336-355, 2005 | 160 | 2005 |
| Effects of orthographic consistency, frequency, and letter knowledge on children’s vowel spelling development M Caravolas, B Kessler, C Hulme, M Snowling Journal of experimental child psychology 92 (4), 307-321, 2005 | 131 | 2005 |
| Phoneme isolation ability is not simply a consequence of letter-sound knowledge C Hulme, M Caravolas, G Málková, S Brigstocke Cognition 97 (1), B1-B11, 2005 | 131 | 2005 |
| Phonological spelling errors among dyslexic children learning a transparent orthography: the case of Czech M Caravolas, J Volín Dyslexia 7 (4), 229-245, 2001 | 123 | 2001 |
| A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability M Caravolas, A Lervåg, M Mikulajova, S Defior, G Seidlová-Málková, ... Scientific Studies of Reading 23 (5), 386-402, 2019 | 121 | 2019 |
| Learning to spell in different languages: How orthographic variables might affect early literacy M Caravolas Handbook of orthography and literacy, 497-511, 2005 | 80 | 2005 |
| Baterie diagnostických testů gramotnostních dovedností pro žáky 2. až 5. ročníků ZŠ: příručka M Caravolas, J Volín Institut pedagogicko-psychologického poradenství ČR, 2005 | 76 | 2005 |
| Spelling skills of children in whole language and phonics classrooms M Bruck, R Treiman, M Caravolas, F Genesee, M Cassar Applied Psycholinguistics 19, 669–684, 1998 | 71 | 1998 |
| The influences of syllable structure and reading ability on the development of phoneme awareness: A longitudinal, cross-linguistic study M Caravolas, K Landerl Scientific Studies of Reading 14 (5), 464-484, 2010 | 70 | 2010 |
| Growth of word and pseudoword reading efficiency in alphabetic orthographies: Impact of consistency M Caravolas Journal of Learning Disabilities 51 (5), 422-433, 2018 | 52 | 2018 |
| Role of the syllable in the processing of spoken English: Evidence from a nonword comparison task. M Bruck, R Treiman, M Caravolas Journal of Experimental Psychology: Human Perception and Performance 21 (3), 469, 1995 | 52 | 1995 |
| Similarities and differences between English-and French-speaking poor spellers. M Caravolas, M Bruck, F Genesee Whurr Publishers, 2003 | 51 | 2003 |
Charles HulmeProfessor of Psychology and Education, University of Oxford在 education.ox.ac.uk 的电子邮件经过验证
