P. Hatcher

Evidence for the effectiveness of the Early Literacy Support programme.

Peter J. Hatcher, C. Hulme, M. Snowling, 2006, The British journal of educational psychology.

Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis

Peter J. Hatcher, A. Ellis, C. Hulme, 1994 .

Phoneme awareness is a better predictor of early reading skill than onset-rime awareness.

Peter J. Hatcher, K. Nation, C. Hulme, 2002, Journal of experimental child psychology.

Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure.

Peter J. Hatcher, C. Hulme, M. Snowling, 2004, Journal of child psychology and psychiatry, and allied disciplines.

Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial.

Julia M. Carroll, Peter J. Hatcher, C. Hulme, 2005, Journal of child psychology and psychiatry, and allied disciplines.

Helping to overcome early reading failure by combining the teaching of reading and phonological skills.

Charles Hulme, Andrew W. Ellis, Peter J. Hatcher, 1995 .

Reading intervention: a 'conventional' and successful approach to helping dyslexic children acquire literacy.

P. Hatcher, 2003, Dyslexia.

Phonemes, rhymes, and intelligence as predictors of children's responsiveness to remedial reading instruction: evidence from a longitudinal intervention study.

Peter J. Hatcher, C. Hulme, P. Hatcher, 1999, Journal of experimental child psychology.

Sound links in reading and spelling with discrepancy-defined dyslexics and children with moderate learning difficulties

Peter J. Hatcher, P. Hatcher, 2000 .

Predictors of Reading Recovery book levels

P. Hatcher, 2000 .