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Psychology
UK
2026

D-Index & Metrics

Psychology

D-Index
114
Citations
47363
World Ranking
339
National Ranking
54

Charles Hulme publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Charles Hulme sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 388 publications — 94th percentile

94% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Charles Hulme D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Charles Hulme sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 114 D-Index — 97th percentile

97% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Research.com Recognitions

  • 2026 - Research.com Psychology in United Kingdom Leader Award
  • 2014 - Member of Academia Europaea
  • Fellow of the Academy of Social Sciences, United Kingdom
  • Fellow of the Academy of Social Sciences, United Kingdom
  • Fellow of the Academy of Social Sciences, United Kingdom
  • Fellow of the Academy of Social Sciences, United Kingdom

Overview

Charles Hulme is affiliated with the University of Oxford in the United Kingdom. Their research primarily focuses on psychology, with a particular emphasis on developmental and educational psychology. Other subfields include genetics, education, statistics and probability, and cognitive neuroscience.

Their scholarly output covers key topics such as:

  • Reading and literacy development
  • Language development and disorders
  • Educational and psychological assessments
  • Genetics and neurodevelopmental disorders
  • Cognitive and developmental aspects of mathematical skills
  • Child development and digital technology
  • Genetic associations and epidemiology

Hulme has been a contributor to major publication venues including:

  • ISRCTN Registry
  • Journal of Child Psychology and Psychiatry
  • bioRxiv (Cold Spring Harbor Laboratory)
  • Developmental Science
  • Reading and Writing

Frequent coauthors include Maggie Snowling, Gillian West, Margaret J. Snowling, Cameron Downing, and Manon Jones.

Their recent papers include:

  • "Discovery of 42 genome-wide significant loci associated with dyslexia," 2022, Nature Genetics
  • "Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people," 2022, Proceedings of the National Academy of Sciences
  • "Children's Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy," 2020, Current Directions in Psychological Science
  • "Is a procedural learning deficit a causal risk factor for developmental language disorder or dyslexia? A meta-analytic review," 2021, Developmental Psychology
  • "Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial," 2021, Journal of Child Psychology and Psychiatry

Among distinctions, Hulme is a Member of Academia Europaea since 2014 and a Fellow of the Academy of Social Sciences in the United Kingdom.

Best Publications

  • Is working memory training effective? A meta-analytic review

    Monica Melby-Lervåg;Charles Hulme

  • Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study.

    Valerie Muter;Charles Hulme;Margaret J. Snowling;Jim Stevenson

  • Phonological skills and their role in learning to read: A meta-analytic review.

    Monica Melby-Lervåg;Solveig-Alma Halaas Lyster;Charles Hulme

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

    Peter J. Hatcher;Charles Hulme;Andrew W. Ellis

  • Memory for familiar and unfamiliar words: Evidence for a long-term memory contribution to short-term memory span

    Charles Hulme;Sarah Maughan;Gordon D.A Brown

  • Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of "Far Transfer": Evidence From a Meta-Analytic Review.

    Monica Melby-Lervåg;Thomas S. Redick;Charles Hulme

  • Oscillator-based memory for serial order

    Gordon D. A. Brown;Tim Preece;Charles Hulme

  • The science of reading: A handbook.

    Margaret J. Snowling;Charles Hulme

  • Developmental Disorders of Language Learning and Cognition

    Charles Hulme;Margaret J. Snowling

  • The Foundations of Spelling Ability: Evidence from a 3-Year Longitudinal Study

    Markéta Caravolas;Charles Hulme;Margaret J. Snowling

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

    Charles Hulme;Peter J. Hatcher;Kate Nation;Angela Brown

  • The development of phonological awareness in preschool children.

    Julia M. Carroll;Margaret J. Snowling;Charles Hulme;Jim Stevenson

  • Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies

    Markéta Caravolas;Arne Lervåg;Petroula Mousikou;Corina Efrim

  • Speech Rate and the Development of Short-Term Memory Span.

    Charles Hulme;Neil Thomson;Clare Muir;Amanda Lawrence

  • Word-frequency effects on short-term memory tasks: Evidence for a redintegration process in immediate serial recall

    Charles Hulme;Steven Roodenrys;Steven Roodenrys;Richard Schweickert;Gordon D. A. Brown

  • Neural systems predicting long-term outcome in dyslexia

    Fumiko Hoeft;Bruce D. McCandliss;Jessica M. Black;Alexander Gantman

  • Ameliorating Children’s Reading-Comprehension Difficulties A Randomized Controlled Trial

    Paula J. Clarke;Margaret J. Snowling;Emma Truelove;Charles Hulme

  • Concrete words are easier to recall than abstract words: Evidence for a semantic contribution to short-term serial recall.

    Ian Walker;Charles Hulme

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

    Peter J. Hatcher;Charles Hulme;Margaret J. Snowling

  • Working Memory and Severe Learning Difficulties

    Charles Hulme;Susie Mackenzie

Frequent Co-Authors

Margaret J. Snowling
Margaret J. Snowling University of Oxford
Arne Lervåg
Arne Lervåg University of Oslo
Gordon D. A. Brown
Gordon D. A. Brown University of Warwick
Monica Melby-Lervåg
Monica Melby-Lervåg University of Oslo
Kate Nation
Kate Nation University of Oxford
Steven Roodenrys
Steven Roodenrys University of Wollongong
Fumiko Hoeft
Fumiko Hoeft University of Connecticut
Paul M. Thompson
Paul M. Thompson University of Southern California
David R. Shanks
David R. Shanks University College London
Kristina Moll
Kristina Moll Ludwig-Maximilians-Universität München

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