Research Fellow (Psychology), School of Life and Health Sciences, Coventry University

I am currently working as a research fellow as part of the Literacy theme at Coventry University.

In the past I worked as a research fellow on the Aston Literacy Project, a four-year ESRC project.

The project investigates the relative importance of general auditory skills (perception of non-verbal sounds) and specific speech skills (perception of verbal sounds, otherwise known as phonological awareness) in beginning and intermediate stages of reading.

A large heterogeneous sample of 4-5 year old children at the start of reading acquisition, as well as an older sample of 6-7 year olds will be tested on a range of auditory, phonological and reading measures. The younger sample will be followed up twice, 1 and 2 years after the first testing phase.

Experience

  • 2011–present
    Research Fellow (Psychology), Aston University
  • 2010–2011
    Research Fellow (Psychology), University of Warwick

Education

  • 2010 
    University of Warwick, PhD
  • 2002 
    University of Bath, PGCE
  • 2001 
    University of Warwick, BSc

Publications

  • 2014
    Carroll, J. M., Mundy, I. R., & Cunningham, A. J. (2014). The roles of family history of dyslexia, language, speech production and phonological processing in predicting literacy progress. Developmental Science, n/a-n/a. doi: 10.1111/desc.12153 ,
  • 2013
    Cunningham, A. J., & Carroll, J. M. (2013). Early predictors of phonological and morphological awareness and the link with reading: Evidence from children with different patterns of early deficit. Applied Psycholinguistics,
  • 2011
    Cunningham, A. J., & Carroll, J. M. (2011a). Reading-related skills in earlier and later schooled children, Scientific Studies of Reading.
  • 2011
    Cunningham, A. J., & Carroll, J. M. (2011b). The development of early literacy in Steiner and standard educated children. British Journal of Educational Psychology.,
  • 2011
    Cunningham, A. J., & Carroll, J. M. (2011c). Age and schooling effects on early literacy and phoneme awareness. Journal of Experimental Child Psychology.,