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.
Research Fellow (Psychology), Aston University
Research Fellow (Psychology), University of Warwick
University of Warwick, PhD
University of Bath, PGCE
University of Warwick, BSc
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 ,
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,
Cunningham, A. J., & Carroll, J. M. (2011a). Reading-related skills in earlier and later schooled children, Scientific Studies of Reading.
Cunningham, A. J., & Carroll, J. M. (2011b). The development of early literacy in Steiner and standard educated children. British Journal of Educational Psychology.,
Cunningham, A. J., & Carroll, J. M. (2011c). Age and schooling effects on early literacy and phoneme awareness. Journal of Experimental Child Psychology.,