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
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2011–presentResearch Fellow (Psychology), Aston University
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2010–2011Research Fellow (Psychology), University of Warwick
Education
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2010University of Warwick, PhD
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2002University of Bath, PGCE
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2001University of Warwick, BSc
Publications
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2014Carroll, 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 ,
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2013Cunningham, 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,
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2011Cunningham, A. J., & Carroll, J. M. (2011a). Reading-related skills in earlier and later schooled children, Scientific Studies of Reading.
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2011Cunningham, A. J., & Carroll, J. M. (2011b). The development of early literacy in Steiner and standard educated children. British Journal of Educational Psychology.,
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2011Cunningham, A. J., & Carroll, J. M. (2011c). Age and schooling effects on early literacy and phoneme awareness. Journal of Experimental Child Psychology.,
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