This website is a resource designed for teachers, parents and children involved in the Aston Literacy Project, and others interested in our research findings. We will update it regularly so please visit often to keep informed. Our project investigates the relationship between auditory skills, phonology, and reading in children at the beginning and intermediate stages of literacy development. The original research was funded by an ESRC-funded grant (2011-2016) conducted by Dr Laura Shapiro (Principal Investigator), Dr Caroline Witton, Professor Joel Talcott, Professor Adrian Burgess and Dr Anna Cunningham (Research Fellow 2011-2015). Phase 5 of ALP (2016) was coordinated by Amy Fox.
We have a grant from Aston University to work with our sample again in Summer 2017 and are currently seeking external funding to continue to follow up our sample as they progress into secondary school.
We held workshops in January 2017 for participating teachers. We gained some really valuable feedback from teachers which has informed the next phase of our project. Click here for a summary of the findings we discussed, feedback from teachers and next steps.
Our initial key findings were published in Cognition (2015). You can read our paper by clicking here. This paper is written for a specialist academic audience. For updates targeted at practitioners and parents, please click on the summaries below.
For a summary of our initial outcomes in January 2016 click here
See Phase 1 Newsletter for Autumn 2011 (beginning of Reception).
See Phase 2 Newsletter for Spring 2012 (middle of Year 2).
See Phase 3 Newsletter for Summer 2012 (end of Reception).
See Phase 4 Newsletter for Summer 2013 (end of Year 1).
The project involves two large groups of children from 16 schools in the Birmingham area.
Aims of the research:
Progress of the research:
We have conducted five large data collection phases across 16 schools in the Birmingham area. We have followed up the longitudinal sample during Summer 2016, now that they are in Year 4. We now plan to work with the same children in Year 5 during Summer 2017 and aim to continue to work with the same children as they progress into secondary school. Thank you to all the children, teachers and research assistants who have been involved in our research.
This research will help lead to more effective early identification of children who are at risk of developing reading difficulties, and inform successful interventions. Your participation will make an important contribution.