Aston University Aston TriangleBirmingham B4 7ETUK
I am currently working as a research fellow on the Aston Literacy Project. This is a four-year ESRC (2011-2015) funded project led by Laura Shapiro (PI), Caroline Witton, Joel Talcott and Adrian Burgess.
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.
The project has 3 main aims:
Articles can be downloaded below. For more information go to my Google scholar profile
Cunningham, A. J., & Carroll, J. M. (2011a). Reading-related skills in earlier and later schooled children. Scientific Studies of Reading. pdf
Cunningham, A. J., & Carroll, J. M. (2011b). The development of early literacy in Steiner and standard educated children. British Journal of Educational Psychology. pdf
Cunningham, A. J., & Carroll, J. M. (2011c). Age and schooling effects on early literacy and phoneme awareness. Journal of Experimental Child Psychology. pdf
Cunningham, A. J., & Carroll, J. M. (2013). Early predictors of phonological and morphological awarenss and the link with reading: Evidence from children with different patterns of early deficit. Applied Psycholinguistics. pdf
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