Coventry University | Dr. Andrew Holliman
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Dr. Andrew Holliman

Senior Lecturer in Development Psychology

My Research Vision

Inspired by a general interest in identifying and meeting the needs of children with learning difficulties, Dr Holliman’s research principally aims to: a) help identify young children who have, or may go on to have, reading difficulties, with a special focus on their sensitivity to speech rhythm; and b) to help identify the most effective ways to remediate these difficulties, with a special focus on exploring the potential of a speech rhythm-based reading intervention programme.

BIOGRAPHY

Andrew J. Holliman, Ph.D., is a chartered psychologist (CPsychol.), an associate fellow of the British Psychological Society (AFBPsS.), a fellow of the higher education academy (FHEA), and a Senior Lecturer in Developmental Psychology at Coventry University, UK. He is Director of the Master’s Programmes in Psychology and Applied Psychology. He is generally interested in children’s learning and development. His research focus is the development of children’s reading and phonological awareness and the role of speech rhythm (or prosodic) sensitivity in this development. He also works in collaboration with the Institute of Education, University of London, on research relating to the Reading Recovery programme.

Andrew has presented his research at a number of prestigious conference meetings including the Society for the Scientific Study of Reading, the British Dyslexia Association, the European Conference on Developmental Psychology, and the British Psychological Society Developmental Section. He was also invited to present his research at a seminar on Linguistic Rhythm and Literacy at Harvard University, USA. He has recently edited a book – The Routledge International Companion to Educational Psychology – and made contributions to two chapters in this text.

SELECTED OUTPUTS

SELECTED PROJECTS

  • Evaluating the potential of speech rhythm-based reading intervention: The project investigates whether a speech rhythm-based reading intervention can impact on children’s reading development over time.
  • Children’s reading profiles on exiting the Reading Recovery programme: Do they predict sustained progress? : This project investigated whether any aspects of children’s reading profile could predict sustained progress in literacy.
Research breakout image

Senior Lecturer in Development Psychology

Building: Richard Crossman
Room: RC311