Dr. Andrew Holliman

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.

• Holliman, A. J., Hurry, J., and Bodman, S. (2016) 'Children’s reading profiles on exiting the Reading Recovery programme: Do they predict sustained progress?' Journal of Research in Reading 39 (1), 1-18.
• Holliman, A.J., Gutiérrez Palma, N., Critten, S., Wood, C., Cunnane, H., and Pillinger, C. (2016) 'Examining the independent contribution or prosodic sensitivity to reading and spelling in early readers’. Reading and Writing.
• Collie, R.J., Holliman, A.J., and Martin, A. (2016) 'Adaptability, engagement and academic achievement at university’. Educational Psychology.
• Holliman, A. J. (2016) 'Suprasegmental phonology and early reading development'. In Trends in Language Acquisition Research Series: Linguistic Rhythm and Literacy. Ed. by Thompson, J., and Jarmulowicz, L. John Benjamines Publishing Company.
• Pateman, N., Holliman, A. J., and Williams, J. (2015) 'The effects of knowledge and word type on second language vocabulary learning: An exploratory study'. Applied Psychological Research Journal, 3, 1-17.
• Holliman, A.J., and Critten, S. (2015) ‘What is the point of childhood? Early experiences and social relationships’. In Investigating Psychology 2. Ed. by Capdevila, R., Dixon, J., and Briggs, G. Milton Keynes, UK: The Open University.
• Holliman, A.J., Critten, S., Lawrence, T., Harrison, E.C.J., Wood, C., and Hughes, D.J. (2014) 'Modeling the relationship between prosodic sensitivity and early literacy'. Reading Research Quarterly 49 (4), 469-482.
• Holliman, A.J., Williams, G.J., Mundy, I.R., Wood, C., Hart, L., and Waldron, S. (2014) 'Beginning to disentangle the prosody-literacy relationship: A multi-component measure of prosodic sensitivity'. Reading and Writing: An Interdisciplinary Journal 27 (2), 255-266.
• Holliman, A.J. (2013) The Routledge International Companion to Educational Psychology. Abingdon: Routledge.
• Holliman, A.J., and Hurry, J. (2013) 'The effects of Reading Recovery on children's literacy progress and Special Educational Needs status: A three-year follow-up study'. Educational Psychology 33 (1), 32-48.
• Holliman, A.J., Wood, C., and Sheehy, K. (2012) 'A cross-sectional study of prosodic sensitivity and reading difficulties'. Journal of Research in Reading 35 (1), 32-48.
• Holliman, A.J., Wood, C., and Sheehy, K. (2010) 'Does speech rhythm sensitivity predict children’s reading ability one year later?'. Journal of Educational Psychology 102 (2), 356-366.
• Holliman, A.J., Wood, C., and Sheehy, K. (2010) 'The contribution of sensitivity to speech rhythm and non-speech rhythm to early reading development'. Educational Psychology 30 (3), 247-267.
• Wood, C., Wade-Woolley, L., and Holliman, A. J. (2009) 'Phonological awareness: Beyond phonemes'. In Contemporary perspectives on reading and spelling. Ed. by Wood, C., and Connelly, V. London: Routledge.
• Holliman, A.J., Wood, C., and Sheehy, K. (2008) 'Sensitivity to speech rhythm explains individual differences in reading ability independently of phonological awareness'. British Journal of Developmental Psychology 26 (3), 357-367.

• (https://www.nuffieldfoundation.org/pre-school-screening-literacy-difficulties-new-test-speech-rhythm-sensitivity) Pre-school screening for literacy difficulties: A new test of speech rhythm sensitivity: This project investigates whether pre-school, pre-literate sensitivity to speech rhythm is predictive of early reading development.
 

• 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.

• Screening for potential reading difficulties: A new test of speech rhythm sensitivity: This purpose of this project was to produce and validate an assessment of speech rhythm that is suitable for young children.

• The impact of Reading Recovery at Year 4, and at the end of Key Stages 2, 3 and 4: This project investigated whether effects of the Reading Recovery programme are still apparent three years post-intervention.

• A cross-sectional study of prosodic sensitivity and reading difficulties: This project investigated whether speech rhythm sensitivity deficits in young poor readers represent a maturational lag or a specific deficit.

• Does speech rhythm sensitivity predict children’s reading ability 1 year later?: This project investigated whether sensitivity to speech rhythm could predict different components of reading one year later.

• The contribution of sensitivity to speech rhythm and non-speech rhythm to early reading development: This project investigated the relatedness of speech rhythm, non-speech rhythm, reading ability and phonological awareness in young readers.

• 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.