Dr. Ian Mundy
Ian completed his PhD at the University of Warwick in 2011. His doctoral research investigated the relationship between prosodic language skills (i.e. sensitivity to the rhythmic structure of spoken language) and literacy ability in skilled readers and adults with developmental dyslexia. During his time at Warwick he was also employed as a postdoctoral researcher on two externally funded research projects. The first of these projects was funded by the ESRC and investigated the longitudinal predictors of reading ability in typically developing children, children with a family risk of dyslexia, and children with a history speech and language difficulties. The second of these projects utilised structural equation modelling to investigate the precursors of literacy and phonological skills in a large sample of typically developing children. Ian took-up a lectureship at Coventry University in February 2012. He currently lectures in research methods and statistics, developmental psychology and cognitive psychology, as well as serving as Undergraduate Admissions Tutor.
- Carroll, J.M., Mundy, I.R., and Cunningham, A.J. (2014) 'The roles of family history of dyslexia, language, speech production and phonological processing in predicting literacy progress'. Developmental Science 17 (5), 727-742.
- Mundy, I.R., and Carroll, J.M. (2013) 'Spelling-stress regularity effects are intact in developmental dyslexia'. Quarterly Journal of Experimental Psychology 66 (4), 816-828.
- Holliman, A.J., Williams, G.J., Mundy, I.R., Wood, C., Hart, L., and Waldron, S. (2013) 'Beginning to disentangle the prosody-literacy relationship: A multi-component measure of prosodic sensitivity'. Reading and Writing: An Interdisciplinary Journal 27 (2), 255-266.
- Mundy, I.R., and Carroll, J.M. (2012) 'Speech prosody and developmental dyslexia: Reduced phonological awareness in the context of intact phonological representations'. Journal of Cognitive Psychology 24 (5), 560-581.