Professor Julia Carroll
Julia Carroll joined Coventry University in September 2014 as a Reader in Child Development and Education. Prior to that she had been an Associate Professor at the University of Warwick, having joined there in 2004. She completed her DPhil in York in 2001 and stayed on to do a postdoctoral fellowship before leaving for Warwick.
Julia has always been interested in how children learn to use both spoken and written language, and how these two skills may be linked. This question guides most of my research. She has held several large research grants, from the ESRC, Nuffield Foundation and British Academy. Over the past five years my research has shown that early language difficulties can result in later phonological deficits, even in children with good early phonology, and that targeted language and phonology interventions can improve early literacy development. However, it has also shown that the deficits that dyslexic children show are not fully explained by their early language profiles.
Communicating research findings has always been a top priority for me. She is currently Editor in Chief for the Journal of Research in Reading, and in March 2014 she chaired the British Dyslexia Association International Conference, an event with over 500 delegates.
- Carroll, J. M., Bowyer-Crane, C, Duff, F., Snowling, M. J., & Hulme, C., 2011, Developing Language and Literacy: Effective Intervention in the Early Years. Wiley - Blackwell.
- Carroll, J. M., Mundy, I.R. & Cunningham, A. J., 2014, Language and phonological processing in children with and without high risk of literacy difficulties. Developmental Science.
- Shapiro, L. R., Carroll, J. M. & Solity, J., 2013, Separating the influence of pre-reading skills on early word and nonword reading. Journal of Experimental Child Psychology, 116, 278-295.
- Hulme, C., Bowyer-Crane, C., Carroll, J. M., Duff, F., & Snowling, M. J., 2012, The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses. Psychological Science, 23, 572 – 577.
- Mundy, I. R. & Carroll, J. M., 2012, Speech prosody and developmental dyslexia: reduced phonological awareness in the context of intact phonological representations. Journal of Cognitive Psychology, 24, 560-581.
- Carroll, J. M. & Myers, J. M., 2011, Spoken word classification in children and adults. Journal of Speech, Language and Hearing Research, 54, 127-147.
- Cunningham, A.J., & Carroll, J. M., 2011, Reading-related skills in earlier and later schooled children. Scientific Studies of Reading, 15(3), 244-266.
- Carroll, J. M., Maughan, B., Goodman, R., & Meltzer, H.,2005, Literacy difficulties and psychiatric disorders: evidence for comorbidity. Journal of Child Psychology and Psychiatry. 46, pp 524-532.
- Carroll, J. M. & Snowling, M. J., 2004, The speech and language skills of children at high risk of reading difficulties. Journal of Child Psychology and Psychiatry, 45(3), pp. 631-640.
- Carroll, J. M., Snowling, M. J., Hulme, C., & Stevenson, J., 2003, The development of phonological awareness in pre-school children. Developmental Psychology, 39 (5), pp. 913-923.
- The Coventry and Warwick Morphology and Phonology: This project examines the phonological and morphological skills of children with dyslexia and children with a history of ear infections.
- The Coventry and Warwick Deaf Children’s Literacy: This project examines the phonological and morphological skills of children with a severe or profound hearing loss.
- The Warwick Speech and Literacy Project: This longitudinal project compared the language and literacy progress of children with a family risk of dyslexia and children with a history of speech and language impairments.
- The Redditch Reading Development Project: This longitudinal project used a wide range of tasks administered at school entry to predict reading outcomes.
- The Warwick Phonological Representations Project: This project examined the phonological skills of 4-6 year old children and showed that children are sensitive to articulatory features.