Aston literacy project 2011-1016

Shapiro, Laura and Cunningham, Anna and Witton, Caroline and Talcott, Joel Brent and Burgess, Adrian-Philip and Rochelle, Kim Sheree (2020). Aston literacy project 2011-1016. [Data Collection]. Colchester, Essex: UK Data Archive. 10.5255/UKDA-SN-852671

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We aim to characterise the skills that predict reading development, and the difficulties experienced by poor readers. The research will focus on large, heterogeneous samples representing the full range of reading achievements and underlying skills. We will build models of the skills-reading relationship to test key theories from the literature. For example speech processing skills could be dependent on neural encoding of basic sounds in the auditory pathway, thus speech and non-speech skills should significantly predict reading. In contrast, speech and non-speech skills may correlate highly, but only speech skills directly predict reading acquisition. Previous research and our pilot work suggest a shift in reliance from broad auditory skills to more specific speech skills in beginning to intermediate readers. We will examine broad, long term trends by comparing groups of beginning vs. intermediate readers and conduct a detailed analysis of changes in individual children tested at two stages of beginning to read. Finally the PhD project will focus on deficit groups selected from our large sample in order to investigate whether the severity of reading difficulty varies according to the age at which deficits were observed and the breadth of deficit (eg, specific speech-sound vs. more general auditory deficits).

Data description (abstract)

These datasets include information on children's auditory and phonological skills during primary school. They were used as part of the Aston Literacy Project to investigate the relationship between auditory skills, phonological skills, and reading in children at the beginning and intermediate stages of literacy development.

Data creators:
Creator NameEmailAffiliationORCID (as URL)
Shapiro, Laural.r.shapiro@aston.ac.ukAston Universityhttp://orcid.org/0000-0002-3276-457X
Cunningham, Annaanna.cunningham@coventry.ac.ukAston Universityhttp://orcid.org/0000-0002-1199-9556
Witton, Carolinec.witton@aston.ac.ukAston Universityhttp://orcid.org/0000-0002-5610-4234
Talcott, Joel Brentj.b.talcott@aston.ac.ukAston Universityhttp://orcid.org/0000-0001-7958-8369
Burgess, Adrian-PhilipA.P.BURGESS@aston.ac.ukAston Universityhttp://orcid.org/0000-0002-0977-8105
Rochelle, Kim Shereedr.kimrochelle@gmail.comAston UniversityUnspecified
Sponsors: Economic and Social Research Council
Grant reference: ES/H031685/1
Topic classification: Education
Psychology
Keywords: SCHOOLCHILDREN, READING SKILLS, CHILDREN, PRIMARY EDUCATION
Project title: Tracking changes in the influence of broad auditory and specific phonological skills on beginning and intermediate reading performance
Grant holders: Laura Shapiro, Caroline Witton, Adrian Burgess, Kim Rochelle, Joel Talcott
Project dates:
FromTo
9 April 20118 December 2016
Date published: 05 Jun 2020 15:19
Last modified: 05 Jun 2020 15:19

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