Dr Emily Harrison

• Literacy (mainly Reading) Development
• Developmental & Educational Psychology
• Psychology Dissertations & Research Methods

• SEDA Communities of Practice in Research Supervision (BCU, 2019)
• PGCert Learning and Teaching in Higher Education (BCU, 2017);
• PhD (“Evaluating the potential of a speech rhythm-based reading intervention”, Coventry University, 2015);
• BSc (Hons) Psychology (Coventry University, 2011)

• Chartered Member of the British Psychological Society (CPsychol)
• Member of the Society for the Scientific Study of Reading
• Fellow of the Higher Education Academy

• L4 Introduction to Psychology (guest lectures)
• L4 Research Skills in Psychology (guest lectures)
• L6 Lifespan Psychology (module leader)
• L6 Psychology Dissertation (module leader)
• L7 Psychology Dissertation (MSc online) (module leader)

Harrison, E. & Rentzelas, P. (in preparation) ‘Your Psychology Dissertation’ (text book in collaboration with SAGE, due for publication in 2020).

Rentzelas, P. & Harrison, E. (research in progress) Examining the effectiveness of a writing retreat for improving undergraduate students’ intrinsic motivation on the dissertation module.

Harrison, E. & Rentzelas, P. (research in progress) An exploration of BAME student experience on a psychology undergraduate dissertation module.

Hopkins, T., Packer, M., Harrison, E., Coyne-Umfreville, E., Parsons, S. & Branagan, A. (research in progress) Establishing the effectiveness of an intervention targeting the development of early word concepts in pre-school children.

Harrison, E., Coyne-Umfreville, E., Mason, E., Sahle, M. and Wabinga, S. (in preparation) Examining the relationship between elements of prosody and reading skills.

Devlin, K. & Harrison, E. (in preparation) Evaluating the Effectiveness of a Creative Writing Social Prescription Model for Promoting Positive Mental Health in Adolescents.

Emily is currently supervising an external PhD candidate on a project investigating the relationship between prosody, reading fluency, and reading comprehension. The project also aims to explore the potential of a prosody-based intervention for improving children’s literacy skills.  

Harrison, E., Wood, C., Holliman, A., & Vousden, J. (in preparation). Investigating the potential of a speech rhythm-based reading intervention in struggling readers.

Rentzelas, P. & Harrison, E. (under review). Creating and evaluating a learning sequence in the form of a writing retreat for psychology undergraduate dissertation students.

Deacon, S. H., Holliman, A. J., Dobson, G. J. & Harrison, E. C. J. (2018) Assessing Direct Contributions of Morphological Awareness and Prosodic Sensitivity to Children’s Word Reading and Reading Comprehension. Scientific Studies of Reading 22(6), 527-537. doi: 10.1080/10888438.2018.1483376

Harrison, E., Wood, C., Holliman, A., & Vousden, J. (2018). The Immediate and Longer Term Effectiveness of a Speech Rhythm-Based Reading Intervention for Beginning Readers. Journal of Research in Reading, 41(1), 220-241. doi: 10.1111/1467-9817.12126

Harrison, E. & Rentzelas, P. (2017) Your Psychology Dissertation. London: Sage

Harrison, E., & Wood, C. (2016) Towards a Speech Rhythm-Based Reading Intervention. In J. Thomson & L. Jarmulowicz (eds.) Linguistic Rhythm and Literacy (pp. 77-98). Philadelphia: John Benjamins

Holliman, A., Critten, S., Lawrence, T., Harrison, E., Wood, C. & Hughes, D. (2014) Modeling the Relationship Between Prosodic Sensitivity and Early Literacy. Reading Research Quarterly 49(4), 469-482. doi: https://doi.org/10.1002/rrq.82

Johnson, A. J., Miles, C., Haddrell, B., Harrison, E., Osborne, L., Wilson, N. & Jenks, R. (2012) The effect of chewing gum on physiological and self-rated measures of alertness and daytime sleepiness. Physiology & Behavior 105(3), 815-820. doi: 10.1016/j.physbeh.2011.10.020