School:Psychology and Sport Science
Areas of Expertise: Psychology
Sarah is course leader for our MSc Clinical Child Psychology. She lectures on topics from typical early cognitive and social development as well as developmental psychopathologies.
Sarah is a chartered developmental psychologist specialising in early child development and language and literacy development and disability. She also provides expert parenting advice based on developmental science and has recently written Little Kids, Big Dilemmas: Your parenting problems solved by science, which answers popular parenting dilemmas with science based solutions.
Sarah also blogs on parenting at www.littledilemmas.com, leads the Tune Time - Beat Bop early literacy project, which investigates the impact of spoken and rhythmic rhymes to raise early literacy skills. She also uses the developmental trajectories technique to investigate outcomes in children with reading disabilities.
Currently Sarah is undertaking research investigating the transition from pre-school to reception for summer born children.
Sarah supervises research projects concerning topics in parenting, early child development and more specifically those concerned with investigating music in the classroom.
Kuppen, S. (2018) Little kids, big dilemmas: your parenting problems solved by science. Published by Routledge.
Kuppen, S. & Bourke, E. (2017) Rhythmic rhymes for boosting phonological awareness in socially disadvantaged children. Mind, Brain, and Education, 11(4), 181-189
Kuppen, S. E., & Goswami, U. (2016). Developmental trajectories for children with dyslexia and low IQ poor readers. Developmental Psychology, 52(5), 717-734.
Kuppen, S., Huss, M., & Goswami, U. (2014). A longitudinal study of basic auditory processing and phonological skills in children with low IQ. Applied Psycholinguistics, 35(6), 1109-1141.
Kuppen, S., Huss, M., Fosker, T., Fegan, N., & Goswami, U. (2011). Basic auditory processing skills and phonological awareness in low-IQ readers and typically developing controls. Scientific Studies of Reading, 15(3), 211-243.
Neuroscience and Education. Invited speaker at the Essex Secondary Science Festival, June 2018.
Making Sense of the Early Years. Cambridge Science Festival. March 2018.
BPS Developmental Section 2016 (Belfast). Oral Paper. Developmental trajectories for phonological and auditory processing in children with dyslexia and low IQ poor readers.
Festival of Ideas (2016). Opinions on parenting – how to sort the help from the hype.
Cambridge Festival of Ideas, 2015. Tantrum taming: how developmental science can help us to be effective parents.
Cambridge University Science Festival, 2015. Science based approaches to early education: the case of rhythm and literacy.
Centre for Educational Neuroscience University of London, 2014. Tune Time: spoken and sung rhymes for early literacy.
European Dyslexia Association, 2013. Tune Time: investigating the role of sung versus spoken rhymes in boosting early phonological awareness. Linnaeus University, Sweden.
BPS CogDev joint Section Conference, 2013. Tune Time: investigating the role of sung versus spoken rhymes in boosting early phonological awareness. Reading University, UK.