When Timing Breaks Down: Rhythmic Synchronisation in Reading and Mathematical Difficulties (HHS-2026-07)

About the Project

Reading and mathematics both rely on the ability to process sequential information over time, which may explain why developmental dyslexia and developmental dyscalculia so frequently co-occur. Yet while both conditions involve some form of timing difficulty, the nature of these impairments appears to differ — and this project sets out to investigate exactly how.

This PhD project will investigate whether distinct temporal sequencing mechanisms differentiate dyslexia, dyscalculia, and neurotypical cognition, using sensorimotor synchronisation (SMS) — the ability to synchronise movements with external rhythms — as a core behavioural paradigm. Participants will complete a series of tapping tasks ranging from simple, regular beat sequences to more complex speech-like and hierarchical rhythms, alongside standardised assessments of reading and numerical cognition.

The central hypotheses are that individuals with dyscalculia will struggle most with simple isochronous timing, reflecting difficulties in interval representation, while those with dyslexia will show greater deficits when synchronising to complex or speech-like rhythms, pointing to impairments in hierarchical temporal processing. By directly comparing these profiles within a shared behavioural framework, the project aims to identify both shared and domain-specific timing mechanisms underpinning literacy and numeracy.

Beyond its scientific contribution, this research carries implications for allied health practice. Current diagnostic approaches for learning difficulties focus largely on academic performance, offering limited insight into underlying cognitive processes. If SMS measures can serve as objective indices of temporal processing, they could complement existing assessments and potentially inform rhythm-based interventions.

The project will begin with adult populations to establish behavioural validity, with the intention of extending findings to younger developmental cohorts — supporting earlier identification of learning difficulties and more targeted intervention.

For subject specific enquiries please contact: c.lin@hud.ac.uk

How to apply

You must submit your application in full by Friday 19th June 2026, including the following documents:

• A motivational email as to why you wish to apply for the scholarship, stating which project you are applying for.
• A 2,000-word research proposal outlining how you plan to undertake for the research topic you are applying for. For further guidance on writing a research proposal, please refer to the following webpage: https://www.hud.ac.uk/postgraduate/research/writing-a-research-proposal/
• Full CV
• Provide copies of transcripts and certificates of all relevant academic and/or any professional qualifications.
• Provide references from two individuals – (at least one to be an academic reference) please contact your referees and ask them to send your references directly to pgrscholarships@hud.ac.uk from their work email address. (references can be submitted late but must be received by 29th June 2026).
• Proof of eligibility – e.g. scan of passport photo page
• Please state the research topic number and title in the subject area of the email

Please email pgrscholarships@hud.ac.uk with queries regarding eligibility and submitting documents. Informal enquiries about individual projects should be directed to the lead supervisor listed for each project.

Type of Award: Doctor of Philosophy (PhD)

Eligibility: Applications are welcome from UK applicants only; ideally with an MSc in a relevant subject area, applicants with a First-Class Honours degree may also be considered.

Location: Huddersfield

Funding: 3 years full-time research covering tuition fees and a tax-free bursary (stipend) starting at £21,805 for 2026/27.