Department of Education

Fiona Jelley

Doctoral Student

College Affiliation: Brasenose College

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Thesis

Exploring potential causal influences on children’s arithmetic development

Funded Research Projects:

  • "Engaging parents to improve children's outcomes: building the evidence base"

  • 2015-2018

    funded by The Sutton Trust and Esmée Fairbairn Foundation

  • Subjects Taught

    MSc in Education (Child Development and Education)

Publications:

  • Featured Publications

    • Karemaker, AM, Jelley, F, Clancy, C, Sylva, K (2017) “The effects on children's literacy skills of reading e-books with different features: Are 'bells and whistles' over-rated?”, International Journal of Child-Computer Interaction. Elsevier.
      DOI: http://doi.org/10.1016/j.ijcci.2017.01.004

    • Jelley, FC, Karemaker, A, Sylva, K (2016) Improving children’s reading through parental support: evidence on parents’ behavioural outcomes.

    • Jelley, F, Sylva, K, Karemaker, A (2016) EasyPeasy parenting app: findings from an efficacy trial on parent engagement and school readiness skills. London: The Sutton Trust.

  • Book chapters

    • Mathers, S, Roberts, F, Sylva, K (2013) “Quality in early childhood education”, In: G Pugh, B Duffy (eds.) Contemporary Issues in the Early Years. 6th. London: Sage Publications. 55-72

    • Roberts, F, Mathers, S, Joshi, H, Sylva, K, Jones, E (2010) “Childcare in the pre-school years”, In: K Hansen, H Joshi, S Dex (eds.) Children of the 21st Century: the first five years. Bristol: The Policy Press. 131-151

    • Sylva, K, Roberts, F (2009) “Quality in early childhood education: evidence for long-term effects”, In: G Pugh, B Duffy (eds.) Contemporary Issues in the Early Years. 5th. London: Sage Publications. 47-62

  • Conference papers

    • Jelley, FC, Karemaker, A, Sylva, K (2016) Improving children’s reading through parental support: evidence on parents’ behavioural outcomes. (Belfast)

    • Karemaker, AM, Jelley, F, Sylva, K, Clancy, C (2016) The effects of selected e-book features on children’s literacy development in Year-1: A small- scale Randomised Controlled Trial. (Belfast)

    • Jelley, F, Sylva, K (2016) Helping parents support children's reading: RCT evidence on parents' behavioural outcomes. (University of York)

    • Jelley, F, Karemaker, A, Sylva, K (2014) A new measure of Concepts About Print: “Dan the Flying Man”. (Amsterdam)

    • Karemaker, AM, Jelley, F, Sylva, K, Kanji, G, Murphy, V (2014) Ready to read: how staff training impacts literacy skills in pre-schools. (Amsterdam, the Netherlands)

    • Roberts, F, Sylva, K, Sammons, P (2012) Helping parents to support their children’s transition to school: a feasibility trial on ‘Ready to Go!’. (Porto)

    • Roberts, F, Sylva, K (2010) From efficacy to effectiveness: helping parents support their children's literacy and behaviour at home. (University of York)

    • Roberts, F, Nayak, G, Sylva, K (2010) A new observational measure to assess parent support during shared book-reading. (Goldsmiths, University of London)

    • Roberts, F, Sylva, K (2010) Teaching parents to support their children’s reading at home. (Berlin)

    • Roberts, F, Sylva, K (2009) Teaching parents to support their children's reading at home: a randomised controlled trial. (Nottingham)

  • Journal articles

    • Karemaker, AM, Jelley, F, Clancy, C, Sylva, K (2017) “The effects on children's literacy skills of reading e-books with different features: Are 'bells and whistles' over-rated?”, International Journal of Child-Computer Interaction.
      DOI: http://doi.org/10.1016/j.ijcci.2017.01.004

    • MURPHY, VA, Karemaker, J, Sylva, K, Kanji, G, JELLEY, F “Effective intervention to support oral language skills in English as an additional language in the early years”, TEANGA: The Journal of the Irish Association of Applied Linguistics.
      DOI: http://doi.org/10.35903/teanga.v10i0.67

  • Reports

    • Sylva, K, Jelley, F, Karemaker, A, Ebbens, A, Archer, A (2016) Final report to the Educational Endowment Foundation (EEF) on the SPOKES intervention. University of Oxford:

    • Jelley, F, Sylva, K, Karemaker, A (2016) EasyPeasy parenting app: findings from an efficacy trial on parent engagement and school readiness skills. London: The Sutton Trust.

    • Sylva, K, Roberts, F, Price, J, Scott, S, Doolan, M, Beckett, C (2011) Teaching parents to support their children’s reading: is it feasible? Report to DfE. London: NAPR/KCL.

    • Sylva, K, Roberts, F, Beckett, C, Doolan, M, Scott, S, Kallitsoglou, A, Ford, T (2011) Factors associated with levels of reading in the HCA trial. Report to DfE. London: NAPR/KCL.

  • Other

    • Sylva, K, Crook, C, Jelley, F, Price, J (2014) Supporting Parents on Kids’ Education in Schools (SPOKES) Literacy Programme: manual for Group Leaders. Oxford: University of Oxford/King’s College London.

    • Roberts, F (2006) The relationship between oral language skills at age 3 and emergent literacy at ages 4 and 5 (Unpublished dissertation). University of Bath:

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