Overview

The Families, Early Learning and Literacy research group (FELL) aims to carry out cutting-edge, policy related research on the development of children between birth and age 11.  Its focus is on ways that the family, care and educational environments shape the child’s cognitive, social and affective development.  We have a special interest in language and literacy, and in quantitative approaches to research featuring longitudinal studies and experimental interventions.  The audience for our research includes the academic community but also policy makers at national and local levels with whom we often work in close partnership.

Click to view current and previous grant-funded research projects

Current members of FELL

Staff and academic visitors:

Professor Kathy Sylva, Dr Maria Evangelou, Dr Lars Malmberg, Sandra Mathers, Dr Jette Karemaker, Fiona Roberts, Gulzar Kanji, Dr Lynn Erler, Dr Laura Huxford, Faye Linskey, Dr Mary Wild.

Doctoral students:

Lydia Chan, David Glassman, James Hall, Maria Kyriacou, Sharon Loza, Michael McGregor, Fiona Middleweek, Gopa Nayak, Ebrahim Talae, Owen Yang.

Psychology interns:

Harriet Alexander, Lucinda Turnpenny, Sophie Webster, Rebecca Wright.

Collaborations on funded research

  • Institute of Education, University of London 
  • Department of Social Policy and Social Work, University of Oxford
  • Department of Psychiatry, University of Oxford
  • Aga Khan Foundation
  • Aga Khan University, Institute for Educational Development
  • Institute for Fiscal Studies
  • National Centre for Social Research

Visiting Fellows to FELL

  • Dr Vickii Jenvey, Monash University (2005)
  • Peter Mwaura, Kenyatta University (2004)
  • Dr Rachel Wilson, University of Sydney (2003)
  • Pat Carr, Visiting Teaching Fellow, Pembrokeshire (2003)
  • Prof Courtney Cazden, Harvard University (2001)
  • Dr Mina Swaminathan, MS Swaminathan Foundation, Chennai, India (1999)
  • Dr Celia Kwan, Nanyang University, Singapore (1998)

Some current doctoral research in FELL

  • Supporting children with language delay in the Foundation Stage
  • The role of ‘shared reading’ in ESL classrooms in Hong Kong
  • Language and literacy problems in young children
  • The development of written narrative in primary school children
  • The contribution of IT at home to school learning
  • Resilient and vulnerable developmental trajectories in a large longitudinal study (EPPE)
  • Contribution of phonological skills to second language learning

Recently completed doctorates

Soucacou (2007) Assessment of classroom quality in inclusive preschool settings: Development and validation of a new observation method

Rodrigues (2006) Assessment practices in primary classrooms in Pakistan

Bhutta (2006) Health education practice in primary classrooms in Pakistan

Lubans (2005) Promoting physical activity in the secondary school setting: Evaluation of the Lifetime Activity Programme

Ereky-Stevens (2005) Mothers’ internal state focus: Associations with individual differences in children’s understanding of mind and emotions (ESRC)

Wild (2004) Page or screen: Will using Key Stage 1 information technology improve literacy? (ESRC)

Nichols (2004) The role of text in literacy development: An enhancement of the fiction and non-fiction literacy curriculum of children in reception (ESRC)

Khalid (2002) Mainstreaming pupils with special educational needs in Brunei

Wilson (2002) The effects of otitis media on children’s language and reading attainment in the primary school (ESRC)

MacPherson (2002) Development of narrative competence in young children attending day nursery

Evangelou (2001) Evaluation of the effects of a pre-school intervention on literacy development in children (ESRC)

Last modified by Miss Fiona Roberts - 18 August 2009